From http://languagemagazine.com/?page_id=13138
Finding Drive
by Seyedeh Sara Jafari
October 2013
There is no question that one's success in any task is closely related to motivation. Learning a language is no exception. But what is motivation?
There are different reasons for studying a foreign language: some study a language for practical reasons, while others are interested in a particular language, its speakers, and its culture. For some, language learning is only an abstract undertaking required for an academic degree. Gardner and Lambert (1972) define integrative and instrumental motivation. Falk (1978) believed that the successful students in the learning of a target language are those who have a desire to become familiar with or even integrate within the society in which the target language is used; this kind of motivation is known as integrative motivation.
Read the full article at http://languagemagazine.com/?page_id=13138
October 27, 2013
Blog Post: Using Assessment To Inform Your Teaching
From http://musicuentos.com
Here is a nice blog post about using formative assessment to detect persistent student errors and address them: http://musicuentos.com/2013/10/assessment-informs
Here is a nice blog post about using formative assessment to detect persistent student errors and address them: http://musicuentos.com/2013/10/assessment-informs
DysTEFL: Self-Study Course about Dyslexia and English as a Foreign Language
From http://www.dystefl.eu/index.php?id=18
The DysTEFL website includes a self-study course to acquaint teachers with the needs of dyslexic students who are learning a foreign language. The training materials will also acquaint foreign language teachers with a wide repertoire of useful teaching methods, techniques and tools so that the quality and effectiveness of foreign language teaching to students with dyslexia can be enhanced.
Access the course at http://course.dystefl.eu
The DysTEFL website includes a self-study course to acquaint teachers with the needs of dyslexic students who are learning a foreign language. The training materials will also acquaint foreign language teachers with a wide repertoire of useful teaching methods, techniques and tools so that the quality and effectiveness of foreign language teaching to students with dyslexia can be enhanced.
Access the course at http://course.dystefl.eu
Los Angeles Plans To Separate English Language Learners from Other Students
From http://www.latimes.com/local/la-me-adv-english-learners-20131020,0,1836196.story#axzz2iUug2k00
L.A. Unified's English learner action upsets parents, teachers
As the district moves to enforce a policy of grouping pupils of similar English fluency ability together, those opposed protest.
By Teresa Watanabe
October 19, 2013
Luis Gaytan, the 5-year-old son of Mexican immigrants who speak Spanish at home, was so terrified by kindergarten that he would barely talk - prompting classmates to tease that he didn't have a tongue.
In the last two months, at Granada Elementary Community Charter, Luis has gained a growing command of the language in a class of students with a mixed range of English ability. His father, Jorge, is convinced that his son is learning English more quickly because he hears it every day from more-advanced classmates.
But Luis - and thousands of other Los Angeles Unified students - is being moved into new classes with those at a similar language level under an order that has sparked a storm of protest. In recent weeks, a group of southeast L.A. principals have mounted a rare challenge to district policy, teachers have flooded their union office with complaints, and parents have launched protest rallies and petition drives urging L.A. Unified to postpone the class reorganizations until next year.
"Kids with little or no English are going to be segregated and told they're not good enough for the mainstream," said Cindy Aranda-Lechuga, a Granada mother of a kindergartner who gathered 162 parent signatures seeking a postponement and spoke against the policy at an L.A. Board of Education meeting last week. "Kids learn from their peers, and they're not going to be able to do that anymore."
Read the full article at http://www.latimes.com/local/la-me-adv-english-learners-20131020,0,1836196.story#axzz2iUug2k00
Read related articles at http://blogs.edweek.org/edweek/learning-the-language/2013/10/schools_react_to_la_unifieds_e.html and http://www.csmonitor.com/USA/Education/2013/1021/Los-Angeles-schools-plan-for-non-English-speakers-Segregation-or-solution
L.A. Unified's English learner action upsets parents, teachers
As the district moves to enforce a policy of grouping pupils of similar English fluency ability together, those opposed protest.
By Teresa Watanabe
October 19, 2013
Luis Gaytan, the 5-year-old son of Mexican immigrants who speak Spanish at home, was so terrified by kindergarten that he would barely talk - prompting classmates to tease that he didn't have a tongue.
In the last two months, at Granada Elementary Community Charter, Luis has gained a growing command of the language in a class of students with a mixed range of English ability. His father, Jorge, is convinced that his son is learning English more quickly because he hears it every day from more-advanced classmates.
But Luis - and thousands of other Los Angeles Unified students - is being moved into new classes with those at a similar language level under an order that has sparked a storm of protest. In recent weeks, a group of southeast L.A. principals have mounted a rare challenge to district policy, teachers have flooded their union office with complaints, and parents have launched protest rallies and petition drives urging L.A. Unified to postpone the class reorganizations until next year.
"Kids with little or no English are going to be segregated and told they're not good enough for the mainstream," said Cindy Aranda-Lechuga, a Granada mother of a kindergartner who gathered 162 parent signatures seeking a postponement and spoke against the policy at an L.A. Board of Education meeting last week. "Kids learn from their peers, and they're not going to be able to do that anymore."
Read the full article at http://www.latimes.com/local/la-me-adv-english-learners-20131020,0,1836196.story#axzz2iUug2k00
Read related articles at http://blogs.edweek.org/edweek/learning-the-language/2013/10/schools_react_to_la_unifieds_e.html and http://www.csmonitor.com/USA/Education/2013/1021/Los-Angeles-schools-plan-for-non-English-speakers-Segregation-or-solution
Article: Who Is an 'English-Language Learner'?
From http://www.pewstates.org/projects/stateline/headlines/who-is-an-english-language-learner-85899514092
If a U.S. student learning English were to drive across the country, he would find that in some states he would be classified an “English-language learner,” eligible to receive extra support. In other states, the same student would not qualify for the special designation-or the additional help.
The label matters, because under the federal Civil Rights Act, schools are required to provide English-language learners with additional services to ensure they master English as well as the material other students are learning.
The wide variety in policies also creates headaches for students who move from state to state, or even from one school district to another, as they may suddenly find themselves lumped into a new category.
Now that nearly all the states have agreed to adopt common standards in English and math, known as the Common Core State Standards, some states are striving for a common definition of an English-language learner. The task likely will take years, given the political and policy thickets that need to be cleared.
A common definition would help English learners to receive better educations, said Robert Linquanti, project director for English Learner Evaluation and Accountability Support at WestEd, a nonprofit education research organization based in California, and one of two co-authors of a recent report.
Read the full article at http://www.pewstates.org/projects/stateline/headlines/who-is-an-english-language-learner-85899514092
If a U.S. student learning English were to drive across the country, he would find that in some states he would be classified an “English-language learner,” eligible to receive extra support. In other states, the same student would not qualify for the special designation-or the additional help.
The label matters, because under the federal Civil Rights Act, schools are required to provide English-language learners with additional services to ensure they master English as well as the material other students are learning.
The wide variety in policies also creates headaches for students who move from state to state, or even from one school district to another, as they may suddenly find themselves lumped into a new category.
Now that nearly all the states have agreed to adopt common standards in English and math, known as the Common Core State Standards, some states are striving for a common definition of an English-language learner. The task likely will take years, given the political and policy thickets that need to be cleared.
A common definition would help English learners to receive better educations, said Robert Linquanti, project director for English Learner Evaluation and Accountability Support at WestEd, a nonprofit education research organization based in California, and one of two co-authors of a recent report.
Read the full article at http://www.pewstates.org/projects/stateline/headlines/who-is-an-english-language-learner-85899514092
Common Core and English Language Learners: Analyzing Information Texts
From http://languagemagazine.com/?page_id=12282
Cutting to the Common Core: Analyzing Informational Text
by Kate Kinsella
October 2013
The Common Core State Standards (CCSS, 2010) for reading focus heavily on students gathering evidence, knowledge, and insights from what they read. In fact, 80-90% of the reading standards in every grade require text-dependent analysis - being able to answer questions only by referring back to the assigned text, not by drawing upon and referencing prior knowledge and experiences. Equal emphasis is placed on the sophistication of what students read and the skill with which they read. With an aim of equipping students with 21st-century literacy and learning skills for college and the global workplace, the standards demand an increased percentage of informational text exposure and rigor as students advance in their coursework.
Given the decisive shift toward informational text reading and evidence-based response, school districts from California to New York are working earnestly to integrate more complex informational text assignments into English language arts curricula and other core subject areas. Similarly, disciplinary and grade-level teams are collaborating on writing text-dependent questions that will ensure students do more than a cursory reading.
While these curricular involvements are well warranted, less-proficient readers and English learners will need far more than an increase in text and task complexity to engage in competent text investigation and response.
Read the full article at http://languagemagazine.com/?page_id=12282
Cutting to the Common Core: Analyzing Informational Text
by Kate Kinsella
October 2013
The Common Core State Standards (CCSS, 2010) for reading focus heavily on students gathering evidence, knowledge, and insights from what they read. In fact, 80-90% of the reading standards in every grade require text-dependent analysis - being able to answer questions only by referring back to the assigned text, not by drawing upon and referencing prior knowledge and experiences. Equal emphasis is placed on the sophistication of what students read and the skill with which they read. With an aim of equipping students with 21st-century literacy and learning skills for college and the global workplace, the standards demand an increased percentage of informational text exposure and rigor as students advance in their coursework.
Given the decisive shift toward informational text reading and evidence-based response, school districts from California to New York are working earnestly to integrate more complex informational text assignments into English language arts curricula and other core subject areas. Similarly, disciplinary and grade-level teams are collaborating on writing text-dependent questions that will ensure students do more than a cursory reading.
While these curricular involvements are well warranted, less-proficient readers and English learners will need far more than an increase in text and task complexity to engage in competent text investigation and response.
Read the full article at http://languagemagazine.com/?page_id=12282
Ideas for Teaching a Unit on the Spanish Civil War
FLTEACH listserv users have been sharing ideas and resources for teaching about the Spanish Civil war. Follow along in the FLTEACH archives by starting with the original query: http://listserv.buffalo.edu/cgi-bin/wa?A2=ind1310&L=FLTEACH&P=R26930
Click on “Next in Topic” to read the responses.
Click on “Next in Topic” to read the responses.
American Association of Teachers of French
Are you a member of the American Association of Teachers of French? If so, you can renew your membership (for January-December 2014) at http://store.frenchteachers.org/index.php?main_page=index&cPath=1&zenid=e3ee006fe3b4f4ca3c9f13b2a2334f31
If you are not a member of AATF, consider joining! Go to http://frenchteachers.org/hq/whyaatf.htm to see some good reasons for joining your national-level professional organization.
If you are not a member of AATF, consider joining! Go to http://frenchteachers.org/hq/whyaatf.htm to see some good reasons for joining your national-level professional organization.
National French Week Is November 5-11
The American Association of Teachers of French will celebrate National French week November 5-11 this year. Get ideas and order special materials to celebrate and promote French at http://www.frenchteachers.org/nfw/nfw.htm
Article: How Latin Can Help Students Conquer the SAT
From http://michiganradio.org/post/veni-vidi-vici-how-latin-can-help-students-conquer-sat
Veni, vidi, vici: How Latin can help students conquer the SAT
October 20, 2013
Since the SAT tests academic language, it also tests knowledge of Latinate words. Knowing Latin or one of its derivative Romance languages can help test takers identify the root of an English term, understand the word's meaning and correctly answer the question.
Read the short written summary and listen to the longer feature at http://michiganradio.org/post/veni-vidi-vici-how-latin-can-help-students-conquer-sat
Veni, vidi, vici: How Latin can help students conquer the SAT
October 20, 2013
Since the SAT tests academic language, it also tests knowledge of Latinate words. Knowing Latin or one of its derivative Romance languages can help test takers identify the root of an English term, understand the word's meaning and correctly answer the question.
Read the short written summary and listen to the longer feature at http://michiganradio.org/post/veni-vidi-vici-how-latin-can-help-students-conquer-sat
Donguri Korokoro: Acorn Song for Children
From http://japanese.about.com
It's fall, acorns are on the ground, and it's a nice time for a Japanese children's song about acorns: “Donguri Korokoro.” For lyrics, a translation, and background, go to http://japanese.about.com/od/japanesecultur1/a/Japanese-Children-Song-Donguri-Korokoro.htm?nl=1
It's fall, acorns are on the ground, and it's a nice time for a Japanese children's song about acorns: “Donguri Korokoro.” For lyrics, a translation, and background, go to http://japanese.about.com/od/japanesecultur1/a/Japanese-Children-Song-Donguri-Korokoro.htm?nl=1
Online Course: Japan and the World: Historical and Cultural Developments
From http://primarysource.org/japanandtheworld
Japan and the World: Historical and Cultural Developments (5th Century - Present)
Ten-Week Online Course
Course Dates: January 15 - March 25, 2014
PDPs/Credits: 45 PDPs; 2 graduate credits
Explore Japan through its history, arts, and literature. With an emphasis on Japan post-1853, this eight-session online course integrates an overview of Japanese history and culture with extensive consideration of the best pedagogical approaches to translate such learning into effective teaching. We will examine rich primary and secondary sources that explore Japan's geographic features, belief systems, feudal and contemporary government systems, artistic traditions, and the ways in which Japan has interacted with the world. Drawing on course content and innovative Web 2.0 tools, participants will also construct curricular materials for use in their own classrooms.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning. The time for completing each week's work is approximately 3-5 hours.
Open to all K-12 educators.
A limited number of scholarships are available for this course. Learn more and apply at http://primarysource.org/japanandtheworld
Japan and the World: Historical and Cultural Developments (5th Century - Present)
Ten-Week Online Course
Course Dates: January 15 - March 25, 2014
PDPs/Credits: 45 PDPs; 2 graduate credits
Explore Japan through its history, arts, and literature. With an emphasis on Japan post-1853, this eight-session online course integrates an overview of Japanese history and culture with extensive consideration of the best pedagogical approaches to translate such learning into effective teaching. We will examine rich primary and secondary sources that explore Japan's geographic features, belief systems, feudal and contemporary government systems, artistic traditions, and the ways in which Japan has interacted with the world. Drawing on course content and innovative Web 2.0 tools, participants will also construct curricular materials for use in their own classrooms.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning. The time for completing each week's work is approximately 3-5 hours.
Open to all K-12 educators.
A limited number of scholarships are available for this course. Learn more and apply at http://primarysource.org/japanandtheworld
Two Online Courses: The Enduring Legacy of Ancient China and Changing China: History and Culture Since 1644
From http://primarysource.org
Here are two online courses from Primary Source dealing with Chinese culture:
---
Changing China: History and Culture Since 1644
Ten-Week Online Course
Course Dates: January 15 - March 25, 2014
PDPs/Credits: 45 PDPs; 2 graduate credits
What has driven the dramatic transformation of China over the past 350 years? What should students know about this economic and cultural powerhouse? The complex history of modern China and its unique place on the world stage will be the central focus for this online course, which will explore the period from the Qing Dynasty and the decline of dynastic China to the present day. In addition to the materials presented in Primary Source's sourcebook China Since 1644: A History Through Primary Sources, this course will make use of readings, videos, and web-based resources to engage educators in some of the most current scholarship and thinking on China's development as a nation state. Topics will include the early republic, communist China, economic and political changes, internal migration, arts and literature, and China's future in an era of globalization.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning. The time for completing each week's work is approximately 3-5 hours.
Recommended especially for educators in grades 6-12.
For full details and scholarship information, go to http://primarysource.org/modern-china-online-course
---
The Enduring Legacy of Ancient China
Ten-Week Online Course
Course Dates: June 11 - August 19, 2014
PDPs/Credits: 45 PDPs; 2 graduate credits
The remarkable richness and endurance of Chinese civilization will be the central focus for this online course, which will explore the long period from the emergence of China's earliest civilizations to the end of the dynastic phase in 1911. The course will mirror the thematic approach taken by Primary Source's own sourcebook, The Enduring Legacy of Ancient China. Topics will include geography, belief systems, the arts, and China's relationship with the world. The course will feature supplemental readings, scholar podcasts, and web-based activities to engage teachers in some of the most current scholarship, while exploring student-friendly tools and resources.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning. The time for completing each week's work is approximately 3-5 hours.
Open to all K-12 educators.
For full details and scholarship information, go to http://primarysource.org/ancientchinaonlinecourse
Here are two online courses from Primary Source dealing with Chinese culture:
---
Changing China: History and Culture Since 1644
Ten-Week Online Course
Course Dates: January 15 - March 25, 2014
PDPs/Credits: 45 PDPs; 2 graduate credits
What has driven the dramatic transformation of China over the past 350 years? What should students know about this economic and cultural powerhouse? The complex history of modern China and its unique place on the world stage will be the central focus for this online course, which will explore the period from the Qing Dynasty and the decline of dynastic China to the present day. In addition to the materials presented in Primary Source's sourcebook China Since 1644: A History Through Primary Sources, this course will make use of readings, videos, and web-based resources to engage educators in some of the most current scholarship and thinking on China's development as a nation state. Topics will include the early republic, communist China, economic and political changes, internal migration, arts and literature, and China's future in an era of globalization.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning. The time for completing each week's work is approximately 3-5 hours.
Recommended especially for educators in grades 6-12.
For full details and scholarship information, go to http://primarysource.org/modern-china-online-course
---
The Enduring Legacy of Ancient China
Ten-Week Online Course
Course Dates: June 11 - August 19, 2014
PDPs/Credits: 45 PDPs; 2 graduate credits
The remarkable richness and endurance of Chinese civilization will be the central focus for this online course, which will explore the long period from the emergence of China's earliest civilizations to the end of the dynastic phase in 1911. The course will mirror the thematic approach taken by Primary Source's own sourcebook, The Enduring Legacy of Ancient China. Topics will include geography, belief systems, the arts, and China's relationship with the world. The course will feature supplemental readings, scholar podcasts, and web-based activities to engage teachers in some of the most current scholarship, while exploring student-friendly tools and resources.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning. The time for completing each week's work is approximately 3-5 hours.
Open to all K-12 educators.
For full details and scholarship information, go to http://primarysource.org/ancientchinaonlinecourse
Informational Webinar: Host a Chinese or Egyptian Teacher at Your School
From http://www.americancouncils.org/news/le/Informational_Webinar_for_US_Host_Schools
Are you interested in increasing the global competency of your students by hosting a guest Chinese or Egyptian teacher at your school? Learn more about hosting a fully-funded teacher with the Teachers of Critical Languages Program (TCLP) during an online chat with an alumni host and TCLP staff members. Find out how this program can make a lasting difference in your school and community, and get your questions about the application answered in real time.
Learn more at one of the following webinars. Please note that both sessions will provide the same information.
-Thursday, November 21, 2013 at 4pm Eastern Standard Time , OR
-Tuesday, December 10, 2013 at 4pm Eastern Standard Time
For full details go to http://www.americancouncils.org/news/le/Informational_Webinar_for_US_Host_Schools
Are you interested in increasing the global competency of your students by hosting a guest Chinese or Egyptian teacher at your school? Learn more about hosting a fully-funded teacher with the Teachers of Critical Languages Program (TCLP) during an online chat with an alumni host and TCLP staff members. Find out how this program can make a lasting difference in your school and community, and get your questions about the application answered in real time.
Learn more at one of the following webinars. Please note that both sessions will provide the same information.
-Thursday, November 21, 2013 at 4pm Eastern Standard Time , OR
-Tuesday, December 10, 2013 at 4pm Eastern Standard Time
For full details go to http://www.americancouncils.org/news/le/Informational_Webinar_for_US_Host_Schools
AMESA: New Online Directory of African Studies, Middle Eastern Studies or South Asian Studies Scholars
From http://amesa.cul.columbia.edu/pages/about
AMESA is a free online international directory containing records of individuals who have identified themselves as being involved in any aspect of scholarship in the fields of African Studies, Middle Eastern Studies or South Asian Studies.
Since the mid-1990s, Columbia University Libraries sponsored three online International Directories of African Studies, Middle East Studies, and South Asian Studies Scholars, otherwise known as IDASS, IDMES, and IDSAS. AMESA is meant to replace these separate directories.
This directory is indexed, allowing readers to do a full text search (in English or in French) by name or keyword (e.g. subject of interest, city or country, university or organizational affiliation, etc.) within one region of the world or across regions. Each directory entry includes background and contact information, lists of publications, brief descriptions of research and teaching activities, and relevant web links.
The new AMESA site is designed to allow scholars to submit online their own entries and view and edit existing entries. All submitted entries and edits are checked for typographical errors and then made publicly accessible in a timely fashion by the staff of the Global Studies Division of Columbia University Libraries.
AMESA is available at http://amesa.cul.columbia.edu
AMESA is a free online international directory containing records of individuals who have identified themselves as being involved in any aspect of scholarship in the fields of African Studies, Middle Eastern Studies or South Asian Studies.
Since the mid-1990s, Columbia University Libraries sponsored three online International Directories of African Studies, Middle East Studies, and South Asian Studies Scholars, otherwise known as IDASS, IDMES, and IDSAS. AMESA is meant to replace these separate directories.
This directory is indexed, allowing readers to do a full text search (in English or in French) by name or keyword (e.g. subject of interest, city or country, university or organizational affiliation, etc.) within one region of the world or across regions. Each directory entry includes background and contact information, lists of publications, brief descriptions of research and teaching activities, and relevant web links.
The new AMESA site is designed to allow scholars to submit online their own entries and view and edit existing entries. All submitted entries and edits are checked for typographical errors and then made publicly accessible in a timely fashion by the staff of the Global Studies Division of Columbia University Libraries.
AMESA is available at http://amesa.cul.columbia.edu
Webinar: Preparing Native Language Teachers -- Strategies for Success
Webinar: Preparing Native Language Teachers -- Strategies for Success
November 20, 2013
3PM-4PM EST
Cultivating and increasing the number of Native American language teachers is essential to keeping our languages alive and flourishing. Please join the Administration for Native Americans at the Department of Health and Human Services and the Office of English Language Acquisition (OELA) and Office of Indian Education (OIE) at the Department of Education for a webinar to learn how their programs are assisting that effort. Successful grantees will share stories about their efforts to train the next generation of Native American Language teachers.
Register at https://www4.gotomeeting.com/register/171144271
November 20, 2013
3PM-4PM EST
Cultivating and increasing the number of Native American language teachers is essential to keeping our languages alive and flourishing. Please join the Administration for Native Americans at the Department of Health and Human Services and the Office of English Language Acquisition (OELA) and Office of Indian Education (OIE) at the Department of Education for a webinar to learn how their programs are assisting that effort. Successful grantees will share stories about their efforts to train the next generation of Native American Language teachers.
Register at https://www4.gotomeeting.com/register/171144271
International Education Week Begins November 12
From http://eca.state.gov/programs-initiatives/international-education-week
International Education Week is an opportunity to celebrate the benefits of international education and exchange worldwide. This joint initiative of the U.S. Department of State and the U.S. Department of Education is part of efforts to promote programs that prepare Americans for a global environment and attract future leaders from abroad to study, learn, and exchange experiences in the United States.
This year International Education Week begins November 12. Go to http://eca.state.gov/programs-initiatives/international-education-week and look to the sidebar on the left to see how you can participate and what events are already going on near you.
International Education Week is an opportunity to celebrate the benefits of international education and exchange worldwide. This joint initiative of the U.S. Department of State and the U.S. Department of Education is part of efforts to promote programs that prepare Americans for a global environment and attract future leaders from abroad to study, learn, and exchange experiences in the United States.
This year International Education Week begins November 12. Go to http://eca.state.gov/programs-initiatives/international-education-week and look to the sidebar on the left to see how you can participate and what events are already going on near you.
Clay Pell Leaves Job as Deputy Assistant Secretary for International and Foreign Language Education
From http://www.providencejournal.com/breaking-news/content/20131018-clay-pell-grandson-of-the-late-senator-pell-leaves-post-at-u.s.-dept.-of-education.ece
Clay Pell, grandson of the late Senator Pell, leaves post at U.S. Dept. of Education
By Lynn Arditi
October 18, 2013
Clay Pell, grandson of the late six-term U.S. Sen. Claiborne Pell and considered a possible candidate for governor in 2014, has left his job at the U.S. Department of Education.
Pell's last day was Friday, a department spokesman said in an email.
His departure comes six months after President Obama appointed Pell as deputy assistant secretary for international and foreign language education.
In a message to the staff of the Office of Postsecondary Education, Assistant Secretary Brenda Dann-Messier said thanked Pell for his service, saying that Pell "has brought tremendous energy, leadership, and vision to international education and providing America's students with global skills."
The message goes on to say that "Clay has been a powerful and effective voice for strengthening the nation's international and foreign language programs. ... We thank him for his service and wish him all the best in his future endeavors.''
Read the full article at http://www.providencejournal.com/breaking-news/content/20131018-clay-pell-grandson-of-the-late-senator-pell-leaves-post-at-u.s.-dept.-of-education.ece
Clay Pell, grandson of the late Senator Pell, leaves post at U.S. Dept. of Education
By Lynn Arditi
October 18, 2013
Clay Pell, grandson of the late six-term U.S. Sen. Claiborne Pell and considered a possible candidate for governor in 2014, has left his job at the U.S. Department of Education.
Pell's last day was Friday, a department spokesman said in an email.
His departure comes six months after President Obama appointed Pell as deputy assistant secretary for international and foreign language education.
In a message to the staff of the Office of Postsecondary Education, Assistant Secretary Brenda Dann-Messier said thanked Pell for his service, saying that Pell "has brought tremendous energy, leadership, and vision to international education and providing America's students with global skills."
The message goes on to say that "Clay has been a powerful and effective voice for strengthening the nation's international and foreign language programs. ... We thank him for his service and wish him all the best in his future endeavors.''
Read the full article at http://www.providencejournal.com/breaking-news/content/20131018-clay-pell-grandson-of-the-late-senator-pell-leaves-post-at-u.s.-dept.-of-education.ece
WIDA Webinar Series on New Early English Language Development and Early Spanish Language Development Standards
The World-Class Instructional Design and Assessment Consortium (WIDA) is pleased to announce a series of webinar opportunities on WIDA's new Early English Language Development (E-ELD) and Early Spanish Language Development (E-SLD) Standards.
Target audience: Early Childhood practitioners across all early care and education programs (Head Start, child care, preschool, pre-kindergarten, home visiting, etc.)
Webinar dates:
Getting to Know WIDA's Early English Language Development (E-ELD) and Early Spanish Language Development (E-SLD) Standards -- Thursday, October 24, 2013, 3:00-4:00 p.m. Central Time
Language in Play: Introduction to the Early English Language Development (E-ELD) Standards -- Monday, November 18, 2013, 3:00-4:00 p.m. Central Time
Understanding Language Growth: The E-ELD Performance Definitions -- Wednesday, December 11, 2013, 3:00-4:00 p.m. Central Time
Playing with Language: Understanding and Using the Model Performance Indicator (MPI) Strands -- Tuesday, January 14, 2014, 3:00-4:00 p.m. Central Time
Idioma en el juego: Introducción a los estándares desarrollo del lenguaje temprano del español (DLTE) -- Martes, Noviembre 19, 3:00-4:00 de la tarde, hora del centro
Webinar length: 1 hour
Additional information: Descriptions of each webinar, links to join the webinars and information on how to join the webinar can be found at http://www.wida.us/standards/eeld.aspx#webinars.
Please help spread the word and share this information with the appropriate contacts within your state offices, local districts, and agencies. Forward this email to anyone who may be interested in knowing more about these standards. For more information on the E-ELD and E-SLD Standards, please visit http://www.wida.us/standards/eeld.aspx.
If you have any questions please contact Erin Arango-Escalante at arangoescala at wisc dot edu.
WIDA Announcement: Webinar series on new Early English Language Development (E-ELD) and Early Spanish Language Development (E-SLD) Standards. NCELA List (NCELA@HERMES.GWU.EDU, 23 Oct 2013).
Target audience: Early Childhood practitioners across all early care and education programs (Head Start, child care, preschool, pre-kindergarten, home visiting, etc.)
Webinar dates:
Getting to Know WIDA's Early English Language Development (E-ELD) and Early Spanish Language Development (E-SLD) Standards -- Thursday, October 24, 2013, 3:00-4:00 p.m. Central Time
Language in Play: Introduction to the Early English Language Development (E-ELD) Standards -- Monday, November 18, 2013, 3:00-4:00 p.m. Central Time
Understanding Language Growth: The E-ELD Performance Definitions -- Wednesday, December 11, 2013, 3:00-4:00 p.m. Central Time
Playing with Language: Understanding and Using the Model Performance Indicator (MPI) Strands -- Tuesday, January 14, 2014, 3:00-4:00 p.m. Central Time
Idioma en el juego: Introducción a los estándares desarrollo del lenguaje temprano del español (DLTE) -- Martes, Noviembre 19, 3:00-4:00 de la tarde, hora del centro
Webinar length: 1 hour
Additional information: Descriptions of each webinar, links to join the webinars and information on how to join the webinar can be found at http://www.wida.us/standards/eeld.aspx#webinars.
Please help spread the word and share this information with the appropriate contacts within your state offices, local districts, and agencies. Forward this email to anyone who may be interested in knowing more about these standards. For more information on the E-ELD and E-SLD Standards, please visit http://www.wida.us/standards/eeld.aspx.
If you have any questions please contact Erin Arango-Escalante at arangoescala at wisc dot edu.
WIDA Announcement: Webinar series on new Early English Language Development (E-ELD) and Early Spanish Language Development (E-SLD) Standards. NCELA List (NCELA@HERMES.GWU.EDU, 23 Oct 2013).
Fourth International Conference on the Development and Assessment of Intercultural Competence
From http://cercll.arizona.edu/projects/icconference
International Conference on the Development and Assessment of Intercultural Competence
Preparing and Supporting K-16 Language Teachers to Teach for Intercultural Competence in and beyond the Classroom
January 23-26, 2014
Westward Look Resort, Tucson, Arizona
Organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona, the fourth international conference on the development and assessment of intercultural competence aims to bring researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices; to foster meaningful professional dialogue; and to enhance teacher effectiveness in teaching for intercultural competence in and beyond the classroom in order to support all students' development of intercultural competence. The conference is attended by faculty, administrators and students at post-secondary institutions, as well as K-12 teachers and individuals from a wide range of other non-traditional educational contexts who are interested in language teaching/learning and cultural competence.
Registration is now open. Visit the conference website at http://cercll.arizona.edu/development/conferences/2014_icc
International Conference on the Development and Assessment of Intercultural Competence
Preparing and Supporting K-16 Language Teachers to Teach for Intercultural Competence in and beyond the Classroom
January 23-26, 2014
Westward Look Resort, Tucson, Arizona
Organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona, the fourth international conference on the development and assessment of intercultural competence aims to bring researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices; to foster meaningful professional dialogue; and to enhance teacher effectiveness in teaching for intercultural competence in and beyond the classroom in order to support all students' development of intercultural competence. The conference is attended by faculty, administrators and students at post-secondary institutions, as well as K-12 teachers and individuals from a wide range of other non-traditional educational contexts who are interested in language teaching/learning and cultural competence.
Registration is now open. Visit the conference website at http://cercll.arizona.edu/development/conferences/2014_icc
Call for Proposals: TESOL/Applied Linguistics Graduate Students Conference
From http://www.ecu.edu/cs-cas/engl/talgs
Organized by the Linguistics and TESOL graduate students and faculty, the TESOL /Applied Linguistics Graduate Students Conference aims to provide a serious but relaxed environment for graduate students and professionals working in TESL/TEFL/FL and a variety of applied linguistics fields to present their work, receive feedback, and network. The TALGS Conference provides graduate students as well as TESOL and other Foreign Language professionals (including ESOL, TESL, EFL, ESL, TEFL, Spanish, French, German, DLI, etc.) a forum to showcase their research and successful teaching practices.
The next TALGS will be held February 15, 2014, at Western Carolina University. The theme is Research Meets Practice & Practice Meets Research. The organizers welcome proposals relevant to language use, learning, and/or teaching. Sample fields include applied linguistics & education (e.g., teaching ESL/EFL, English language learners in mainstream classrooms, immersion/dual language programs, or content-based teaching models), English studies, discourse, foreign languages, sociolinguistics, and corpus linguistics. Presentations on action research (inside and outside the classroom), reports on successful teaching practices, works in progress, as well as proposals for discussion sessions and workshops will be considered.
The deadline for proposal submission is Sunday, December 1, 2013.
View the full call for proposals at http://www.ecu.edu/cs-cas/engl/talgs/papers.cfm
Organized by the Linguistics and TESOL graduate students and faculty, the TESOL /Applied Linguistics Graduate Students Conference aims to provide a serious but relaxed environment for graduate students and professionals working in TESL/TEFL/FL and a variety of applied linguistics fields to present their work, receive feedback, and network. The TALGS Conference provides graduate students as well as TESOL and other Foreign Language professionals (including ESOL, TESL, EFL, ESL, TEFL, Spanish, French, German, DLI, etc.) a forum to showcase their research and successful teaching practices.
The next TALGS will be held February 15, 2014, at Western Carolina University. The theme is Research Meets Practice & Practice Meets Research. The organizers welcome proposals relevant to language use, learning, and/or teaching. Sample fields include applied linguistics & education (e.g., teaching ESL/EFL, English language learners in mainstream classrooms, immersion/dual language programs, or content-based teaching models), English studies, discourse, foreign languages, sociolinguistics, and corpus linguistics. Presentations on action research (inside and outside the classroom), reports on successful teaching practices, works in progress, as well as proposals for discussion sessions and workshops will be considered.
The deadline for proposal submission is Sunday, December 1, 2013.
View the full call for proposals at http://www.ecu.edu/cs-cas/engl/talgs/papers.cfm
Call for Book Chapters: Current Developments in English for Academic and Specific Purposes
From http://linguistlist.org/issues/24/24-4173.html
The International Association of Teachers of English as a Foreign Language (IATEFL) English for Specific Purposes (ESP) Special Interest Group (SIG) invites you to contribute a chapter to its fourth edited volume entitled 'Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives' (working title). The book will be sponsored by Garnet Education who have published the first three edited volumes.
This volume aims to feature articles that address ESP or English for Academic Purposes (EAP) issues innovatively and have implications for EAP and ESP practitioners and researchers globally. In the field of English language teaching, the field of ESP (including EAP) is possibly the most innovative and rooted in local contexts. Despite its ostensibly localized practices, ESP has global implications. However, such innovative practices are not widely represented in the published ESP literature for ESP and EAP practitioners. This volume is expected to address these lacunae.
You are requested to submit an outline (up to 500 words) for a chapter by 16 December 2013.
View the full call for chapters at http://linguistlist.org/issues/24/24-4173.html
The International Association of Teachers of English as a Foreign Language (IATEFL) English for Specific Purposes (ESP) Special Interest Group (SIG) invites you to contribute a chapter to its fourth edited volume entitled 'Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives' (working title). The book will be sponsored by Garnet Education who have published the first three edited volumes.
This volume aims to feature articles that address ESP or English for Academic Purposes (EAP) issues innovatively and have implications for EAP and ESP practitioners and researchers globally. In the field of English language teaching, the field of ESP (including EAP) is possibly the most innovative and rooted in local contexts. Despite its ostensibly localized practices, ESP has global implications. However, such innovative practices are not widely represented in the published ESP literature for ESP and EAP practitioners. This volume is expected to address these lacunae.
You are requested to submit an outline (up to 500 words) for a chapter by 16 December 2013.
View the full call for chapters at http://linguistlist.org/issues/24/24-4173.html
Book: Researching Dyslexia in Multilingual Settings
From http://www.multilingual-matters.com/display.asp?isb=9781783090648
Researching Dyslexia in Multilingual Settings: Diverse Perspectives
By Deirdre Martin
Published by Multilingual Matters
This volume draws together current research on dyslexia and literacy in multilingual settings across disciplines and methodologies. The contributors, all internationally recognized in the field, address developmental and acquired literacy difficulties and dyslexia in a range of language contexts including EAL/EFL. The book uses theories and analytical frameworks of a critical nature to reveal prejudicial social practices, and suggests future research directions towards a critical re-consideration of current understandings of dyslexia in multilingual settings, with a view to foregrounding the potential for interdisciplinarity. The book also suggests ways forward for evidence-informed practice, and it will be a valuable resource for researchers, practitioners and students alike.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781783090648
Researching Dyslexia in Multilingual Settings: Diverse Perspectives
By Deirdre Martin
Published by Multilingual Matters
This volume draws together current research on dyslexia and literacy in multilingual settings across disciplines and methodologies. The contributors, all internationally recognized in the field, address developmental and acquired literacy difficulties and dyslexia in a range of language contexts including EAL/EFL. The book uses theories and analytical frameworks of a critical nature to reveal prejudicial social practices, and suggests future research directions towards a critical re-consideration of current understandings of dyslexia in multilingual settings, with a view to foregrounding the potential for interdisciplinarity. The book also suggests ways forward for evidence-informed practice, and it will be a valuable resource for researchers, practitioners and students alike.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781783090648
Book: Raising Global Children
From http://isgweb.actfl.org/ISGWeb/Purchase/ProductDetail.aspx?Product_code=RAISINGGLOBALCH
Raising Global Children
By Stacie Nevadomski Berdan and Marshall S. Berdan
Published by the American Council on the Teaching of Foreign Languages
Together, as parents and educators, we must instill in our children an interest to learn about the world early on. Raising Global Children provides the rationale and concrete steps you can take to open up the world to young people. Packed with practical information, hundreds of tips and dozens of real-life stories, this comprehensive book has something for every parent and teacher. It is a combination parenting-advocacy book that is the first of its kind to detail why global awareness is important, what raising global children means, and how to develop a global mindset.
Raising global children doesn't have to cost much money, and it's for every family. The authors make a strong case for the importance of both small and big ways that adults can influence and shape the development of a global mindset in children, including:
Encouraging curiosity, empathy, flexibility and independence
Supporting foreign language learning as early as possible
Exploring culture through books, food, music and friends
Expanding a child's world through travel at home and abroad
Helping teens hone their global mindedness
Advocating for teaching global education in schools
Enthusiastically praised by parents and professionals, the down-to-earth, inspiring advice makes raising global children a fun and engaging experience for the whole family.
Visit the publisher's website at http://isgweb.actfl.org/ISGWeb/Purchase/ProductDetail.aspx?Product_code=RAISINGGLOBALCH
Raising Global Children
By Stacie Nevadomski Berdan and Marshall S. Berdan
Published by the American Council on the Teaching of Foreign Languages
Together, as parents and educators, we must instill in our children an interest to learn about the world early on. Raising Global Children provides the rationale and concrete steps you can take to open up the world to young people. Packed with practical information, hundreds of tips and dozens of real-life stories, this comprehensive book has something for every parent and teacher. It is a combination parenting-advocacy book that is the first of its kind to detail why global awareness is important, what raising global children means, and how to develop a global mindset.
Raising global children doesn't have to cost much money, and it's for every family. The authors make a strong case for the importance of both small and big ways that adults can influence and shape the development of a global mindset in children, including:
Encouraging curiosity, empathy, flexibility and independence
Supporting foreign language learning as early as possible
Exploring culture through books, food, music and friends
Expanding a child's world through travel at home and abroad
Helping teens hone their global mindedness
Advocating for teaching global education in schools
Enthusiastically praised by parents and professionals, the down-to-earth, inspiring advice makes raising global children a fun and engaging experience for the whole family.
Visit the publisher's website at http://isgweb.actfl.org/ISGWeb/Purchase/ProductDetail.aspx?Product_code=RAISINGGLOBALCH
Book: Social Networking for Language Education
From http://www.palgrave.com/products/title.aspx?pid=581588
Social Networking for Language Education
Edited by Marie-Noëlle Lamy and Katerina Zourou
Published by Palgrave Macmillan
Social media are applications that have a networking dimension at the heart of their use. They attract language learners, teachers and providers for different reasons, although they are a controversial issue in language education as we lack evidence whether and how they promote language learning. This book studies the impact of networking with the social media on language learning, through a collection of chapters offering theoretical perspectives and empirical studies of learner experiences in a wide range of networking settings, illustrating through a variety of teaching as well as research methodologies. Through focusing on communities and socialization, together the editors and contributors help to identify priority issues (such as identity and community-building) that need attention if today's social media culture is to work to the benefit of language learners.
Visit the publisher's website at http://www.palgrave.com/products/title.aspx?pid=581588
Social Networking for Language Education
Edited by Marie-Noëlle Lamy and Katerina Zourou
Published by Palgrave Macmillan
Social media are applications that have a networking dimension at the heart of their use. They attract language learners, teachers and providers for different reasons, although they are a controversial issue in language education as we lack evidence whether and how they promote language learning. This book studies the impact of networking with the social media on language learning, through a collection of chapters offering theoretical perspectives and empirical studies of learner experiences in a wide range of networking settings, illustrating through a variety of teaching as well as research methodologies. Through focusing on communities and socialization, together the editors and contributors help to identify priority issues (such as identity and community-building) that need attention if today's social media culture is to work to the benefit of language learners.
Visit the publisher's website at http://www.palgrave.com/products/title.aspx?pid=581588
October 20, 2013
Article: Immersion Teaching: Successful Approaches
From http://blogs.edweek.org/edweek/global_learning/2013/10/immersion_teaching_successful_approaches.html
Immersion Teaching: Successful Approaches
by Chris Livaccari
October 17, 2013
Immersion teachers must first clearly understand what content must be taught at each grade level. They need to be familiar with "comprehensible input," which emphasizes that students should be exposed to new words and patterns in contexts that facilitate comprehension and assimilation. Teachers should consistently weave together familiar language with new words and information, so that students continually develop their language proficiency. In this way, language acquisition in an immersion program closely mimics the natural learning curve for a first language, in which a child is constantly prompted to assimilate new language and meaning from unfamiliar words and expressions. Immersion also includes more elements of discovery- and inquiry-based learning than do other kinds of instructional practices. Students must constantly and consistently decipher inferences and context clues.
Read on for the author’s top five immersion teaching skills: http://blogs.edweek.org/edweek/global_learning/2013/10/immersion_teaching_successful_approaches.html
Immersion Teaching: Successful Approaches
by Chris Livaccari
October 17, 2013
Immersion teachers must first clearly understand what content must be taught at each grade level. They need to be familiar with "comprehensible input," which emphasizes that students should be exposed to new words and patterns in contexts that facilitate comprehension and assimilation. Teachers should consistently weave together familiar language with new words and information, so that students continually develop their language proficiency. In this way, language acquisition in an immersion program closely mimics the natural learning curve for a first language, in which a child is constantly prompted to assimilate new language and meaning from unfamiliar words and expressions. Immersion also includes more elements of discovery- and inquiry-based learning than do other kinds of instructional practices. Students must constantly and consistently decipher inferences and context clues.
Read on for the author’s top five immersion teaching skills: http://blogs.edweek.org/edweek/global_learning/2013/10/immersion_teaching_successful_approaches.html
Article: Immersion Curriculum and Literacy
From http://blogs.edweek.org/edweek/global_learning/2013/10/immersion_curriculum_and_literacy.html
Immersion Curriculum and Literacy
by Myriam Met
October 15, 2013
Immersion instruction differs from other types of language learning because students are learning multiple subjects in the target language. In a Chinese immersion setting, students will learn content through Chinese, and learn Chinese as they learn content. Balancing these two primary goals of immersion is an important consideration when planning, implementing, and growing an immersion program.
Two sets of curricula will drive what happens in classrooms each day: subject matter (content) curricula and the Chinese language and literacy curriculum. In both cases, decisions about what students should achieve derive from national and/or state standards.
Read on at http://blogs.edweek.org/edweek/global_learning/2013/10/immersion_curriculum_and_literacy.html
Immersion Curriculum and Literacy
by Myriam Met
October 15, 2013
Immersion instruction differs from other types of language learning because students are learning multiple subjects in the target language. In a Chinese immersion setting, students will learn content through Chinese, and learn Chinese as they learn content. Balancing these two primary goals of immersion is an important consideration when planning, implementing, and growing an immersion program.
Two sets of curricula will drive what happens in classrooms each day: subject matter (content) curricula and the Chinese language and literacy curriculum. In both cases, decisions about what students should achieve derive from national and/or state standards.
Read on at http://blogs.edweek.org/edweek/global_learning/2013/10/immersion_curriculum_and_literacy.html
Participation Requested for ACTFL Research Project
From http://www.actfl.org/professional-development/actfl-ecml-project
Your participation is sought for a ACTOSTL, collaborative project on behalf of the American Council on the Teaching of Foreign Languages (ACTFL) and the European Centre for Modern Languages of the Council of Europe (ECML). The project requires the active participation of practicing teachers and student teachers.
The central aim of the project is to determine what student and initial teachers consider to be good practices in foreign language teaching. To do this, the researchers are asking student teachers and initial teachers of languages in the USA and throughout Europe to observe foreign language classes and to document ‘indicators’ of good practices in specific areas.
Learn more about this project at http://www.actfl.org/professional-development/actfl-ecml-project . Comments must be entered by December 1, 2013.
Your participation is sought for a ACTOSTL, collaborative project on behalf of the American Council on the Teaching of Foreign Languages (ACTFL) and the European Centre for Modern Languages of the Council of Europe (ECML). The project requires the active participation of practicing teachers and student teachers.
The central aim of the project is to determine what student and initial teachers consider to be good practices in foreign language teaching. To do this, the researchers are asking student teachers and initial teachers of languages in the USA and throughout Europe to observe foreign language classes and to document ‘indicators’ of good practices in specific areas.
Learn more about this project at http://www.actfl.org/professional-development/actfl-ecml-project . Comments must be entered by December 1, 2013.
Vocabla: Online Application for Building English Vocabulary
Vocabla is an application available on multiple platforms that helps people build and study vocabulary lists in English. It is available at http://www.vocabla.com/lp/welcome.html
Read reviews at http://www.16kinds.com/2013/10/12/vocabla-is-a-lean-mean-english-vocab-machine and http://www.freetech4teachers.com/2013/05/vocabla-learn-english-and-spanish.html#.Uls1rySE6C8
Read reviews at http://www.16kinds.com/2013/10/12/vocabla-is-a-lean-mean-english-vocab-machine and http://www.freetech4teachers.com/2013/05/vocabla-learn-english-and-spanish.html#.Uls1rySE6C8
New Professional Booklist: ELL Family Outreach
From http://support.weta.org/site/MessageViewer?em_id=58801.0&dlv_id=74265
These titles offer a myriad of ways to build relationships with the families of English language learners, as well as ideas on how to communicate effectively and engage them in the school community. A number of the books also encourage teachers to identify the strengths of their ELL families and look for ways to build upon those strengths together.
The booklist is available at http://www.colorincolorado.org/read/professional/parents
These titles offer a myriad of ways to build relationships with the families of English language learners, as well as ideas on how to communicate effectively and engage them in the school community. A number of the books also encourage teachers to identify the strengths of their ELL families and look for ways to build upon those strengths together.
The booklist is available at http://www.colorincolorado.org/read/professional/parents
Resources for a Unit on Fashion
From http://spanishplans.org
Here are online resources for teaching a fashion unit in Spanish: http://spanishplans.org/2013/10/17/resources-for-la-moda-uni
Here are online resources for teaching a fashion unit in Spanish: http://spanishplans.org/2013/10/17/resources-for-la-moda-uni
French Class Rules Poster
From http://mangeaimeparleenfrancais.blogspot.com
Here is a fun poster of “rules” for the French classroom: http://mangeaimeparleenfrancais.blogspot.com/2013/10/les-regles-de-la-classe-de-francais.html
Here is a fun poster of “rules” for the French classroom: http://mangeaimeparleenfrancais.blogspot.com/2013/10/les-regles-de-la-classe-de-francais.html
Greek Language and Linguistics Website
From http://greek-language.com
In addition to tools to support learning Ancient Greek, this website provides resources to encourage the study of various forms of Linguistics and their application to Ancient Greek. Tools include dictionaries, software applications, links to online courses, and fora for discussion.
Explore this resource at http://greek-language.com
In addition to tools to support learning Ancient Greek, this website provides resources to encourage the study of various forms of Linguistics and their application to Ancient Greek. Tools include dictionaries, software applications, links to online courses, and fora for discussion.
Explore this resource at http://greek-language.com
Three German Autumn Festivals/Activities
From http://www.germany.info
Here are three articles about fall activities and festivals in Germany:
The Ludwigsburg Pumpkin Festival
http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/03/06-Ludwigsburg/LudwigsburgPumpkinFestival.html
Fall Means Yodeling and Homeopathic Healing in the Alps
http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/01/02Alps/Kneipp__Jodelling.html
Weimar Onion Festival
http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/03/01/Feature__1.html
Here are three articles about fall activities and festivals in Germany:
The Ludwigsburg Pumpkin Festival
http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/03/06-Ludwigsburg/LudwigsburgPumpkinFestival.html
Fall Means Yodeling and Homeopathic Healing in the Alps
http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/01/02Alps/Kneipp__Jodelling.html
Weimar Onion Festival
http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/03/01/Feature__1.html
Website Features German-American Business Biographies
From http://www.immigrantentrepreneurship.org/about.php
Launched in 2010 by the German Historical Institute, Washington, DC, Immigrant Entrepreneurship: German-American Business Biographies, 1720 to the Present is an online project focusing on two important themes in American history: immigration and entrepreneurship.
The website for the project presents peer-reviewed, in-depth biographies of leading German-American entrepreneurs supported by archival images, documents, and even videos; long-form essays that explore larger themes related to immigration and entrepreneurship in the U.S.; and a multitude of other unique resources to form a new digital archive exploring the nexus of immigration and entrepreneurship. To help guide you through the website please consult the project overview.
Explore the website at http://www.immigrantentrepreneurship.org/index.php
Launched in 2010 by the German Historical Institute, Washington, DC, Immigrant Entrepreneurship: German-American Business Biographies, 1720 to the Present is an online project focusing on two important themes in American history: immigration and entrepreneurship.
The website for the project presents peer-reviewed, in-depth biographies of leading German-American entrepreneurs supported by archival images, documents, and even videos; long-form essays that explore larger themes related to immigration and entrepreneurship in the U.S.; and a multitude of other unique resources to form a new digital archive exploring the nexus of immigration and entrepreneurship. To help guide you through the website please consult the project overview.
Explore the website at http://www.immigrantentrepreneurship.org/index.php
New Weekly Series: Wort der Woche
From http://www.thegermanprofessor.com
This is the first in a new series of weekly posts that will closely examine some of the most commonly used words in German. Vocabulary words are chosen from the top 1000 words in German (as determined by Tschirner and Jones’ Frequency Dictionary of the German Language). Wort der Woche will present lots of information about these German words and a full range of the ways they are commonly used. Information about frequency, common usages and derivations, and typical word combinations is derived from a variety of reliable, well-documented sources.
The first word is Finden. Read more about it at http://www.thegermanprofessor.com/wort-der-woche-finden/#.UmP5lCSoHWc
This is the first in a new series of weekly posts that will closely examine some of the most commonly used words in German. Vocabulary words are chosen from the top 1000 words in German (as determined by Tschirner and Jones’ Frequency Dictionary of the German Language). Wort der Woche will present lots of information about these German words and a full range of the ways they are commonly used. Information about frequency, common usages and derivations, and typical word combinations is derived from a variety of reliable, well-documented sources.
The first word is Finden. Read more about it at http://www.thegermanprofessor.com/wort-der-woche-finden/#.UmP5lCSoHWc
Russian Simplified News Is Back
After months of hiatus, the Russian Simplified News is back:
http://nclrc.org/webcasts/russian
This is the first of eight planned webcasts for this academic year.
The news itself is taken from a number of Russian sites, including Lenta.Ru, Vesti.Ru, Ytro.ru and other authentic sites. The editorial "slant" is left unchanged and should not be taken to represent the views of the NCLRC.
The accompanying exercises include pre-listening background information, vocabulary support, and post-listening activities. The exercises are written in the multiple-choice or fill-in formats. Listeners can check their answers with a mouse click.
Access the podcasts at http://nclrc.org/webcasts/russian
Robin, R. [SEELANGS] Russian webcasts are back. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 18 Oct 2013).
http://nclrc.org/webcasts/russian
This is the first of eight planned webcasts for this academic year.
The news itself is taken from a number of Russian sites, including Lenta.Ru, Vesti.Ru, Ytro.ru and other authentic sites. The editorial "slant" is left unchanged and should not be taken to represent the views of the NCLRC.
The accompanying exercises include pre-listening background information, vocabulary support, and post-listening activities. The exercises are written in the multiple-choice or fill-in formats. Listeners can check their answers with a mouse click.
Access the podcasts at http://nclrc.org/webcasts/russian
Robin, R. [SEELANGS] Russian webcasts are back. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 18 Oct 2013).
Irish Immersion Weekend
Daltaí na Gaeilge will hold their Irish Language Immersion Weekend, November 8th - 10th, 2013 in Elmer, New Jersey. After a break of many years they will be returning to the beautiful grounds of Appel Farm Arts and Music Center. Online registration and payment are available.
Overnight attendees who register by October 25th (either by mail or online) will receive a $10 discount.
General Information, Directions and a Registration Form are available at http://www.daltai.com/shop/products.php?product=Irish-Immersion-Weekend-%252d-November-8-to-10%2C-2013
Overnight attendees who register by October 25th (either by mail or online) will receive a $10 discount.
General Information, Directions and a Registration Form are available at http://www.daltai.com/shop/products.php?product=Irish-Immersion-Weekend-%252d-November-8-to-10%2C-2013
New Publication: Practical Assessment Tools for College Japanese
From http://nflrc.hawaii.edu
Practical Assessment Tools for College Japanese
Edited by K. Kondo-Brown, J.D. Brown, and W. Tominaga
Published by the National Foreign Language Resource Center
Each of the 21 modules presents a practical assessment idea that can be adopted or adapted for the reader’s own formative or summative assessment of their Japanese language learners. For ease of use, each module is organized in approximately the same way including background information, aims, levels, assessment times, resources, procedures, caveats and options, references, and other appended information.
Access this publication at http://nflrc.hawaii.edu/PDFs/Practical_Assesment_Tools.pdf
Practical Assessment Tools for College Japanese
Edited by K. Kondo-Brown, J.D. Brown, and W. Tominaga
Published by the National Foreign Language Resource Center
Each of the 21 modules presents a practical assessment idea that can be adopted or adapted for the reader’s own formative or summative assessment of their Japanese language learners. For ease of use, each module is organized in approximately the same way including background information, aims, levels, assessment times, resources, procedures, caveats and options, references, and other appended information.
Access this publication at http://nflrc.hawaii.edu/PDFs/Practical_Assesment_Tools.pdf
Online Course: Reading Classical Chinese Texts
From http://www.stanford.edu/group/chinesetexts/cgi-bin/site
This course is intended for people who would like to learn how to read classical Chinese philosophy and history as expeditiously as possible. The professor is a specialist in early Chinese history. He is not a linguist, and offers no more discussion of grammatical particles and structures than is strictly necessary.
Access the online course at http://www.stanford.edu/group/chinesetexts/cgi-bin/site
This course is intended for people who would like to learn how to read classical Chinese philosophy and history as expeditiously as possible. The professor is a specialist in early Chinese history. He is not a linguist, and offers no more discussion of grammatical particles and structures than is strictly necessary.
Access the online course at http://www.stanford.edu/group/chinesetexts/cgi-bin/site
2014 Critical Languages Institute at the Arizona State University
From http://cli.asu.edu
CLI is a summer language institute at Arizona State University, specializing in less commonly taught languages.
The Institute is known for its wide array of study-abroad programs and its commitment to preparing students from day one to function effectively overseas.
The Institute offers two types of program: courses that start on the ASU campus then (optionally) move overseas; and courses that take place entirely overseas.
Browse the many summer 2014 options at http://cli.asu.edu
CLI is a summer language institute at Arizona State University, specializing in less commonly taught languages.
The Institute is known for its wide array of study-abroad programs and its commitment to preparing students from day one to function effectively overseas.
The Institute offers two types of program: courses that start on the ASU campus then (optionally) move overseas; and courses that take place entirely overseas.
Browse the many summer 2014 options at http://cli.asu.edu
11th LARC/CALPER Webinar on Assessment
From http://calper.la.psu.edu
Next LARC/CALPER Assessment Webinar #11
Designing Writing Assessments and Rubrics
Thursday, November 14, 2013
3:30pm Eastern (check your time zone)
During this presentation, participants will learn procedures for developing tools for writing assessment that are transparent and understandable to students and that act as both teaching and assessment tools. We will first consider assignment criteria – what is it that we want our students to do? We will then consider the rubric, a grading instrument, which offers objectivity, consistency, clarity in assessing writing and concentrate on holistic, analytic, and to a lesser degree, primary trait assessment. We will also consider when and for what kinds of writing assignments each of these rubrics are most appropriate. Additionally, we will examine the components of rubrics (the criteria, the weight, the description) and the steps in creating a good rubric and how assignment criteria informs rubric creation.
For more information go to http://larc.sdsu.edu/events/webinars/webinar-crusan
Next LARC/CALPER Assessment Webinar #11
Designing Writing Assessments and Rubrics
Thursday, November 14, 2013
3:30pm Eastern (check your time zone)
During this presentation, participants will learn procedures for developing tools for writing assessment that are transparent and understandable to students and that act as both teaching and assessment tools. We will first consider assignment criteria – what is it that we want our students to do? We will then consider the rubric, a grading instrument, which offers objectivity, consistency, clarity in assessing writing and concentrate on holistic, analytic, and to a lesser degree, primary trait assessment. We will also consider when and for what kinds of writing assignments each of these rubrics are most appropriate. Additionally, we will examine the components of rubrics (the criteria, the weight, the description) and the steps in creating a good rubric and how assignment criteria informs rubric creation.
For more information go to http://larc.sdsu.edu/events/webinars/webinar-crusan
4th International Conference on Language Documentation and Conservation
From http://linguistlist.org/issues/24/24-4112.html
The 4th International Conference on Language Documentation and Conservation will be held February 26-March 1, 2015 in Honolulu, Hawai'i. The theme of the 4th ICLDC is 'Enriching Theory, Practice, and Application.'
Stay tuned for more information: http://nflrc.hawaii.edu/prodev.cfm
The 4th International Conference on Language Documentation and Conservation will be held February 26-March 1, 2015 in Honolulu, Hawai'i. The theme of the 4th ICLDC is 'Enriching Theory, Practice, and Application.'
Stay tuned for more information: http://nflrc.hawaii.edu/prodev.cfm
Call for Papers: CALICO 2014 Conference
From https://calico.org/page.php?id=627
CALICO 2014, 31st ANNUAL CONFERENCE
Open, Online, Massive: The Future of Language Learning?
Hosted by Ohio University
May 6-10, 2014
Workshops: Tuesday, May 6, Wednesday, May 7 & Saturday, May 10
Opening Reception: Wednesday evening, May 7
Technology Showcase & Poster Session: Thursday, May 8
Presentation Sessions: Thursday, May 8 - Friday, May 9
CALICO is a professional organization dedicated to the use of technology in foreign/second language learning and teaching. CALICO's conferences bring together educators, administrators, materials developers, researchers, government representatives, vendors of hardware and software, and others interested in the field of computer-assisted language learning.
Proposal topics may address the conference theme or any area of technology and language learning including, but not limited to, new software, new uses for old software, technology and curricula, theory, and research.
DEADLINE FOR PROPOSALS: OCTOBER 31, 2013
View the full call for papers at https://calico.org/page.php?id=627
CALICO 2014, 31st ANNUAL CONFERENCE
Open, Online, Massive: The Future of Language Learning?
Hosted by Ohio University
May 6-10, 2014
Workshops: Tuesday, May 6, Wednesday, May 7 & Saturday, May 10
Opening Reception: Wednesday evening, May 7
Technology Showcase & Poster Session: Thursday, May 8
Presentation Sessions: Thursday, May 8 - Friday, May 9
CALICO is a professional organization dedicated to the use of technology in foreign/second language learning and teaching. CALICO's conferences bring together educators, administrators, materials developers, researchers, government representatives, vendors of hardware and software, and others interested in the field of computer-assisted language learning.
Proposal topics may address the conference theme or any area of technology and language learning including, but not limited to, new software, new uses for old software, technology and curricula, theory, and research.
DEADLINE FOR PROPOSALS: OCTOBER 31, 2013
View the full call for papers at https://calico.org/page.php?id=627
Call for Papers: Language Testing and Research Colloquium
From http://ltrc2014.nl
The Department of Language and Communication of VU University Amsterdam and Pearson look forward to welcoming you to Amsterdam for the 36th Language Testing and Research Colloquium, 4-6 June 2014.
The organizers invite proposals dealing with the theme of development of our field Towards a Universal Framework, specifically discussing
Diagnosing progress and taking account of differentially developing skills
Supporting classroom teachers to structure their teaching
Supporting learners by providing evidence of their strengths and weaknesses
Increasing transparency of test results for learners, teachers and parents
Describing progress unequivocally based on psychometrically robust definitions
Age-dependent descriptors and how they relate to the universal scale
Regional variations and how they relate to a universal scale
Academic discipline-dependent descriptors and how they relate to a universal scale
Job-related descriptors and how they relate to a universal scale
Defining what it means to know a foreign/second language theory and or data
The deadline for submitting proposals is 10 November 2013 at midnight Anywhere on Earth.
View the full call for papers at http://ltrc2014.nl/call-for-papers.html
The Department of Language and Communication of VU University Amsterdam and Pearson look forward to welcoming you to Amsterdam for the 36th Language Testing and Research Colloquium, 4-6 June 2014.
The organizers invite proposals dealing with the theme of development of our field Towards a Universal Framework, specifically discussing
Diagnosing progress and taking account of differentially developing skills
Supporting classroom teachers to structure their teaching
Supporting learners by providing evidence of their strengths and weaknesses
Increasing transparency of test results for learners, teachers and parents
Describing progress unequivocally based on psychometrically robust definitions
Age-dependent descriptors and how they relate to the universal scale
Regional variations and how they relate to a universal scale
Academic discipline-dependent descriptors and how they relate to a universal scale
Job-related descriptors and how they relate to a universal scale
Defining what it means to know a foreign/second language theory and or data
The deadline for submitting proposals is 10 November 2013 at midnight Anywhere on Earth.
View the full call for papers at http://ltrc2014.nl/call-for-papers.html
Call for Papers: Kentucky Foreign Language Conference
From https://kflc.as.uky.edu/about
Founded in 1948, the KFLC is one of the country's longest-running literary, linguistics, pedagogy, and technology conferences. The next one will take place April 10-12 in Lexington, Kentucky.
Abstracts must be submitted by November 11, 2013.
Divisions of topics:
Arabic and Islamic Studies
East Asian Studies
French and Francophone Studies
German-Austrian-Swiss Studies
Hispanic Linguistics
Italian Studies
Luso-Afro-Brazilian Studies
Neo-Latin Studies
Russian and Slavic Studies
Second Language Acquisition
Sessions in Honor of Brian Dendle
Spanish American Studies
Spanish Peninsular Studies
Special Hispanomedieval Sessions Organized by La corónica
Translation Studies
View the full call for papers at https://kflc.as.uky.edu/call-for-papers
Founded in 1948, the KFLC is one of the country's longest-running literary, linguistics, pedagogy, and technology conferences. The next one will take place April 10-12 in Lexington, Kentucky.
Abstracts must be submitted by November 11, 2013.
Divisions of topics:
Arabic and Islamic Studies
East Asian Studies
French and Francophone Studies
German-Austrian-Swiss Studies
Hispanic Linguistics
Italian Studies
Luso-Afro-Brazilian Studies
Neo-Latin Studies
Russian and Slavic Studies
Second Language Acquisition
Sessions in Honor of Brian Dendle
Spanish American Studies
Spanish Peninsular Studies
Special Hispanomedieval Sessions Organized by La corónica
Translation Studies
View the full call for papers at https://kflc.as.uky.edu/call-for-papers
Call for Papers: Symposium on Spanish as a Heritage Language
From http://linguistlist.org/issues/24/24-4036.html
The Department of Classical & Modern Languages & Literatures at Texas Tech University cordially invites submissions for 20 minute presentations to its inaugural Symposium on Spanish as a Heritage Language to be held on February 21-22, 2014.
The organizers hope to receive submissions (in Spanish or English) from researchers, teachers, and students representing all viewpoints and subfields of study to share, discuss, and explore both theoretical and practical knowledge in any area of Spanish Heritage Bilingual Development.
Concurrent with the conference on Saturday, there will be a workshop that aims to explore best and most effective practices on teaching Spanish to heritage language learners. The main goal of this workshop is to provide the participants with the tools to foster and encourage social, linguistic and cultural diversity.
All student presenters will be eligible for consideration for a most promising scholar award.
Call deadline: November 20, 2013
View the full call for papers at http://linguistlist.org/issues/24/24-4036.html
The Department of Classical & Modern Languages & Literatures at Texas Tech University cordially invites submissions for 20 minute presentations to its inaugural Symposium on Spanish as a Heritage Language to be held on February 21-22, 2014.
The organizers hope to receive submissions (in Spanish or English) from researchers, teachers, and students representing all viewpoints and subfields of study to share, discuss, and explore both theoretical and practical knowledge in any area of Spanish Heritage Bilingual Development.
Concurrent with the conference on Saturday, there will be a workshop that aims to explore best and most effective practices on teaching Spanish to heritage language learners. The main goal of this workshop is to provide the participants with the tools to foster and encourage social, linguistic and cultural diversity.
All student presenters will be eligible for consideration for a most promising scholar award.
Call deadline: November 20, 2013
View the full call for papers at http://linguistlist.org/issues/24/24-4036.html
October 2013 Issue of Reading in a Foreign Language
From http://nflrc.hawaii.edu
The October 2013 issue of Reading in a Foreign Language is available at http://nflrc.hawaii.edu/rfl/October2013
In this issue:
Task-induced strategic processing in L2 text comprehension
Yukie Horiba
Improving reading rates and comprehension through timed repeated reading
Anna C-S Chang & Sonia Millett
Factors underlying second language reading motivation of adult EAP students
Reiko Komiyama
Reading as a social interactive process: The impact of shadow-reading in L2 classrooms
Millie Commander & Maria C. M. de Guerrero
L2 extensive reading and flow: Clarifying the relationship
Cheryl Kirchhoff
A case study of extensive reading with an unmotivated L2 reader
Eunseok Ro
Effective extensive reading outside the classroom: A large scale experiment
Thomas Robb & Makimi Kano
Effects of extensive reading on reading attitudes in a foreign language
Junko Yamashita
The reader-text-writer interaction: L2 Japanese learners’ responses toward graded readers
Mitsue Tabata-Sandom
Reviews
Read This!
Alice Savage & Daphne Mackey
reviewed by Averil Coxhead, Karen Falconer, & Ha Le
Fireworks and Festivals: U.S. Holidays and Culture for English Language Learners
Gretchen Fues
reviewed by Keri Ann Marie Moore
Teacher’s Sourcebook for Extensive Reading
George Jacobs & Thomas S. C. Farrell
reviewed by Namhee Suk
Feature: Reading on L2 reading: Publications in other venues 2012–2013
The October 2013 issue of Reading in a Foreign Language is available at http://nflrc.hawaii.edu/rfl/October2013
In this issue:
Task-induced strategic processing in L2 text comprehension
Yukie Horiba
Improving reading rates and comprehension through timed repeated reading
Anna C-S Chang & Sonia Millett
Factors underlying second language reading motivation of adult EAP students
Reiko Komiyama
Reading as a social interactive process: The impact of shadow-reading in L2 classrooms
Millie Commander & Maria C. M. de Guerrero
L2 extensive reading and flow: Clarifying the relationship
Cheryl Kirchhoff
A case study of extensive reading with an unmotivated L2 reader
Eunseok Ro
Effective extensive reading outside the classroom: A large scale experiment
Thomas Robb & Makimi Kano
Effects of extensive reading on reading attitudes in a foreign language
Junko Yamashita
The reader-text-writer interaction: L2 Japanese learners’ responses toward graded readers
Mitsue Tabata-Sandom
Reviews
Read This!
Alice Savage & Daphne Mackey
reviewed by Averil Coxhead, Karen Falconer, & Ha Le
Fireworks and Festivals: U.S. Holidays and Culture for English Language Learners
Gretchen Fues
reviewed by Keri Ann Marie Moore
Teacher’s Sourcebook for Extensive Reading
George Jacobs & Thomas S. C. Farrell
reviewed by Namhee Suk
Feature: Reading on L2 reading: Publications in other venues 2012–2013
Book: Selected Proceedings of the 2011 Second Language Research Forum: Converging Theory and Practice
From http://www.lingref.com/cpp/slrf/2011/index.html
Selected Proceedings of the 2011 Second Language Research Forum: Converging Theory and Practice
Edited by Erik Voss, Shu-Ju Diana Tai, and Zhi Li
Published by the Cascadilla Proceedings Project
Contents:
Introduction
Erik Voss, Shu-Ju Diana Tai, and Zhi Li
— Formal Approaches to SLA —
Acquisition of English Verb Transitivity by Native Speakers of Japanese
Tomonori Nagano
The Effect of Subject Person on English Auxiliary Movement: Evidence from Early L2 Learners
Sunny K. Park-Johnson
— Functional Approaches to SLA —
Analyzing the Reframing Process from a Language Socialization Perspective
Keiko Kitade
— Psycholinguistic Approaches to SLA —
Rethinking Transfer Effects: Evidence from Ambiguity Resolution in Mandarin
Yun Yao
Working-Memory Capacity Effects in the Processing of Non-adjacent Subject-Verb Agreement: An Event-Related Brain Potentials Study
Robert V. Reichle, Annie Tremblay, and Caitlin E. Coughlin
Are All L2 Learners Morphologically Insensitive? L1 Influence and WM Capacity as Mitigating Factors
Guillermo Rodríguez
Second Language Processing of Filler-Gap Dependencies: Evidence for the Role of Lexical Access
A. Kate Miller
Representation of Verbal Inflections in Native and Non-native French: Evidence from a Masked-Priming Word-Naming Task
Caitlin E. Coughlin
Movement and Binding-Driven Efficiencies in L2 Sentence Processing: On the Role of UG-Constrained Acquisition in L2 Cognition
Laurent Dekydtspotter, Michael McGuire, and Sabrina Mossman
L1 Korean Transfer in Processing L2 English Passive Sentences
Kitaek Kim and Hyunwoo Kim
The Role of Linguistic Knowledge in the Encoding of Words and Voices in Memory
Stephen Winters, Karen Lichtman, and Silke Weber
— Second Language Classroom Research —
A Multivariate Analysis of L2 English Article Use by Article-less L1 Learners
Junko Tanaka
A Reexamination of Ultimate Attainment in L2 Phonology: Length of Immersion, Motivation, and Phonological Short-Term Memory
Charles Nagle
Does Partial Radical Information Help in the Learning of Chinese Characters?
Jing Wang and Keiko Koda
— Second Language Phonetics and Phonology —
The Effects of L2 Proficiency on L3 Phonological Acquisition: A Preliminary Test of the L2 Proficiency Hypothesis
Alison Garcia
"Good-Enough" Use of Structural Information in French: Prosodic and Verb-Bias Cues
Jui Namjoshi, Stéphanie Gaillard, and Annie Tremblay
— Second Language Testing and Assessment —
-A Comparative Study of Cultural, Social and Institutional Dimensions of Language Exams in Iranian, French and American Language Classes
Soodeh Eghtesad
— Technology and SLA —
-Case Studies: Text, Technology and Readers in a University ESL Classroom
Migyu Kang
Visit the publisher’s website at http://www.lingref.com/cpp/slrf/2011/index.html
Selected Proceedings of the 2011 Second Language Research Forum: Converging Theory and Practice
Edited by Erik Voss, Shu-Ju Diana Tai, and Zhi Li
Published by the Cascadilla Proceedings Project
Contents:
Introduction
Erik Voss, Shu-Ju Diana Tai, and Zhi Li
— Formal Approaches to SLA —
Acquisition of English Verb Transitivity by Native Speakers of Japanese
Tomonori Nagano
The Effect of Subject Person on English Auxiliary Movement: Evidence from Early L2 Learners
Sunny K. Park-Johnson
— Functional Approaches to SLA —
Analyzing the Reframing Process from a Language Socialization Perspective
Keiko Kitade
— Psycholinguistic Approaches to SLA —
Rethinking Transfer Effects: Evidence from Ambiguity Resolution in Mandarin
Yun Yao
Working-Memory Capacity Effects in the Processing of Non-adjacent Subject-Verb Agreement: An Event-Related Brain Potentials Study
Robert V. Reichle, Annie Tremblay, and Caitlin E. Coughlin
Are All L2 Learners Morphologically Insensitive? L1 Influence and WM Capacity as Mitigating Factors
Guillermo Rodríguez
Second Language Processing of Filler-Gap Dependencies: Evidence for the Role of Lexical Access
A. Kate Miller
Representation of Verbal Inflections in Native and Non-native French: Evidence from a Masked-Priming Word-Naming Task
Caitlin E. Coughlin
Movement and Binding-Driven Efficiencies in L2 Sentence Processing: On the Role of UG-Constrained Acquisition in L2 Cognition
Laurent Dekydtspotter, Michael McGuire, and Sabrina Mossman
L1 Korean Transfer in Processing L2 English Passive Sentences
Kitaek Kim and Hyunwoo Kim
The Role of Linguistic Knowledge in the Encoding of Words and Voices in Memory
Stephen Winters, Karen Lichtman, and Silke Weber
— Second Language Classroom Research —
A Multivariate Analysis of L2 English Article Use by Article-less L1 Learners
Junko Tanaka
A Reexamination of Ultimate Attainment in L2 Phonology: Length of Immersion, Motivation, and Phonological Short-Term Memory
Charles Nagle
Does Partial Radical Information Help in the Learning of Chinese Characters?
Jing Wang and Keiko Koda
— Second Language Phonetics and Phonology —
The Effects of L2 Proficiency on L3 Phonological Acquisition: A Preliminary Test of the L2 Proficiency Hypothesis
Alison Garcia
"Good-Enough" Use of Structural Information in French: Prosodic and Verb-Bias Cues
Jui Namjoshi, Stéphanie Gaillard, and Annie Tremblay
— Second Language Testing and Assessment —
-A Comparative Study of Cultural, Social and Institutional Dimensions of Language Exams in Iranian, French and American Language Classes
Soodeh Eghtesad
— Technology and SLA —
-Case Studies: Text, Technology and Readers in a University ESL Classroom
Migyu Kang
Visit the publisher’s website at http://www.lingref.com/cpp/slrf/2011/index.html
Book: Noticing and Second Language Acquisition
From http://nflrc.hawaii.edu/get_publication.cfm?id=303&scriptname=searchsite_pub&keyword=MG09&display_order=alphabetic
Noticing and second language acquisition: Studies in honor of Richard Schmidt
Edited by Joara Martin Bergsleithner, Sylvia Nagem Frota, and Jim Kei Yoshioka
Published by the National Foreign Language Resource Center
This volume celebrates the life and groundbreaking work of Richard Schmidt, the developer of the influential Noticing Hypothesis in the field of second language acquisition. The 19 chapters encompass a compelling collection of cuttingedge research studies exploring such constructs as noticing, attention, and awareness from multiple perspectives, which expand, fine tune, sometimes support, and sometimes challenge Schmidt’s seminal ideas and take research on noticing in exciting new directions.
For purchasing information go to http://www.addall.com/New/submitNew.cgi?query=9780983581666&type=ISBN&location=&state=CA&dispCurr=USD
Noticing and second language acquisition: Studies in honor of Richard Schmidt
Edited by Joara Martin Bergsleithner, Sylvia Nagem Frota, and Jim Kei Yoshioka
Published by the National Foreign Language Resource Center
This volume celebrates the life and groundbreaking work of Richard Schmidt, the developer of the influential Noticing Hypothesis in the field of second language acquisition. The 19 chapters encompass a compelling collection of cuttingedge research studies exploring such constructs as noticing, attention, and awareness from multiple perspectives, which expand, fine tune, sometimes support, and sometimes challenge Schmidt’s seminal ideas and take research on noticing in exciting new directions.
For purchasing information go to http://www.addall.com/New/submitNew.cgi?query=9780983581666&type=ISBN&location=&state=CA&dispCurr=USD
October 13, 2013
Discussion Activity: Gallery Walk
From http://martinabex.com
The gallery walk activity involves students walking around the classroom interacting in some way with material that is posted on the walls. For a full description and ideas for specific uses, go to http://martinabex.com/2013/10/07/gallery-walk
The gallery walk activity involves students walking around the classroom interacting in some way with material that is posted on the walls. For a full description and ideas for specific uses, go to http://martinabex.com/2013/10/07/gallery-walk
Make Fake Airline Tickets
Here is a website that does one thing: it allows you to generate a fake airline ticket with the information of your choosing. You can use the tickets for simulations or have students create and then talk about them or use them in skits or interactive activities.
Available at http://omatic.musicairport.com
Available at http://omatic.musicairport.com
2013 Vermont Foreign Language Association Poster Contest
From http://www.vfla.org/vfla-poster-contest
All students of VFLA members are encouraged to enter VFLA’s annual poster contest.
This year the contest theme is: Foreign languages: they nourish the brain!
A cash prize (1st place: $25.00, 2nd place: $20.00 and 3rd place: $15.00) will be awarded in each of three divisions (High School, Middle School, and Elementary). The winning posters will be displayed at the Spring Convention. The winners will be honored at a reception at the State House in Montpelier in late spring, 2014.
All entries should be postmarked no later than Friday, November 15, 2013. Winners will be announced mid-December
CONTEST PARTICIPANTS MUST BE STUDENTS OF A VFLA MEMBER.
Posters must be created and submitted by individual students.
Members of the art community will judge the posters. Their decision will be final.
The theme Learning languages nourishes the brain must appear on the poster.
The posters will be judged on the basis of a) visual impact and overall appeal, b) relevance to the theme, c) neatness, d) originality, e) accuracy, and f) conforming to size requirements (poster cannot exceed the standard 22” x 28” poster board size, or be smaller than ½ the size of a standard poster board.)
NOTE: There can be no more than five entries per teacher.
The information below must be on the back of each entry. Please print neatly.
-Name of the student
-Name of the teacher
-Division (elementary, middle school, high school)
-Name of the submitting school
-School contact information
Send all entries to:
VFLA Poster Contest c/o Simona Talos
Randolph Union High School,
15 Forest Street
Randolph, VT 05060
For more information, contact Simona Talos at stalos at mail dot ruhs dot k12 dot vt dot us or go to http://www.vfla.org/vfla-poster-contest
All students of VFLA members are encouraged to enter VFLA’s annual poster contest.
This year the contest theme is: Foreign languages: they nourish the brain!
A cash prize (1st place: $25.00, 2nd place: $20.00 and 3rd place: $15.00) will be awarded in each of three divisions (High School, Middle School, and Elementary). The winning posters will be displayed at the Spring Convention. The winners will be honored at a reception at the State House in Montpelier in late spring, 2014.
All entries should be postmarked no later than Friday, November 15, 2013. Winners will be announced mid-December
CONTEST PARTICIPANTS MUST BE STUDENTS OF A VFLA MEMBER.
Posters must be created and submitted by individual students.
Members of the art community will judge the posters. Their decision will be final.
The theme Learning languages nourishes the brain must appear on the poster.
The posters will be judged on the basis of a) visual impact and overall appeal, b) relevance to the theme, c) neatness, d) originality, e) accuracy, and f) conforming to size requirements (poster cannot exceed the standard 22” x 28” poster board size, or be smaller than ½ the size of a standard poster board.)
NOTE: There can be no more than five entries per teacher.
The information below must be on the back of each entry. Please print neatly.
-Name of the student
-Name of the teacher
-Division (elementary, middle school, high school)
-Name of the submitting school
-School contact information
Send all entries to:
VFLA Poster Contest c/o Simona Talos
Randolph Union High School,
15 Forest Street
Randolph, VT 05060
For more information, contact Simona Talos at stalos at mail dot ruhs dot k12 dot vt dot us or go to http://www.vfla.org/vfla-poster-contest
Five Visual Dictionaries and Thesauri for Students
From http://www.freetech4teachers.com
Here are descriptions of five online dictionaries and thesauri with visual elements that your English language learners may benefit from: http://www.freetech4teachers.com/2013/10/five-visual-dictionaries-and-thesauri.html#.UlXveCSE6C8
Here are descriptions of five online dictionaries and thesauri with visual elements that your English language learners may benefit from: http://www.freetech4teachers.com/2013/10/five-visual-dictionaries-and-thesauri.html#.UlXveCSE6C8
Using Video in the Classroom
From http://eltexperiences.com
Here is one teacher’s description of his top ten activities using video in the classroom: http://eltexperiences.com/2013/10/11/using-video-in-the-classroom
Here is one teacher’s description of his top ten activities using video in the classroom: http://eltexperiences.com/2013/10/11/using-video-in-the-classroom
Webinar: Understand the Critical Role of Oral Language in Reading for Your Title I and ELL Students
From https://vts.inxpo.com/scripts/Server.nxp?LASCmd=AI:4;F:QS!10100&ShowKey=16641&partnerref=enl&cmp=ENL-TU-WEBINAR
Understand the Critical Role of Oral Language in Reading for Your Title I and ELL Students
This event takes place on Tuesday, Oct. 22, 2013, 3 to 4 p.m. ET.
Research has shown that oral language has a profound impact on children's preparedness for kindergarten and on their success throughout their academic career. Children typically enter school with a wide range of background knowledge and oral-language ability, attributable in part to factors such as children’s experiences in the home and their socioeconomic status. As a result, Title I and English-language-learner subgroups typically face a gap in academic ability that tends to persist or grow throughout their school experience.
Learn from two administrators—Pam Howard and Shawn Parkhurst—about their strategies for oral language development, which include a focus on foundational comprehension and vocabulary to address students who lack exposure to English language and have limited background experiences.
Register at https://vts.inxpo.com/scripts/Server.nxp?LASCmd=AI:4;F:QS!10100&ShowKey=16641&partnerref=enl&cmp=ENL-TU-WEBINAR
Understand the Critical Role of Oral Language in Reading for Your Title I and ELL Students
This event takes place on Tuesday, Oct. 22, 2013, 3 to 4 p.m. ET.
Research has shown that oral language has a profound impact on children's preparedness for kindergarten and on their success throughout their academic career. Children typically enter school with a wide range of background knowledge and oral-language ability, attributable in part to factors such as children’s experiences in the home and their socioeconomic status. As a result, Title I and English-language-learner subgroups typically face a gap in academic ability that tends to persist or grow throughout their school experience.
Learn from two administrators—Pam Howard and Shawn Parkhurst—about their strategies for oral language development, which include a focus on foundational comprehension and vocabulary to address students who lack exposure to English language and have limited background experiences.
Register at https://vts.inxpo.com/scripts/Server.nxp?LASCmd=AI:4;F:QS!10100&ShowKey=16641&partnerref=enl&cmp=ENL-TU-WEBINAR
Lesson Series: Hippopotamus in Colombia
From http://mrpeto.wordpress.com
Read about a week’s worth of lessons that Spanish teacher Mike Peto taught to his Spanish 3 students, centered around hippopotamus in Colombia: http://mrpeto.wordpress.com/2013/10/06/experiencing-los-hipopotamos-colombianos-with-level-3
The blog post also includes links to supporting materials.
Read about a week’s worth of lessons that Spanish teacher Mike Peto taught to his Spanish 3 students, centered around hippopotamus in Colombia: http://mrpeto.wordpress.com/2013/10/06/experiencing-los-hipopotamos-colombianos-with-level-3
The blog post also includes links to supporting materials.
Día de Muertos Event in Cleveland
The 9th annual Day of the Dead celebration will take place in Cleveland on November 2nd. See what events are planned at http://diademuertosohio.com/#!/?page_id=27
Le Grand Concours: 2014 National French Contest
From http://www.frenchteachers.org/concours
The National French Contest/Le Grand Concours is an annual competition sponsored by the American Association of Teachers of French.
Students of French in grades 1-12, in all 50 states and abroad, take a written test and compete against students with similar educational background for prizes. Grades 1-6 participate in the FLES Contest. Grades 7-12 in the Secondary Contest.
Students enter via their French teacher. All students are eligible -- home school parents or private tutors can request information on participation from the nearest Chapter Administrator. Students of non-AATF members are also welcome to participate.
Teachers contact local Chapter Contest Administrator for information on local deadlines and entry fees.
2014 Contest Dates
Grades 1-6 (FLES): February 14 - 28, 2014
Grades 7-12 (levels 01-5): February 23 - March 22 2014*
*Note: Contest dates are set by the local Chapter and should fall within this range of dates.
For full details and contact information for your local chapter go to http://www.frenchteachers.org/concours
The National French Contest/Le Grand Concours is an annual competition sponsored by the American Association of Teachers of French.
Students of French in grades 1-12, in all 50 states and abroad, take a written test and compete against students with similar educational background for prizes. Grades 1-6 participate in the FLES Contest. Grades 7-12 in the Secondary Contest.
Students enter via their French teacher. All students are eligible -- home school parents or private tutors can request information on participation from the nearest Chapter Administrator. Students of non-AATF members are also welcome to participate.
Teachers contact local Chapter Contest Administrator for information on local deadlines and entry fees.
2014 Contest Dates
Grades 1-6 (FLES): February 14 - 28, 2014
Grades 7-12 (levels 01-5): February 23 - March 22 2014*
*Note: Contest dates are set by the local Chapter and should fall within this range of dates.
For full details and contact information for your local chapter go to http://www.frenchteachers.org/concours
French Folk Dance in Portland, Oregon
Portland's French Folk band, Mistral (http://www.onsevenwinds.com/onsevenwinds/Welcome.html ), joins with Alden and Cali Hackman (Luthiers and Hurdy Gurdy Masters) to offer a night of Breton and French Folk Dance, called the Danse de l'Automne on October 19, at 7:45 p.m. at Village Ballroom (700 NE Dekum) in Portland. Featured will be dances from Auvergne, Gascony, Berry, Poitou and Brittany. Mistral plays regularly at the Bastille Day festival and Fête de la Musique, and periodically offers these folk dance events open to the public. The dances will be taught; no partner is needed. Refreshments are provided and beer and wine will also be for sale. Tickets are $10 for general admission and $5 for students and folks under 18. Email onsevenwinds at gmail dot com for details and reservations.
Quoi de neuf: French Folk Dance, Special Cognac Event Offer, and More. Alliance Française de Portland email (info@afportland.org, 6 Oct 2013).
Quoi de neuf: French Folk Dance, Special Cognac Event Offer, and More. Alliance Française de Portland email (info@afportland.org, 6 Oct 2013).
Scholarship Opportunity for Prospective Dual-Language French Teachers
The current demand for Bilingual French Teachers creates an unprecedented opportunity for students who study Bilingual Education to have numerous job opportunities available to them once they become certified bilingual teachers. There are currently six elementary schools and two middle schools in the New York City Public School System with Dual-Language Programs. This demand is only expected to grow in the near future, creating endless opportunities for qualified and enthusiastic students-teachers.
There are several $5,000 scholarships available, made possible by generous donations from the Société des Professeurs Français et Francophones d'Amérique, the Embassy of France, NewYorkinFrench.net, and individual donors. These scholarships are for candidates enrolled in Master's or Certificate Program in Bilingual Education who plan on teaching in a French-English Dual-Language Program in NYC after obtaining their degree and/or certifications. Please direct all questions and inquiries to education at frenchculture dot org.
Teacher's Requirements:
1) Proper documentation to work in the US
2) New York State Teaching Certification (out-of-state certifications must be transferrable)
3) Bilingual Extension Teaching Certification
4) Fluency in both French and English
Application Requirements:
1) Must show proof of acceptance into a Bilingual Education Master's or Certificate leading to NY State certification in French-English Dual-Language education within two months after application deadline.
2) Must be eligible to teach in a Dual-Language Program after graduation (see Teacher's Requirements)
3) Personal statement (in French) answering the following question: Pourquoi souhaitez-vous enseigner dans les classes bilingues de NY ?
4) Undergraduate transcript (unofficial)
5) Letter of recommendation (in French preferred)
Deadline: November 1, 2013
Please send all application materials to education at frenchculture dot org.
Download the brochure: http://frenchculture.org/sites/default/files/scholarship_brochure_mb_.pdf
JNCL-NCLIS NewsBrief October 10, 2013. (rhanson@languagepolicy.org, 10 Oct 2013).
There are several $5,000 scholarships available, made possible by generous donations from the Société des Professeurs Français et Francophones d'Amérique, the Embassy of France, NewYorkinFrench.net, and individual donors. These scholarships are for candidates enrolled in Master's or Certificate Program in Bilingual Education who plan on teaching in a French-English Dual-Language Program in NYC after obtaining their degree and/or certifications. Please direct all questions and inquiries to education at frenchculture dot org.
Teacher's Requirements:
1) Proper documentation to work in the US
2) New York State Teaching Certification (out-of-state certifications must be transferrable)
3) Bilingual Extension Teaching Certification
4) Fluency in both French and English
Application Requirements:
1) Must show proof of acceptance into a Bilingual Education Master's or Certificate leading to NY State certification in French-English Dual-Language education within two months after application deadline.
2) Must be eligible to teach in a Dual-Language Program after graduation (see Teacher's Requirements)
3) Personal statement (in French) answering the following question: Pourquoi souhaitez-vous enseigner dans les classes bilingues de NY ?
4) Undergraduate transcript (unofficial)
5) Letter of recommendation (in French preferred)
Deadline: November 1, 2013
Please send all application materials to education at frenchculture dot org.
Download the brochure: http://frenchculture.org/sites/default/files/scholarship_brochure_mb_.pdf
JNCL-NCLIS NewsBrief October 10, 2013. (rhanson@languagepolicy.org, 10 Oct 2013).
Games for the Latin Classroom
Here is a collection of games that you can use in your Latin classroom: http://caneweb.net/canens/?p=528
Book: Roman Voices
From http://www.canepress.org/newstore/index.php?main_page=product_info&cPath=68_81_98&products_id=291
Roman Voices
By Carol Clemeau Esler
Published by CANE Press
Roman Voices is a collection of inscriptions, letters, and other writings written by everyday Romans. It's a wonderful way for students to explore non-literary writing in Latin and get a sense of how ordinary Romans spoke and wrote. This is a revised, expanded, and updated version of the earlier edition of Roman Voices, with many more texts added and the notes and vocabulary updated to reflect current scholarship.
Visit the publisher’s website at http://www.canepress.org/newstore/index.php?main_page=product_info&cPath=68_81_98&products_id=291
Roman Voices
By Carol Clemeau Esler
Published by CANE Press
Roman Voices is a collection of inscriptions, letters, and other writings written by everyday Romans. It's a wonderful way for students to explore non-literary writing in Latin and get a sense of how ordinary Romans spoke and wrote. This is a revised, expanded, and updated version of the earlier edition of Roman Voices, with many more texts added and the notes and vocabulary updated to reflect current scholarship.
Visit the publisher’s website at http://www.canepress.org/newstore/index.php?main_page=product_info&cPath=68_81_98&products_id=291
Classics-based iPad Apps
From http://bartolonatoli.wordpress.com
Here is a list of apps, broken down by classical language. Each app is accompanied by a short description, the price, and a link to the App Store.
http://bartolonatoli.wordpress.com/2012/05/30/resource-wednesday-classics-based-ipad-apps
Here is a list of apps, broken down by classical language. Each app is accompanied by a short description, the price, and a link to the App Store.
http://bartolonatoli.wordpress.com/2012/05/30/resource-wednesday-classics-based-ipad-apps
Round-up on Women/Gender/Sexuality in the Ancient World
Here is a collection of links to open access journals and interesting websites that consider women, gender, and sexuality in the ancient world: http://ancientworldonline.blogspot.com/2012/01/roun-up-on-womengendersexuality-in.html
German Film Festival in Portland, Oregon
From http://zeitgeistnorthwest.org/german-film-festival
Zeitgeist Northwest
German Film Festival
October 18 – 21, 2013
Cinema 21
Portland, Oregon
See a schedule of films and more information at http://zeitgeistnorthwest.org/german-film-festival
Zeitgeist Northwest
German Film Festival
October 18 – 21, 2013
Cinema 21
Portland, Oregon
See a schedule of films and more information at http://zeitgeistnorthwest.org/german-film-festival
Kinder Matinee: Monthly German Event for Children
From http://www.goethe.de/ins/us/los/ver/kid/enindex.htm
The monthly Kinder Matinee at the Goethe-Institut Los Angeles provides a forum children: in addition to a feature film they will showcase children’s materials from the Media Lounge. The occasional puppet theater and our annual bookfair/ flea market compliment the program. The children can play, draw, meet and mingle and parents have opportunity to meet like-minded families.
The next Kinder Matinee will be October 27. For full details go to http://www.goethe.de/ins/us/los/ver/kid/enindex.htm
The monthly Kinder Matinee at the Goethe-Institut Los Angeles provides a forum children: in addition to a feature film they will showcase children’s materials from the Media Lounge. The occasional puppet theater and our annual bookfair/ flea market compliment the program. The children can play, draw, meet and mingle and parents have opportunity to meet like-minded families.
The next Kinder Matinee will be October 27. For full details go to http://www.goethe.de/ins/us/los/ver/kid/enindex.htm
Teaching Italian Culture Conference
From https://teachingitalianculture.eventbrite.com
Teaching Italian Culture Conference
Dept. of Italian, Georgetown University
Saturday, October 19, 2013 at 8:00 AM (EDT)
Washington, DC
Register at https://teachingitalianculture.eventbrite.com
Teaching Italian Culture Conference
Dept. of Italian, Georgetown University
Saturday, October 19, 2013 at 8:00 AM (EDT)
Washington, DC
Register at https://teachingitalianculture.eventbrite.com
The Conditional "nara" and the Song "Shiawase Nara Te o Tatakou"
From http://japanese.about.com
"Shiawase nara te o tatakou (If You're Happy, Clap Your Hands)" is a popular Japanese song that is based on a Spanish folk song. It became a big hit in 1964, when the song was released by Kyuu Sakamoto. As 1964 was the year that Tokyo hosted the Olympics, the song was heard and loved by many foreign visitors and athletes. As a result it became known all over the world.
The "nara" used in the song, indicates a supposition and result.
Learn more about the song and read its lyrics and learn more about nara in this article: http://japanese.about.com/od/grammarlessons/a/Conditional-Nara-And-The-Song-Shiawase-Nara-Te-O-Tatakou.htm?nl=1
"Shiawase nara te o tatakou (If You're Happy, Clap Your Hands)" is a popular Japanese song that is based on a Spanish folk song. It became a big hit in 1964, when the song was released by Kyuu Sakamoto. As 1964 was the year that Tokyo hosted the Olympics, the song was heard and loved by many foreign visitors and athletes. As a result it became known all over the world.
The "nara" used in the song, indicates a supposition and result.
Learn more about the song and read its lyrics and learn more about nara in this article: http://japanese.about.com/od/grammarlessons/a/Conditional-Nara-And-The-Song-Shiawase-Nara-Te-O-Tatakou.htm?nl=1
The New Digital Playbook for Learning Mandarin Chinese
From http://www.businessweek.com/articles/2013-10-04/the-new-digital-playbook-for-learning-mandarin-chinese
The New Digital Playbook for Learning Mandarin Chinese
by Christina Larson
October 4, 2013
Learning Mandarin is no cakewalk today, but new digital technologies—including translation-software extensions in Web browsers, optical character-recognition apps, Chinese-character dictionaries embedded in e-book software, text-to-speech translators, and all-purpose language-learning apps—have radically expanded the possibilities for teaching and learning written and spoken Chinese (as well as Arabic, Japanese, and other languages).
Read the full article at http://www.businessweek.com/articles/2013-10-04/the-new-digital-playbook-for-learning-mandarin-chinese
The New Digital Playbook for Learning Mandarin Chinese
by Christina Larson
October 4, 2013
Learning Mandarin is no cakewalk today, but new digital technologies—including translation-software extensions in Web browsers, optical character-recognition apps, Chinese-character dictionaries embedded in e-book software, text-to-speech translators, and all-purpose language-learning apps—have radically expanded the possibilities for teaching and learning written and spoken Chinese (as well as Arabic, Japanese, and other languages).
Read the full article at http://www.businessweek.com/articles/2013-10-04/the-new-digital-playbook-for-learning-mandarin-chinese
Chinese Language Immersion Design 101
From http://blogs.edweek.org/edweek/global_learning/2013/10/chinese_language_immersion_design_101.html
Chinese Language Immersion Design 101
by Myriam Met and Chris Livaccari
October 10, 2013
Designing a language immersion program requires a level of commitment on the part of the administration, teachers, students, and parents that is far beyond that of many other types of instructional programs. In making the decision of whether and how to begin an immersion program, it is critical to consider a number of key questions and to clarify the purposes and goals of the program, the student population who will be served, and how the program aligns with other programs within the school or school district. While there are many cognitive and academic advantages to providing students with a rigorous and engaging immersion curriculum, it is crucial to design the appropriate type of program that best meets the needs of students, parents, and the school community.
Read on at http://blogs.edweek.org/edweek/global_learning/2013/10/chinese_language_immersion_design_101.html
Chinese Language Immersion Design 101
by Myriam Met and Chris Livaccari
October 10, 2013
Designing a language immersion program requires a level of commitment on the part of the administration, teachers, students, and parents that is far beyond that of many other types of instructional programs. In making the decision of whether and how to begin an immersion program, it is critical to consider a number of key questions and to clarify the purposes and goals of the program, the student population who will be served, and how the program aligns with other programs within the school or school district. While there are many cognitive and academic advantages to providing students with a rigorous and engaging immersion curriculum, it is crucial to design the appropriate type of program that best meets the needs of students, parents, and the school community.
Read on at http://blogs.edweek.org/edweek/global_learning/2013/10/chinese_language_immersion_design_101.html
Al Jazeera Learning Arabic Website
Adult learners who can read and write the Arabic alphabet can benefit from Al Jazeera’s Learning Arabic website. The website has interactive activities based around news articles, along with other resources such as community sharing of resources, a built-in dictionary and translator, and an “Ask the teacher” service.
The website is available at http://learning.aljazeera.net/arabic
The website is available at http://learning.aljazeera.net/arabic
Online Course: Windows to the Islamic World: Art, Architecture, and Music
From http://primarysource.org/windows-to-the-islamic-world
Windows to the Islamic World: Art, Architecture, and Music
Four-Week Online Course
Dates: November 6, 2013 – December 10, 2013
Participants in this course will learn about the key features of Islamic art, Arabic calligraphy, "Arts of the Book," Islamic architecture, and the music or "soundscapes" of Islam. Using online resources and readings, expert videos, and interactive discussion forums, participants will work together to expand their thinking about the history and influence of Islamic art and explore ways to integrate the study of Islamic art into their curriculum.
Windows to the Islamic World is a four-session, asynchronous online course. Each week will include content readings, videos, web-based activities, and a facilitated asynchronous discussion — one that happens in a group discussion forum but at a time convenient for each individual over the weeklong session. The time for completing each session is approximately 3-4 hours.
Open to all K-12 educators.
Learn more and register at http://primarysource.org/windows-to-the-islamic-world
Windows to the Islamic World: Art, Architecture, and Music
Four-Week Online Course
Dates: November 6, 2013 – December 10, 2013
Participants in this course will learn about the key features of Islamic art, Arabic calligraphy, "Arts of the Book," Islamic architecture, and the music or "soundscapes" of Islam. Using online resources and readings, expert videos, and interactive discussion forums, participants will work together to expand their thinking about the history and influence of Islamic art and explore ways to integrate the study of Islamic art into their curriculum.
Windows to the Islamic World is a four-session, asynchronous online course. Each week will include content readings, videos, web-based activities, and a facilitated asynchronous discussion — one that happens in a group discussion forum but at a time convenient for each individual over the weeklong session. The time for completing each session is approximately 3-4 hours.
Open to all K-12 educators.
Learn more and register at http://primarysource.org/windows-to-the-islamic-world
Somali Evening Class in Seattle
From http://seattletimes.com/html/localnews/2021960411_sarahcolumn04xml.html?cmpid=2628
Like to learn a useful foreign language? Try Somali
by Sarah Stuteville
October 3, 2013
At Foster High in Tukwila, an evening class is helping people learn to speak Somali. It’s not easy to learn, but in a region with a lot of Somali immigrants, learning it is not only is useful in the work world, but can also build community.
Read the full article at http://seattletimes.com/html/localnews/2021960411_sarahcolumn04xml.html?cmpid=2628
Like to learn a useful foreign language? Try Somali
by Sarah Stuteville
October 3, 2013
At Foster High in Tukwila, an evening class is helping people learn to speak Somali. It’s not easy to learn, but in a region with a lot of Somali immigrants, learning it is not only is useful in the work world, but can also build community.
Read the full article at http://seattletimes.com/html/localnews/2021960411_sarahcolumn04xml.html?cmpid=2628
New Deadline for Native Voices Endowment
From http://www.endangeredlanguagefund.org/native_voices.php
The Native Voices Endowment provides grants to eligible tribes (those who came into contact with the Lewis and Clark Expedition) for work on documentation and revitalization of the languages of these tribes.
Due to difficulties with the NVE email, the deadline for applications has been pushed back to November 1, 2013.
For full details about the grant and a list of eligible tribes, go to http://www.endangeredlanguagefund.org/native_voices.php
The Native Voices Endowment provides grants to eligible tribes (those who came into contact with the Lewis and Clark Expedition) for work on documentation and revitalization of the languages of these tribes.
Due to difficulties with the NVE email, the deadline for applications has been pushed back to November 1, 2013.
For full details about the grant and a list of eligible tribes, go to http://www.endangeredlanguagefund.org/native_voices.php
Ohio Foreign Language Association Awards
From http://www.ofla-online.org/index.php/awards/4-awards
The Awards Committee of the Ohio Foreign Language Association is accepting nominations for the awards listed below. All submissions must be sent electronically and received by November 1, 2014. Awards are not necessarily made each year in each category. If you wish to nominate a deserving colleague for a specific award, please use the official nomination form.
Leona Glenn Awards for Outstanding World Language Teacher
Ed Allen Award for Outstanding College World Language Instructor
Distinguished Career Award
Beginning Teacher Award
Outstanding Professional Service Award
Outstanding teacher Award for Less Commonly Taught Languages
Community Service Award
Outstanding World Language Technology Award
Publications Award
Outstanding Program Award
For full details and to nominate a colleague go to http://www.ofla-online.org/index.php/awards/4-awards
The Awards Committee of the Ohio Foreign Language Association is accepting nominations for the awards listed below. All submissions must be sent electronically and received by November 1, 2014. Awards are not necessarily made each year in each category. If you wish to nominate a deserving colleague for a specific award, please use the official nomination form.
Leona Glenn Awards for Outstanding World Language Teacher
Ed Allen Award for Outstanding College World Language Instructor
Distinguished Career Award
Beginning Teacher Award
Outstanding Professional Service Award
Outstanding teacher Award for Less Commonly Taught Languages
Community Service Award
Outstanding World Language Technology Award
Publications Award
Outstanding Program Award
For full details and to nominate a colleague go to http://www.ofla-online.org/index.php/awards/4-awards
ACTFL OPI Assessment Workshops in Arabic, Chinese, English, French, German, and Spanish
From http://www.actfl.org/professional-development/professional-development-workshops/actfl-sponsored-workshops
The ACTFL Oral Proficiency Interview (OPI) Assessment Workshop is a four-day professional development workshop designed to introduce language educators to the Oral Proficiency Interview, the ACTFL rating scale, and the techniques for conducting and rating oral proficiency interviews.
2013 Fall ACTFL Sponsored Workshop
November 18-21, 2013
ROSEN CENTRE HOTEL
Orlando, FL. 32819
ARABIC, CHINESE, ENGLISH, FRENCH, GERMAN, SPANISH
For full details and to register go to http://www.actfl.org/professional-development/professional-development-workshops/actfl-sponsored-workshops
The ACTFL Oral Proficiency Interview (OPI) Assessment Workshop is a four-day professional development workshop designed to introduce language educators to the Oral Proficiency Interview, the ACTFL rating scale, and the techniques for conducting and rating oral proficiency interviews.
2013 Fall ACTFL Sponsored Workshop
November 18-21, 2013
ROSEN CENTRE HOTEL
Orlando, FL. 32819
ARABIC, CHINESE, ENGLISH, FRENCH, GERMAN, SPANISH
For full details and to register go to http://www.actfl.org/professional-development/professional-development-workshops/actfl-sponsored-workshops
Training Programs from the Japan Foundation
The Japan Foundation, Los Angeles (JFLA) is now accepting applications for the following training programs. The application deadline is DECEMBER 2nd, 2013 (Monday). The original application form (with original handwritten signature(s) on the cover page) must ARRIVE at the JFLA office by the deadline.
1. 2014 Training Programs for Teachers of the Japanese Language
http://www.jflalc.org/grants-jle-teachertraining.html
(1) Long-term Training Program
(2) Short-term Training Program
(3) Advanced Training Program
(4) Graduate Program on Japanese Language and Culture (Master's Course)
2. 2014 Japanese Language Program for Specialists in Cultural and Academic Field
http://www.jflalc.org/2013-jlp-for-specialists.html
Should you have any questions or concerns, please email to language at jflalc dot org or call to 1-323-761-7510 (Ext.110).
JFLA Language. (USA Only) Japan Foundation [Fiscal Year 2014 Program Announcement]. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 30 Sep 2013).
1. 2014 Training Programs for Teachers of the Japanese Language
http://www.jflalc.org/grants-jle-teachertraining.html
(1) Long-term Training Program
(2) Short-term Training Program
(3) Advanced Training Program
(4) Graduate Program on Japanese Language and Culture (Master's Course)
2. 2014 Japanese Language Program for Specialists in Cultural and Academic Field
http://www.jflalc.org/2013-jlp-for-specialists.html
Should you have any questions or concerns, please email to language at jflalc dot org or call to 1-323-761-7510 (Ext.110).
JFLA Language. (USA Only) Japan Foundation [Fiscal Year 2014 Program Announcement]. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 30 Sep 2013).
National Association for Multicultural Education Annual Conference
From http://nameorg.org
23rd Annual International NAME Conference
November 6–10, 2013
Oakland City Center Marriott, Oakland CA
Conference Theme: Erasing the Shadows, Embracing the Light: Re/Visioning Multicultural Education
Visit the conference website at http://nameorg.org/annual-conference
23rd Annual International NAME Conference
November 6–10, 2013
Oakland City Center Marriott, Oakland CA
Conference Theme: Erasing the Shadows, Embracing the Light: Re/Visioning Multicultural Education
Visit the conference website at http://nameorg.org/annual-conference
Boston University Conference on Language Development
From http://www.bu.edu/bucld
The 38th Annual Boston University Conference on Language Development
November 1-3, 2013
Keynote Speaker: Elena Lieven, Max Planck Institute for Evolutionary Anthropology / University of Manchester
Visit the conference website at http://www.bu.edu/bucld
The 38th Annual Boston University Conference on Language Development
November 1-3, 2013
Keynote Speaker: Elena Lieven, Max Planck Institute for Evolutionary Anthropology / University of Manchester
Visit the conference website at http://www.bu.edu/bucld
2013 Michigan World Language Association Annual Conference
From http://mwla.camp9.org
2013 Annual MIWLA Conference
The Lansing Center
November 7-8
Theme: 'Lines of Communication'
Register at http://mwla.camp9.org/Default.aspx?pageId=867162&eventId=696781&EventViewMode=EventDetails
2013 Annual MIWLA Conference
The Lansing Center
November 7-8
Theme: 'Lines of Communication'
Register at http://mwla.camp9.org/Default.aspx?pageId=867162&eventId=696781&EventViewMode=EventDetails
Coordinating Committee for ESOL Resources Annual Conference
From http://myplace.frontier.com/~ccerinc
Coordinating Committee for ESOL Resources fall conference registration is now open. The conference will take place the afternoon of November 7 in Brighton, New York.
Learn more and register at http://myplace.frontier.com/~ccerinc
Coordinating Committee for ESOL Resources fall conference registration is now open. The conference will take place the afternoon of November 7 in Brighton, New York.
Learn more and register at http://myplace.frontier.com/~ccerinc
Call for Papers: Conference on Pragmatics and Language Learning
From http://www.indiana.edu/~pll/home
Call for Papers
Pragmatics and Language Learning
April 24-27
Indiana University, Bloomington
Abstracts for individual (20-minute) presentations are invited for the following areas of pragmatics: interlanguage pragmatics, pragmatic development, cross-cultural pragmatics, pragmatics and discourse, pragmatics and computer-mediated communication, pragmatic development in study abroad contexts, research design in the investigation of pragmatics, the effects of instruction on pragmatics, pragmatics and testing, and classroom research.
Abstract Submission Deadline: November 10, 2013
View the call for papers at http://www.indiana.edu/~pll/home
Call for Papers
Pragmatics and Language Learning
April 24-27
Indiana University, Bloomington
Abstracts for individual (20-minute) presentations are invited for the following areas of pragmatics: interlanguage pragmatics, pragmatic development, cross-cultural pragmatics, pragmatics and discourse, pragmatics and computer-mediated communication, pragmatic development in study abroad contexts, research design in the investigation of pragmatics, the effects of instruction on pragmatics, pragmatics and testing, and classroom research.
Abstract Submission Deadline: November 10, 2013
View the call for papers at http://www.indiana.edu/~pll/home
Call for Proposals: CSCTFL Conference/Extension Workshop: Keeping it in the Target Language
Calling all states to send a proposal to the CSCTFL Conference Workshop/Extension Workshop!
Identify a representative now.
Conference Workshop/Extension Workshop (CW/EW)
Thursday, March 20, 2014 8:30 AM - 4:30 PM
Keeping it in the Target Language
Presenters: Aleidine J. Moeller, University of Nebraska; Amy Roberts & Katie Hayes, Pius High School, Lincoln, Nebraska
There is much debate about the use of the target language and first language in the world language classroom. How much target language will maximize language development? When should the first language be used and how often? Studies have reported higher language proficiency for students in addition to higher intrinsic motivation for learning a foreign language, lower attrition, and greater appreciation of language learning when target language use is standard classroom practice. Classroom strategies and examples designed to optimize and expand target language use in the classroom will be described and illustrated. Classroom teachers who use target language exclusively in the classroom will share best practices while invoking participants actively in learning tasks and strategies.
Building on language acquisition research and theory, principles and guidelines for integration of the target language will be demonstrated via hands-on tasks and classroom videos. Participants will share their best strategies and develop a plan for a professional development presentation or workshop to be presented in their respective schools, school districts, and professional organizations.
Participants apply in advance to attend this day long workshop; the proposal form can be found here or on the CSCTFL website, http://www.csctfl.org under Conference Workshop/Extension Workshop. Each year approximately twenty-five participants are selected to attend the Conference Workshop (CW) on Thursday during the annual meeting of Central States. Here they receive information and materials about recent trends in foreign language teaching. Participants are then asked to conduct a similar Extension Workshop (EW) in their local area in order to bring the Conference and its new and evolving ideas to a greater number of teachers.
The CW is the training session during which participants learn to conduct their own workshops. Participants receive a set of materials from each of the presenters, giving them the content information that they can use for their own EWs. They also receive guidelines and ideas for organizing, publicizing, and presenting a workshop. The emphasis in the CW is on the practical application of the new ideas for the classroom. At the end of the six-hour CW, participants are ready to conduct one or more EWs for foreign language educators in their own states. They can adjust the format, time frame, and material selection for their needs.
The ultimate goal of the CW/EW Program is to improve the quality of foreign language instruction by providing up-to-date information to teachers unable to attend the Central States Conference. The CW/EW program offers participants the opportunity to learn how to organize and present a workshop, to meet other foreign language educators throughout the CSCTFL region, to strengthen ties with teachers in their local area, and to serve as resource people in their foreign language community. Once participants have attended the CW training, presented their own EW(s), and filed a brief report, they will receive a small honorarium to help cover expenses. The Extension Workshop is open only to those whose proposals have been submitted and accepted, so apply early. Once accepted, the participant must register for the conference and pay a nominal workshop fee that will be fully refunded when the report is filed. Participation in the CW/EW will not replace previous registration in another conference workshop. Questions should be directed to Mary Goodwin, CSCTFL CW/EW coordinator at mgoodwin at bex dot net.
Central States Conference on the Teaching of Foreign Languages. CSCTFL Conference Workshop/Extension Workshop. (csctfl at aol dot com, 8 Oct 2013).
Identify a representative now.
Conference Workshop/Extension Workshop (CW/EW)
Thursday, March 20, 2014 8:30 AM - 4:30 PM
Keeping it in the Target Language
Presenters: Aleidine J. Moeller, University of Nebraska; Amy Roberts & Katie Hayes, Pius High School, Lincoln, Nebraska
There is much debate about the use of the target language and first language in the world language classroom. How much target language will maximize language development? When should the first language be used and how often? Studies have reported higher language proficiency for students in addition to higher intrinsic motivation for learning a foreign language, lower attrition, and greater appreciation of language learning when target language use is standard classroom practice. Classroom strategies and examples designed to optimize and expand target language use in the classroom will be described and illustrated. Classroom teachers who use target language exclusively in the classroom will share best practices while invoking participants actively in learning tasks and strategies.
Building on language acquisition research and theory, principles and guidelines for integration of the target language will be demonstrated via hands-on tasks and classroom videos. Participants will share their best strategies and develop a plan for a professional development presentation or workshop to be presented in their respective schools, school districts, and professional organizations.
Participants apply in advance to attend this day long workshop; the proposal form can be found here or on the CSCTFL website, http://www.csctfl.org under Conference Workshop/Extension Workshop. Each year approximately twenty-five participants are selected to attend the Conference Workshop (CW) on Thursday during the annual meeting of Central States. Here they receive information and materials about recent trends in foreign language teaching. Participants are then asked to conduct a similar Extension Workshop (EW) in their local area in order to bring the Conference and its new and evolving ideas to a greater number of teachers.
The CW is the training session during which participants learn to conduct their own workshops. Participants receive a set of materials from each of the presenters, giving them the content information that they can use for their own EWs. They also receive guidelines and ideas for organizing, publicizing, and presenting a workshop. The emphasis in the CW is on the practical application of the new ideas for the classroom. At the end of the six-hour CW, participants are ready to conduct one or more EWs for foreign language educators in their own states. They can adjust the format, time frame, and material selection for their needs.
The ultimate goal of the CW/EW Program is to improve the quality of foreign language instruction by providing up-to-date information to teachers unable to attend the Central States Conference. The CW/EW program offers participants the opportunity to learn how to organize and present a workshop, to meet other foreign language educators throughout the CSCTFL region, to strengthen ties with teachers in their local area, and to serve as resource people in their foreign language community. Once participants have attended the CW training, presented their own EW(s), and filed a brief report, they will receive a small honorarium to help cover expenses. The Extension Workshop is open only to those whose proposals have been submitted and accepted, so apply early. Once accepted, the participant must register for the conference and pay a nominal workshop fee that will be fully refunded when the report is filed. Participation in the CW/EW will not replace previous registration in another conference workshop. Questions should be directed to Mary Goodwin, CSCTFL CW/EW coordinator at mgoodwin at bex dot net.
Central States Conference on the Teaching of Foreign Languages. CSCTFL Conference Workshop/Extension Workshop. (csctfl at aol dot com, 8 Oct 2013).
Call for Presentations: American Association of Teachers of French Annual Meeting
From http://www.frenchteachers.org/convention/appel.php
CALL FOR PRESENTATIONS 2014
86th Annual Meeting - American Association of Teachers of French
July 19-22,2014, Astor Crowne Plaza, New Orleans
"Le Français, langue à multiples visages"
Proposals may be related to any area of language, literature, culture, pedagogy, or linguistics touching any area of the French-speaking world.
All submissions must be received by December 15, 2013.
View the full call for presentations at http://www.frenchteachers.org/convention/appel.php
CALL FOR PRESENTATIONS 2014
86th Annual Meeting - American Association of Teachers of French
July 19-22,2014, Astor Crowne Plaza, New Orleans
"Le Français, langue à multiples visages"
Proposals may be related to any area of language, literature, culture, pedagogy, or linguistics touching any area of the French-speaking world.
All submissions must be received by December 15, 2013.
View the full call for presentations at http://www.frenchteachers.org/convention/appel.php
October 2013 Issue of KinoKultura Available
The October 2013 issue of KinoKultura, an online journal dedicated to Russian cinema, is available at http://www.kinokultura.com/2013/issue42.shtml
In this issue:
Articles:
Polly McMichael: “The Singer at the Microphone: Voice, Body, Traces and the Re-creation of Vladimir Vysotskii”
Film Reviews:
Iurii Bykov: The Major by David McVey
Taisia Igumentseva: Bite the Dust by Emily Hillhouse
Nikolai Lebedev: Legend No. 17 by Sergey Dobrynin
Vitalii Manskii: The Pipeline by Raisa Sidenova
Kira Muratova: Eternal Homecoming by Eugénie Zvonkine
Maksim Panfilov: Ivan, Son of Amir by Joshua First
Yusup Razykov: Shame by Vida Johnson
Karen Shakhnazarov: Love in the USSR by Marko Dumancic
Andrei Stempkovskii: The Delivery Guy by Masha Kowell
Sergei Taramaev, Liubov’ L’vova: Winter Journey by Olga Mesropova
Irina Volkova: Dialogues by Justin Wilmes
Archil Kavtaradze: Disorder [Coma] (GEO) by Julie Christensen
Ayub Shakhobiddinov: Heaven, My Abode (UZB) by Olga Klimova
In this issue:
Articles:
Polly McMichael: “The Singer at the Microphone: Voice, Body, Traces and the Re-creation of Vladimir Vysotskii”
Film Reviews:
Iurii Bykov: The Major by David McVey
Taisia Igumentseva: Bite the Dust by Emily Hillhouse
Nikolai Lebedev: Legend No. 17 by Sergey Dobrynin
Vitalii Manskii: The Pipeline by Raisa Sidenova
Kira Muratova: Eternal Homecoming by Eugénie Zvonkine
Maksim Panfilov: Ivan, Son of Amir by Joshua First
Yusup Razykov: Shame by Vida Johnson
Karen Shakhnazarov: Love in the USSR by Marko Dumancic
Andrei Stempkovskii: The Delivery Guy by Masha Kowell
Sergei Taramaev, Liubov’ L’vova: Winter Journey by Olga Mesropova
Irina Volkova: Dialogues by Justin Wilmes
Archil Kavtaradze: Disorder [Coma] (GEO) by Julie Christensen
Ayub Shakhobiddinov: Heaven, My Abode (UZB) by Olga Klimova
Book: Issues in the Assessment of Bilinguals
From http://www.multilingual-matters.com/display.asp?isb=9781783090082
Issues in the Assessment of Bilinguals
By Virginia C. Mueller Gathercole
Published by Multilingual Matters
With growing mass migration across the globe, researchers, practitioners, educators and policy makers are increasingly faced with rising numbers of multilingual children and adults. This volume raises key issues surrounding the evaluation of language abilities and proficiency in multilingual speakers, taking into account the facts concerning the processes of learning, speaking and understanding two languages. Issues in the Assessment of Bilinguals brings together researchers working on bilingual and multilingual children and adults in a variety of multilingual settings: typically developing bilingual children, bilingual and multilingual children and adults found in classrooms, and bilingual children growing up in sociolinguistically fluid bilingual communities – making this an essential volume which raises key issues for anyone assessing performance.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783090082
Issues in the Assessment of Bilinguals
By Virginia C. Mueller Gathercole
Published by Multilingual Matters
With growing mass migration across the globe, researchers, practitioners, educators and policy makers are increasingly faced with rising numbers of multilingual children and adults. This volume raises key issues surrounding the evaluation of language abilities and proficiency in multilingual speakers, taking into account the facts concerning the processes of learning, speaking and understanding two languages. Issues in the Assessment of Bilinguals brings together researchers working on bilingual and multilingual children and adults in a variety of multilingual settings: typically developing bilingual children, bilingual and multilingual children and adults found in classrooms, and bilingual children growing up in sociolinguistically fluid bilingual communities – making this an essential volume which raises key issues for anyone assessing performance.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783090082
Book: Solutions for the Assessment of Bilinguals
From http://www.multilingual-matters.com/display.asp?isb=9781783090136
Solutions for the Assessment of Bilinguals
By Virginia C. Mueller Gathercole
Published by Multilingual Matters
Solutions for the Assessment of Bilinguals presents innovative solutions for the evaluation of language abilities and proficiency in multilingual speakers – and by extension, the evaluation of their cognitive and academic abilities. This volume brings together researchers working in a variety of bilingual settings to discuss critical matters central to the assessment of bilingual children and adults. The studies include typically developing bilingual children, bilingual children who may be at risk for language impairments, bilingual and multilingual children and adults found in classrooms, and second-language learners in childhood and adulthood. The contributions propose a variety of ways of assessing performance and abilities in the face of the multiple issues that complicate the best interpretation of test performance.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783090136
Solutions for the Assessment of Bilinguals
By Virginia C. Mueller Gathercole
Published by Multilingual Matters
Solutions for the Assessment of Bilinguals presents innovative solutions for the evaluation of language abilities and proficiency in multilingual speakers – and by extension, the evaluation of their cognitive and academic abilities. This volume brings together researchers working in a variety of bilingual settings to discuss critical matters central to the assessment of bilingual children and adults. The studies include typically developing bilingual children, bilingual children who may be at risk for language impairments, bilingual and multilingual children and adults found in classrooms, and second-language learners in childhood and adulthood. The contributions propose a variety of ways of assessing performance and abilities in the face of the multiple issues that complicate the best interpretation of test performance.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783090136
October 6, 2013
New Hampshire World Language State Guidelines
From http://www.nhawlt.org
Download a PDF of the New Hampshire world language state guidelines for Kindergarten through college at http://www.nhawlt.org/resources/57-nh-wl-standards/125-nh-wl-guidelines
Download a PDF of the New Hampshire world language state guidelines for Kindergarten through college at http://www.nhawlt.org/resources/57-nh-wl-standards/125-nh-wl-guidelines
New Learner Corpus Association
From http://linguistlist.org/issues/24/24-3902.html
The Learner Corpus Association (LCA) aims to provide a forum for exchanging ideas on learner corpus research from an interdisciplinary perspective:
- Second language acquisition
- Foreign language teaching (including CALL)
- Language testing
- NLP applications (automated scoring, L1 identification, error detection and correction, etc.)
- Other language-related fields
The association was officially launched at the second Learner Corpus Research conference which took place in Bergen (Norway) on 27-29 September, 2013.
The LCA maintains a dedicated website and initiates a bi-yearly conference. You can access the LCA website at the following URL: http://www.learnercorpusassociation.org
Registered members will have access to the members-only sections of the website which will contain a range of resources, including shared corpora, publications and corpus tools and a regularly updated searchable learner corpus bibliography. They will also be able to take part in forums focused on a range of topics (learner corpus design, annotation, methodology, applications, etc.) and benefit from discounts, notably from publishers, negotiated by the LCA.
Registration is now open at http://www.learnercorpusassociation.org/join . Registered members will be able to take part in the election of the Executive Board due to take place in early December.
If you want to help shape the association and contribute to its success, don't hesitate to join.
The Learner Corpus Association (LCA) aims to provide a forum for exchanging ideas on learner corpus research from an interdisciplinary perspective:
- Second language acquisition
- Foreign language teaching (including CALL)
- Language testing
- NLP applications (automated scoring, L1 identification, error detection and correction, etc.)
- Other language-related fields
The association was officially launched at the second Learner Corpus Research conference which took place in Bergen (Norway) on 27-29 September, 2013.
The LCA maintains a dedicated website and initiates a bi-yearly conference. You can access the LCA website at the following URL: http://www.learnercorpusassociation.org
Registered members will have access to the members-only sections of the website which will contain a range of resources, including shared corpora, publications and corpus tools and a regularly updated searchable learner corpus bibliography. They will also be able to take part in forums focused on a range of topics (learner corpus design, annotation, methodology, applications, etc.) and benefit from discounts, notably from publishers, negotiated by the LCA.
Registration is now open at http://www.learnercorpusassociation.org/join . Registered members will be able to take part in the election of the Executive Board due to take place in early December.
If you want to help shape the association and contribute to its success, don't hesitate to join.
Game Idea: “Box of Lies”
From http://larryferlazzo.edublogs.org
Larry Ferlazzo describes a game that he saw Jimmy Fallon play with Tina Fey on television. There are several boxes, each with mystery object(s) inside. One student chooses a box, sees what is inside, and then either describes the contents to another student, or lies and makes up something else. The other student guesses if the first student is telling the truth, or lying.
See Mr. Ferlazzo’s description at http://larryferlazzo.edublogs.org/2013/09/27/jimmy-fallon-comes-up-with-a-great-game-for-english-language-learners
Larry Ferlazzo describes a game that he saw Jimmy Fallon play with Tina Fey on television. There are several boxes, each with mystery object(s) inside. One student chooses a box, sees what is inside, and then either describes the contents to another student, or lies and makes up something else. The other student guesses if the first student is telling the truth, or lying.
See Mr. Ferlazzo’s description at http://larryferlazzo.edublogs.org/2013/09/27/jimmy-fallon-comes-up-with-a-great-game-for-english-language-learners
This Is Food Issues Month - Share a Resource or Lesson
From http://www.teachingenglish.org.uk/top-stories/iatefl-global-issues-sig-food-issues-month
Throughout October 2013, the IATEFL Global Issues SIG are hosting Food Issues Month! This event is an online, asynchronous event with the aim of “Teaching food with a conscience.”
The idea behind this month is to raise awareness in your classes and your schools about an issue relating to food. The Global Issues SIG deliberately chose a broad topic to allow people flexibility of choice. As long as it’s about food and issues (as opposed to, say, a lesson about food in different cultures or favorite foods or food idioms) they are interested.
The Global Issues SIG are inviting teachers and classes around the world to share their ideas, lesson plans, resources and creativity for a food lesson with a difference.
Share your ideas, lessons, and resources with other teachers at http://gisig.iatefl.org/community/how-you-can-participate-in-gisigs-food-issues-month
Throughout October 2013, the IATEFL Global Issues SIG are hosting Food Issues Month! This event is an online, asynchronous event with the aim of “Teaching food with a conscience.”
The idea behind this month is to raise awareness in your classes and your schools about an issue relating to food. The Global Issues SIG deliberately chose a broad topic to allow people flexibility of choice. As long as it’s about food and issues (as opposed to, say, a lesson about food in different cultures or favorite foods or food idioms) they are interested.
The Global Issues SIG are inviting teachers and classes around the world to share their ideas, lesson plans, resources and creativity for a food lesson with a difference.
Share your ideas, lessons, and resources with other teachers at http://gisig.iatefl.org/community/how-you-can-participate-in-gisigs-food-issues-month
Common Core and English-Learners: Teaching Math and Language
From http://blogs.edweek.org/edweek/learning-the-language/2013/10/common_core_and_english-learne.html
Common Core and English-Learners: Teaching Math and Language
By Lesli A. Maxwell
October 3, 2013
The Understanding Language team at Stanford University has just released its first major collection of common core instructional resources in math meant for teachers who work with English-language learners.
A team of experts, including Judit Moschkovich, a professor of mathematics education at the University of California, Santa Cruz, used or adapted tasks from two series of curricula: Inside Mathematics and the Mathematics Assessment Project. Each lesson in the package includes detailed notes on how teachers can use them in classrooms with English-learners.
The aim behind these materials is to help teachers see how math tasks rooted in the common core can be used to support both math learning and language development. The four lessons cover elementary, middle, and high school math.
Read the full article and access this resource at http://blogs.edweek.org/edweek/learning-the-language/2013/10/common_core_and_english-learne.html
Common Core and English-Learners: Teaching Math and Language
By Lesli A. Maxwell
October 3, 2013
The Understanding Language team at Stanford University has just released its first major collection of common core instructional resources in math meant for teachers who work with English-language learners.
A team of experts, including Judit Moschkovich, a professor of mathematics education at the University of California, Santa Cruz, used or adapted tasks from two series of curricula: Inside Mathematics and the Mathematics Assessment Project. Each lesson in the package includes detailed notes on how teachers can use them in classrooms with English-learners.
The aim behind these materials is to help teachers see how math tasks rooted in the common core can be used to support both math learning and language development. The four lessons cover elementary, middle, and high school math.
Read the full article and access this resource at http://blogs.edweek.org/edweek/learning-the-language/2013/10/common_core_and_english-learne.html
The Gioconda Smile for ESL Students
Educational Theater of New York is presenting "The Gioconda Smile" by Aldous Huxley, especially designed for students of English as a Second Language. The story is adapted in short scenes, after each scene is presented the action stops and the Presenter engages the students in a conversation about the issues they just saw, then the students have the opportunity to ask the scene to be repeated for further understanding or to continue to the next.
After the play is completed the students can ask questions to the characters about their actions during the play.
ETNY empowers the students to be in control for their understanding, pre and post-performance lesson plans could be found at http://www.etnyarts.org.
The play opens Tuesday November 5 at 10 am, Wednesday Nov. 6 at 6:30 pm, Thursday Nov. 7 at 10 am and 6:30 pm, Friday Nov. 8 at 10 am, Monday Nov. 11 at 10 am and 6:30 pm, and Tuesday Nov. 12 at 10 am.
To make reservations or further information info at etnyarts dot org or 646-733-7685. Tickets are $15.
[nystesol-l] The Gioconda Smile for ESL students. NYSTESOL-L listserv (nystesol-l@yahoogroups.com, 3 Oct 2013).
After the play is completed the students can ask questions to the characters about their actions during the play.
ETNY empowers the students to be in control for their understanding, pre and post-performance lesson plans could be found at http://www.etnyarts.org.
The play opens Tuesday November 5 at 10 am, Wednesday Nov. 6 at 6:30 pm, Thursday Nov. 7 at 10 am and 6:30 pm, Friday Nov. 8 at 10 am, Monday Nov. 11 at 10 am and 6:30 pm, and Tuesday Nov. 12 at 10 am.
To make reservations or further information info at etnyarts dot org or 646-733-7685. Tickets are $15.
[nystesol-l] The Gioconda Smile for ESL students. NYSTESOL-L listserv (nystesol-l@yahoogroups.com, 3 Oct 2013).
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