Center for Applied Second Language Studies

Talkabout Primary Languages: Online Network for Teaching Children Languages

2012-02-12T23:08:00.000-08:00

Talkabout Primary Languages bills itself as “For anyone teaching languages in a Primary school; a place to share worries, successes and resources with supportive colleagues.” This European-oriented network may also be useful for language teachers in the United States - extensive French resources but also resources for other languages and thematically oriented resources on the wiki section (https://talkaboutprimarymfl.wikispaces.com ), an area for sharing games (http://talkaboutgames.wikispaces.com ), and more. The main page is available at http://primarymfl.ning.com

Article: How To Get the Most out of a Study Trip

2012-02-12T23:06:00.000-08:00

From http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign

Find the Familiar in the Foreign
by Jeff Wang

We often prepare our students for so-called culture shock, but in a certain sense, we are also training them to spot and perhaps focus too much on the differences. Even if great distances separate societies, we’re connected in a globalized age and by citizens who increasingly share similar aspirations for a better future.

How do we, as educators, help students have experiences that celebrate their shared thinking and experiences, particularly during very short study trips?

Two factors compel students to notice the differences versus things that are familiar.

One comes from the brevity of most exchange visits. Unlike their Chinese counterparts, the majority of whom spent years in American schools and universities, most American students in China are there for a relatively short time, say ten days to a couple of weeks; some may stay for a semester.

Another factor often comes from the hosts and the program designers’ kind-hearted but misdirected effort to showcase local traditions and culture.

What’s the remedy then? One obvious possibility is to travel more frequently and make each stay longer than the last. That will cost more and require a greater commitment from teachers, administrators, students, and parents alike. While encouraging more American students to spend more time in China is absolutely worthy of investment, we can do more to make existing exchange trips to China more meaningful.

Read the full article at http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign

Article: Using Texts Constructively

2012-02-12T23:05:00.001-08:00

From http://www.teachingenglish.org.uk/articles

Using texts constructively: what are texts for?
Submitted by Michael Swan on 1 February, 2012

Texts – by which I mean the relatively short spoken and written passages that come in textbooks and other teaching materials – can, if they are used properly, play an important part in the learning process.

A properly-balanced language-teaching programme, will have three ingredients – extensive, intensive and analysed – at both input and output stages. Texts can contribute in various ways to this three-part process.

Read more about how texts can be used constructively at http://www.teachingenglish.org.uk/articles/using-texts-constructively-what-are-texts

Draft report: Exploring Approaches to Setting English Language Proficiency (ELP) Performance Criteria and Monitoring English Learner Progress

2012-02-12T23:04:00.000-08:00

U.S. Department of Education: New Report Examines Criteria for Measuring the Progress of English Learners

The U.S. Department of Education released a draft report today examining approaches to setting criteria for measuring the progress of English learners in classrooms as part of a four-year project led by American Institutes for Research (AIR). The final fully-formatted version of the report will be posted on the ED website in early March of 2012. The report, National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress, provides examples of various ways states can use enhanced data systems to address key questions like:

What does English language proficiency mean?
How long does it take to become English proficient?
How do we take into account the English language proficiency level in setting academic progress for proficiency expectations?

The report describes several empirical methods and conceptual/theoretical rationales to help state policymakers, standard-setting panels, and the technical advisory panels and assistance providers supporting them. The report was a collaborative effort among Gary Cook of the Wisconsin Center for Educational Research, Robert Linquanti of WestEd, and AIR staff led by Marjorie Chinen.

The four-year project funded through the U.S. Department of Education, Policy and Program Studies Service, and led by a team of experts from AIR is evaluating Part A of the Title III Program, which provides federal grants to assist states and local governments in addressing the needs of limited English proficient children and immigrant youth. Three additional reports will be issued in the coming months.

For more information about the National Evaluation of Title III Implementation, please contact James Taylor (jtaylor at air dot org) at AIR or Andrew Abrams (Andrew.abrams at ed dot gov) at the U.S. Department of Education, Policy and Program Studies Service.

The report is available at http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#titleiii

Ten Suggestions To Help English Language Learners

2012-02-12T23:03:00.000-08:00

From http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html?

Helen Janc Malone, a student of educational policy at Harvard University, writes about her experiences as a Serbo-Croatian newcomer to American schools. She includes 10 suggestions, informed by her own experiences, for how to support English-language learners.

Access the article at http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html?tkn=ZXYF0DJU7rAoxVO1pcHdOHM4OwMxZYKVn/hX&cmp=clp-edweek

Article: Mexican Government Provides College-Bound Curriculum for American Students

2012-02-12T23:02:00.000-08:00

From http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story

Bilingual classes try to push Latinos toward college
Four high schools in Southern California are offering math and science courses using online curriculum from Mexico to get more Latino students to meet requirements to go to college.
By Matt Stevens and Dalina Castellanos
February 4, 2012

At Sylmar High and three other high schools in Southern California, instructors are running some of the state's only rigorous bilingual math and science classes using online curriculum from Mexico. The idea: to get more Latino students to take and pass the courses they need to go to college.

Project SOL (Secondary Online Learning) is a collaborative effort between UCLA professor Patricia Gandara, the University of California system and the Mexican Colegio de Bachilleres, which developed the digital math and science curriculum.

The program began at four high schools in 2008 with $1.2 million in grants. Besides Sylmar, the other schools involved are Franklin in East Los Angeles, Brawley Union in Imperial County and Chula Vista in San Diego County. So far, nearly 500 students have enrolled in at least one of seven bilingual courses. The program accounts for about 18% of all high school students in the state learning in a primary language.

Though more than half of California's schoolchildren are Latino, Gandara said research shows that only about 13% of them nationwide will earn a bachelor's degree.

"We want to be the same as the other students," said Sylmar senior Karla Ibarra, 18. "Even better than the other students — to show them that we can do it."

Researchers say rigorous math and science courses are seldom available to students learning English, even though such courses are required for admission to four-year universities.

Read the full article at http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story

Spanish4Teachers: Resources for Your Spanish Class

2012-02-12T23:01:00.000-08:00

Spanish teachers can find a variety of useful resources: lesson plans, songs and videos, interactive activities, culture, literature, reading, and more at the Spanish4Teachers website: http://www.spanish4teachers.org

Survey: Spanish Academic Language Standards & Assessment

2012-02-12T23:00:00.000-08:00

From http://wida.us/standards/salsa.aspx#survey

World-class Instructional Design and Assessment is conducting a research study called “Exploratory study of expressive language domains in academic Spanish” as part of the SALSA grant project. The general purpose of this study is to examine the typical linguistic density and complexity of academic Spanish used by beginning, intermediate, and advanced Spanish language learners in the areas of language arts and mathematics.

As part of this research, WIDA invites all educators who are familiar with students receiving content instruction in Spanish to participate in an online survey to provide feedback on speaking and writing prompts related to the areas of language arts and mathematics. These prompts are written in Spanish and survey participants will have the option of selecting the grade levels with which they have experience. This voluntary survey is available to all educators in the United States that meet the following criteria:

Are bilingual (Spanish/English)
Have Spanish literacy skills
Have K-12 teaching experience in the U.S.
Have experience working with Spanish language learners

Based on the survey results, the prompts will be modified as needed and administered to students participating in the study. Data collected in this study will help inform performance criteria for academic Spanish language development.

Although the study targets Spanish language learners in Kindergarten, 2nd, 5th, 8th, and 12th grades in Colorado, Illinois, New Mexico, and Wisconsin, the results will impact everyone who uses the Spanish language development standards being developed.

The survey will be available until February 17, 2012.

Learn more about the SALSA project and take the survey at http://wida.us/standards/salsa.aspx#survey

New Fables at FluencyProf

2012-02-12T22:59:00.000-08:00

Five new audio recordings of fables for Spanish learners have been added to the FluencyProf website: http://www.fluencyprof.com/free-spanish-audio.html

Read a past InterCom article about FluencyProf at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=12816

Website Dedicated to Walking Tours of Paris

2012-02-12T22:58:00.000-08:00

From http://www.parisbalades.com

This French-language website has an interactive map and a thematic index that will lead you to information about different things that you can see as you walk or bike around Paris. Use it to plan a trip, for student readings, or for a tourism-themed project.

Available at http://www.parisbalades.com

German Information Center USA 7th Annual Essay Contest

2012-02-12T22:57:00.000-08:00

From http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/01/31AnnualEssayContest.html

The German Information Center USA 7th Annual Essay Contest has begun and students from grades 3-12 are invited to enter. The contest features 1st place prizes ranging from $100 - $200 in Amazon.com gift certificates. Teachers of the winning students receive $200 Amazon.com gift certificates.

Students must answer one of the following topics:
Topic A: German American Friendship
Topic B: The Brothers Grimm

All entries must be submitted electronically by April 15, 2012.

For full contest details go to http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/01/31AnnualEssayContest.html

Petrarch’s Sonnets for Valentines Day

2012-02-12T22:55:00.000-08:00

Why not devote Valentines Day to a study of Petrarch’s love sonnets? Here is an article about his sonnets in About.com: http://italian.about.com/library/weekly/aa021600a.htm

Here is a Wikipedia article about Petrarchan sonnets: http://en.wikipedia.org/wiki/Petrarchan_sonnet
Here is one in Italian about Petrarch: http://it.wikipedia.org/wiki/Francesco_Petrarca and another article about his poetry at http://www.isoladellapoesia.com/poeti-famosi/francesco-petrarca.php

Here are two online e-books with English translations of some of Petrarch’s sonnets: http://oll.libertyfund.org/index.php?option=com_staticxt&staticfile=show.php%3Ftitle=1729&Itemid=27 and http://www.gutenberg.org/files/17650/17650-h/17650-h.htm

You can access an online version of Canzoniere (which contains his sonnets) at http://it.wikisource.org/wiki/Canzoniere_%28Rerum_vulgarium_fragmenta%29 or at http://petrarca.scarian.net/petrarca_canzoniere.html

H-Turk: Listserv for Ottoman and Turkish Studies

2012-02-12T22:53:00.000-08:00

From http://h-net.msu.edu/cgi-bin/welcomeletter?list=h-turk

H-TURK serves as the e-mail list for humanists and social scientists in the general area of Turkish studies [including the Ottoman past and more general Turkic present--Central Asian Turks as well as Middle Eastern and Balkan Turks. It is owned by the Turkish Studies Association [TSA] and affiliated with H-Net.

Learn a bit more about it and subscribe at http://www.h-net.org/~turk

Book: A Guide to Teaching and Learning Hausa as a Foreign Language

2012-02-12T22:52:00.000-08:00

From http://www.lincom-shop.eu/shop/article_11107c%2520ISBN%25209783862882779/LLC-14%3A-A-Guide-to-Teaching-and-Learning-Hausa-as-a-Foreign-Language.html

A Guide to Teaching and Learning Hausa as a Foreign Language
by Aishatu Iya Ahmed
Published by LINCOM

Description:
A guide to teaching and learning Hausa as a foreign language is designed in such a way that language is blended with culture. The book is divided into thirteen units and each unit has topics on linguistic aspects of the language as well as culture related matters. The language aspect discusses the basic things Hausa learners need to learn to help them acquire a comprehensive knowledge of the language as well as to enable them to communicate effectively in it. The linguistic topics discussed include Hausa consonants, vowels and diphthongs; word formation, tones, orthography, parts of speech and sentence structure.

The culture section of the book puts emphasis on some cultural aspects of the language that learners need to know. These include various forms of greetings, kinship terms, condolences, traditional names, counting, Hausa wedding, naming ceremony, bargaining, Sallah festivals in Hausaland and Hausa crafts such as dying, barbering and butchering. Photographs of some cultural events also back the culture section of the book. Furthermore, adequate Hausa sentences have been provided in the book with their English equivalents for learners to practice.

Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_11107c%2520ISBN%25209783862882779/LLC-14%3A-A-Guide-to-Teaching-and-Learning-Hausa-as-a-Foreign-Language.html

Native Words, Native Warriors: Interactive Education Program about Code Talkers

2012-02-12T22:51:00.000-08:00

From http://www.nmai.si.edu/subpage.cfm?subpage=education&second=dc&third=general

Native Words, Native Warriors is an interactive educational program by the National Museum for the American Indian about how American Indian code talkers used their Native languages to serve their country and continue the warrior tradition during World Wars I and II.

A companion website to a traveling exhibit about the code talkers, the website is full of stand-along curriculum resources for teachers who want to talk about the role American Indian languages played during World War II.

The website is available at http://www.nmai.si.edu/education/codetalkers

Alaska Senate Committee Hears Testimony on Native Languages Bill

2012-02-12T22:50:00.000-08:00

From http://newsminer.com/view/full_story/17358409/article-Senate-committee-hears-testimony-on-Native-languages-bill

Senate committee hears testimony on Native languages bill
by Matt Buxton
January 31, 2012

During testimony for a measure that would establish the Alaska Native Language Preservation and Advisory Council many experts and Native advocates told the Senate that Alaska Native languages — a bastion of Native culture and identity — are at risk of going extinct and need protection.

The measure, proposed by Democratic Nome Sen. Donny Olson, would create a council that would assess the state’s language policy and programs and look for ways to create new programs to protect and promote Native languages.

Many of the experts providing testimony said that after years of decline at the hands of modernization, unfriendly policies and social pressure, Native languages are at the brink of disappearing. The language council, they said, would not only preserve the language, but what the languages represent culturally.

Read more: http://newsminer.com/view/full_story/17358409/article-Senate-committee-hears-testimony-on-Native-languages-bill

Second Language Studies: Postdoctoral Fellow, Indiana University

2012-02-12T22:49:00.000-08:00

From http://linguistlist.org/issues/23/23-501.html

The Department of Second Language Studies at Indiana University is seeking applicants for a Postdoctoral Fellowship in Second Language Studies. The fellowship is designed to mentor recent Ph.D. recipients in their transition toward a regular tenure-track position, including both teaching and research experience. Fellows will be expected to take an active role in the research life of the Department and University. Fellows should, therefore, consult with faculty, participate in research, present on-going work at the SLS colloquium, and attend conferences and workshops. Fellows with research programs on any aspect of learner language development (including revitalization contexts and untutored environments) are invited to apply. Fellows will teach three 8-week sections of a course (SLST-T125, 3cr: Academic Language and Culture at US Universities for International Students) in the fall. Spring will be fully devoted to research activities. Fellows will remain in residence. The Postdoctoral Fellowship is a 10-month appointment, with healthcare benefits included and compensation commensurate with other Postdoctoral fellowships in other similar disciplines/fields. Fellows will be appointed for a period of 2 years, starting Fall 2012. Native or near-native knowledge of English is required.

For the 2012-2014 fellowship, applicants must have a Ph.D. in hand by July 31, 2012. Degrees must be granted no earlier than January 1, 2010.

Application Deadline: 30-Mar-2012

For full details go to http://linguistlist.org/issues/23/23-501.html

Job: Assistant Professor of English in Applied Linguistics , Northern Arizona University

2012-02-12T22:48:00.000-08:00

From http://hr.nau.edu/node/2796&job_req=559035

The applied linguistics faculty in the English Department at Northern Arizona University invite applications for a tenure-track assistant professor beginning in August 2012. We seek a colleague whose primary teaching and research interests are in any area of applied linguistics, including assessment, bilingualism, corpus linguistics, discourse, experimental psycholinguistics, language and technology, L2 phonology, L2 pedagogy research, pragmatics, quantitative or mixed methods, second language acquisition, and sociolinguistics. Responsibilities include teaching courses in the MA-TESL program, the applied linguistics doctoral program, and the English undergraduate program. With regard to teaching, responsibilities include teaching up to 9 hours per semester, with reassigned time based on dissertation committee work and College policies. Responsibilities also include active research; student advising and mentoring; doctoral committee work; and department, college, university, and professional service.

View the full job posting at http://hr.nau.edu/node/2796&job_req=559035

Jobs: Dual Language, Spanish-Speaking Elementary Teachers in Memphis

2012-02-12T22:46:00.000-08:00

Teach Memphis is seeking Dual Language, Spanish-Speaking Elementary Teachers for the 2012-2013 school year!

Do you speak Spanish fluently? Are you also certified to teach elementary grades? If so, you have an opportunity to be a part of the very first Dual Immersion program in the state of TN! We are looking for individuals who have demonstrated excellence in their field of study to begin teaching this exciting new position.

For more information about the Dual Immersion program: http://www.mcsk12.net/schools/treadwell.es/site/DualLanguageImmersionOptionalProgram.shtml

Memphis City Schools realizes that teachers matter, and the district, through its Teacher Effectiveness Initiative, is committing significant resources to attract, retain, develop, and reward top-performing teachers – giving teachers who want to make a real difference the tools to do so. This work puts MCS at the center of national conversations about education and positions it to be a national model for school reform. There’s never been a more exciting time to become a teacher with Memphis City Schools.

With a highly selective application and screening process, becoming a Dual Language teacher with Memphis City Schools will place you among an elite group of educators who are transforming lives and communities through their work in the classroom.

Candidates will benefit from a user-friendly online application and streamlined screening process. We offer a comprehensive benefits package that includes:
• Competitive salary starting at $41K - $50K+, depending on experience;
• Full medical benefits
• Retirement benefits through the Tennessee Consolidated Retirement System

MCS provides extensive ongoing professional development and training for teachers through the district’s state-of-the-art Teaching & Learning Academy, a teacher induction program, ongoing mentoring and advancement opportunities. We are currently accepting applications for Dual Language Elementary positions. Please visit http://www.teachmemphis.org to learn more about teaching in Memphis City Schools and to submit your application today.

Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, disability, sex, age or genetics. For more information, please contact the Office of Equity Compliance (901) 416-6670.

Candidates must meet the following eligibility requirements:
• Have a TN teaching license with elementary endorsement and at least and Advanced Low score on the Oral Proficiency Interview for Spanish.
• Have a Bachelor’s degree with a minimum GPA of 2.75.
• Be a U.S. citizen or permanent resident.
• Pass a criminal background check.

[LIM-A] Teach Memphis is seeking Dual Language, Spanish-Speaking Elementary Teachers for the 2012-2013 school year! LIM-A listserv (LIM-A@LISTS.UMN.EDU, 8 Feb 2012).

Study Abroad Travel Grant for Arkansas Teachers

2012-02-12T22:45:00.000-08:00

From http://http://www.aflta.org

The Arkansas Foreign Language Teachers Association offers a study abroad travel grant of up to $500 to offset costs of studying abroad. In order to apply for the grant, teachers must submit an application and supporting documents by March 15.

For more details go to http://www.aflta.org/AFLTA_Site/Teacher_Grants_and_Scholarships.html

ILTA Grant Funding for Workshops and Meetings

2012-02-12T22:44:00.000-08:00

From http://www.iltaonline.com/index.php?option=com_content&view=article&id=204:2012-ilta-grant-for-workshops-and-meetings&catid=3

The International Language Testing Association aims to promote high standards of professionalism in language testing and assessment practice. One way of carrying out this mission is to encourage workshops and meetings where language testing experts educate and train teachers, test developers, and others, including policy makers, principals, and even test takers in key skills and knowledge in language testing/assessment.

ILTA offers individual grants of up to US$ 3,000 for carrying out an approved workshop/meeting designed to help diffuse knowledge among a wider group in different parts of the world. The aim of a workshop/meeting should be to promote understanding, familiarity, and knowledge of language testing issues and practice among various groups of test users. It is expected that the award will be used as 'seed' money to organize such a workshop/meeting and, ideally, to establish a permanent local organization that that will conduct further practical activities in language testing in the future, especially in places in need of language testing expertise.

Applications should be sent by e-mail by March 2, 2012.

For full details go to http://www.iltaonline.com/index.php?option=com_content&view=article&id=204:2012-ilta-grant-for-workshops-and-meetings&catid=3

CAL Summer 2012 Institutes on Reading for ELLs

2012-02-12T22:28:00.001-08:00

The Center for Applied Linguistics is continuing its much-in-demand institutes in Washington, D.C. this summer on teaching reading to second language learners of English.

What’s Different Summer 2012 Institutes in Washington, D.C.

Three-Day Training of Trainers (TOT) Institute
Date: Wednesday-Friday, June 6-8, 2012, 9:00 PM– 4:00 PM
Registration Link: http://www.cal.org/solutions/profdev/workshops/training.html

Three-Day Direct Strategies Institute
Date: Wednesday-Friday, July 11-13, 2012, 9:00 AM – 4:00 PM
Registration Link: http://www.cal.org/solutions/profdev/workshops/strategies.html

CAL can also come to you to deliver these institutes.
For more information, please contact:
Lisa Tabaku, Associate Director, CAL Solutions, ltabaku at cal dot org or at 202-355-1510, or
Betty Ansin Smallwood, Director, CAL Solutions, bsmallwood at cal dot org or at 202-355-1540

Summer Study Abroad in Laos

2012-02-12T22:27:00.000-08:00

From http://laostudies.org/sail

The Center for Lao Studies (CLS), dedicated to promoting and advancing the field of Lao Studies, is sponsoring its annual Summer Study Abroad in Laos program (SAIL) in the summer of 2012. During the month-long program, students will partake in language and cultural lessons at the Lao-American College (LAC), the first private college and the only school founded by an American citizen in the Lao PDR. The students will also have the opportunity to study Lao history and culture, augment their academics with cultural trips throughout the area, and experience volunteering with an international nongovernmental organization (NGO).

The 2012 program will take place July 1-31. The application deadline is April 16, 2012. For full details, including funding resources, go to http://laostudies.org/sail

New York International Conference on Teaching Chinese

2012-02-12T22:26:00.000-08:00

From http://clta-gny.org/12conf/12conf.html

The 10th New York International Conference on Teaching Chinese
Celebrating the 10th anniversary of the Chinese Language Teachers Association of Greater New York
Global Perspectives in Chinese Language and Culture Instruction
Hosted by the Department of Classical and Oriental Studies
Hunter College, City University of New York
Saturday, May 12, 2012

Visit the conference website at http://clta-gny.org/12conf/12conf.html

Thirteenth Annual Texas Foreign Language Education Conference

2012-02-12T22:25:00.000-08:00

From http://www.utexas.edu/cola/centers/tlc/conferences/texflec_2012/home.php

Thirteenth Annual Texas Foreign Language Education Conference (TexFLEC)
Welcome to the Classroom of Tomorrow: Forging the Future of Language Education
February 24 and 25, 2012
The University of Texas at Austin

The priority deadline for registration is February 17th.

Visit the conference website at http://www.utexas.edu/cola/centers/tlc/conferences/texflec_2012/home.php

Educational Linguistics Symposium

2012-02-12T22:24:00.000-08:00

From http://linguistlist.org/issues/23/23-701.html

Educational Linguistics Symposium
‘Alternatives and Innovation in Applied Linguistics’
Sunday, March 25, 2012
Hilton Boston Back Bay
Boston, MA

The Educational Linguistics Symposium (ELS) brings together educational linguists working in diverse scholarly traditions in order to encourage dialogue about innovative ideas for addressing well known challenges in multilingual education. As such, ELS provides a space for seeking alternative connections among different lines of inquiry that may not normally intersect. The inaugural meeting of ELS includes eleven paper presentations and three keynote talks by leading scholars.

Keynote Speakers:

‘From Monolingualism to Multilingualism and Back Again?’
Sinfree Makoni, Pennsylvania State University

‘Some Questions for Educational Linguistics: Time, Trust, Tasks, Tests’
Mary McGroarty, Northern Arizona University

‘What Counts as Language and Communication Competence in Ethnolinguistically Diverse Classrooms?’
Constant Leung, King's College London

Participants registered for the American Association for Applied Linguistics (AAAL) conference may attend ELS at no additional cost. In addition, ELS is free for all graduate students in language-related fields at Boston-area universities. Pre-registration is not required, but RSVP with name and institutional affiliation to EdlingL at gmail dot com is appreciated.

For full details go to http://linguistlist.org/issues/23/23-701.html

Call for Abstracts: Special Topic Issue of TESOL Quarterly 'Plurilingualism in TESOL'

2012-02-12T22:23:00.000-08:00

From http://linguistlist.org/issues/23/23-604.html

TESOL Quarterly announces a call for abstracts for a special issue on plurilingualism in the context of English language teaching. Contributions will present or critique research findings regarding innovative programs, policies, and pedagogical practices in multilingual classroom settings and the role of learners' primary and other language(s), including signed languages, in learning English, and address related programmatic, sociopolitical and sociolinguistic issues in ESL/EFL/ESOL contexts internationally.

Articles that address English education in the following contexts are invited:
- Teachers' and students' linguistic repertoires and classroom practices that shape plurilingual competence
- Teachers' background knowledge regarding language learning and corresponding ability to meet the needs of plurilingual students
- Educational language policies that support plurilingualism

Call Deadline: 01-Apr-2012

View the full call for abstracts at http://linguistlist.org/issues/23/23-604.html

Call for Papers: Globalization and Localization in Computer-Assisted Language Learning

2012-02-12T22:22:00.000-08:00

From http://glocall.org

GLoCALL 2012 Conference &
2012 International Symposium on CALL
October 18-20
Beijing Foreign Studies University, Beijing, China

The Globalization and Localization in Computer-Assisted Language Learning (GLoCALL) Conference aims to share knowledge, research and experience on how to use computer technology to make language learning more effective and pleasant; to explore how the technology can be adapted to better meet the local needs of students and teachers, while at the same time providing global perspectives on computer-assisted language learning (CALL); and to bring the technology within the reach of local teachers who wish to develop their professionalism in CALL. GLoCALL is jointly sponsored by APACALL and PacCALL.

GLoCALL 2012 invites proposals for presentations that are related to computer-assisted language learning (CALL). Proposals for ‘Papers’ (35 minutes), ‘Workshops’ (80 minutes), ‘Symposia’ (80 minutes), ‘Posters’ and 'Virtual Presentations' should be submitted here by 16 April 2012.

Proposals are encouraged within the sub-themes below, but are not limited to:

application of technology to the language classroom
localizing Internet materials to the classroom
using the Internet for cultural exchange
managing multimedia/hypermedia environments
e-learning, collaborative learning and blended learning
emerging technologies
fostering autonomous learning through technology
training language teachers in e-learning environments

Successful applicants will be notified by May 16th, 2012, although those who require an earlier decision for funding purposes may request so in the Comments area of the Proposal Submission Form.

View the full call for proposals at http://glocall.org/course/view.php?id=74&topic=0#section-1

Call for Papers: Hawai‘i Association of Language Teachers (HALT) Conference

2012-02-12T22:21:00.000-08:00

From http://www.halthome.org/Conference.html

26th Hawai‘i Association of Language Teachers (HALT) Conference
Saturday, April 7, 2012
Kamakakuokalani Center for Hawaiian Studies
UH Manoa campus
Theme - Advocacy: Building Collaboration

CALL FOR PROPOSALS

Have you developed a new course, teaching technique, activity idea, materials, or assessment that you could share? Are you evaluating the effectiveness of your teaching curriculum? Have you incorporated new technology tools into your classroom? Would you like to lead a panel discussion on a critical issue in your target language or in the area of elementary, secondary, or higher education? If so, we encourage you to submit a proposal to present at the HALT spring conference!

The HALT Conference Call for Proposals online submission form is now available at http://www.jotform.com/form/12861936268

Continuing this year – for each proposal accepted for presentation, HALT will waive one presenter registration.

Deadline - February 15, 2012

Volume 16 Number 1 of Language Learning & Technology

2012-02-12T22:20:00.000-08:00

Volume 16 Number 1 of Language Learning & Technology is now available at http://llt.msu.edu

FEATURE ARTICLES -----

Blogging to Learn: Becoming EFL Academic Writers Through Collaborative Dialogues
by Yu-Chih Sun and Yu-jung Chang

The Types and Effects of Peer Native Speakers’ Feedback on CMC
by María Belén Díez-Bedmar and Pascual Pérez-Paredes

Collaborative Writing among Second Language Learners in Academic Web-Based Projects
by Greg Kessler, Dawn Bikowski, and Jordan Boggs

Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction
by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, and Chun-Wen Chen

COLUMNS -----

Emerging Technologies
Digital Video Revisited: Storytelling, Conferencing, Remixing
by Robert Godwin-Jones

Action Research
Edited by Philip Hubbard

Fostering Computer-Mediated L2 Interaction Beyond the Classroom
by Keith Barrs

Announcements
News From Sponsoring Organizations

REVIEWS -----

Language and Learning in the Digital Age
James Paul Gee and Elisabeth R. Hayes
Reviewed by Paul Rama

Technology-Mediated Learning Environments for Young English Learners
L. Leann Parker (Ed.)
Reviewed by Brenna Rivas

Teaching and Researching Computer-Assisted Language Learning (2nd Edition)
Ken Beatty
Reviewed by Sarah E. Springer

Access the latest issue at http://llt.msu.edu

Book: Identity Formation in Globalizing Contexts: Language Learning in the New Millennium

2012-02-12T22:17:00.000-08:00

From http://www.degruyter.com/view/product/179368?format=G

Identity Formation in Globalizing Contexts: Language Learning in the New Millennium
Edited by Christina Higgins
Published by de Gruyter

Description: The volume explores how new millennium globalization mediates language learning and identity construction. It seeks to theorize how global flows are creating new identity options for language learners, and to consider the implications for language learning, teaching and use. To frame the chapters theoretically, the volume asserts that new identities are developing because of the increasingly interconnected set of global scapes which impact language learners' lives. Part 1 focuses on language learners in (trans)national contexts, exploring their identity formation when they shuttle between cultures and when they create new communities of fellow transnationals. Part 2 examines how learners come to develop intercultural selves as a consequence of experiencing global contact zones when they sojourn to new contexts for study and work. Part 3 investigates how learners construct new identities in the mediascapes of popular culture and cyberspace, where they not only consume, but also produce new, globalized identities. Through case studies, narrative analysis, and ethnography, the volume examines identity construction among learners of English, French, Japanese, and Swahili in Canada, England, France, Hong Kong, Tanzania, and the United States.

Visit the publisher’s website at http://www.degruyter.com/view/product/179368?format=G

Book: Task-Based Language Teaching from the Teachers' Perspective

2012-02-12T22:15:00.001-08:00

From http://benjamins.com/#catalog/books/tblt.3

Task-Based Language Teaching from the Teachers' Perspective: Insights from New Zealand
By Martin East
Published by the John Benjamins Publishing Company

Description: Task-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particular local context, provides a valuable sourcebook of teacher stories that have relevance for a wide range of people working in a diverse range of contexts. This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings.

Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.3

Chinese Language Resources

2012-02-12T22:14:00.001-08:00

From https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=61&Itemid=53

An annotated list of online resources for Chinese language is available on the Indiana University Chinese Flagship Program website. Resources include corpora, dictionaries, audio, news, and business.

The page with resources is available at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=116&Itemid=125

Summer Language Institutes in Persian, Arabic, Russian, and Chinese

2012-02-12T22:13:00.000-08:00

The University of Maryland’s School of Languages, Literatures, and Cultures (SLLC) Summer Language Institutes offer intensive language and culture programs for Beginner, Intermediate, and Advanced students of Persian, Chinese, and Arabic, as well as Beginner and Intermediate Russian. These programs will run from June 2nd – August 4th, 2012 and feature the following:

An Intensive nine-week summer program equivalent to one full academic year (up to 12 credit hours)
Elementary, Intermediate, and Advanced level training
One-on-one time with language partners for additional support, speaking practice, and tutoring
Competitive Summer Institute Scholarships available to help offset the cost of attendance
A focus on building listening comprehension skills through media and current events
Proximity to Washington, DC, allowing for a rich calendar of weekly cultural events and lectures, as well as the opportunity to collaborate with government and business professionals
Small class sizes, 22 contact hours per week, and dedicated faculty and staff members

Priority deadlines for applications are March 15th, 2012, although applications may be accepted on a space available basis through May 15th, 2012.

Apply at http://www.languages.umd.edu/specialprograms/summerinstitute/apply.html

Learn more about each program here:
Arabic: http://www.languages.umd.edu/specialprograms/summerinstitute/arabic.html
Chinese: http://www.languages.umd.edu/specialprograms/summerinstitute/chinese.html
Russian: http://www.languages.umd.edu/specialprograms/summerinstitute/russian.html
Persian: http://www.languages.umd.edu/specialprograms/summerinstitute/persian.html

Learn more about the University of Maryland’s Flagship programs in Arabic and Persian.
Arabic: http://www.languages.umd.edu/arabic/flagship/index.html
Persian: http://www.languages.umd.edu/persian/flagship/index.html

Russian Teachers and Students: Take a Survey, Keep Up with Russian Language Flagship News

2012-02-12T22:11:00.000-08:00

From http://www.thelanguageflagshipnews.org

Do you have Russian students who would like to study Russian to a very high level after high school? You and they may be interested in the Russian Language Flagship Program.

You can learn about domestic programs at United States colleges and universities as well as overseas programs at http://www.thelanguageflagship.org/russian
You and your students can also take a survey and sign up for e-mail updates whenever there is news from Russian Flagship - take the survey by going here: http://www.thelanguageflagshipnews.org

LESCANT: Photo Database for Reflection on Cultural Differences

2012-02-05T20:44:00.000-08:00

From http://coerll.utexas.edu/coerll/taxonomy/term/626

The idea behind the LESCANT Photo Database is to give students experience in identifying and analyzing cultural differences that come up whenever they deal with people from other cultures. Student contributors add photos to the database (categorized by the LESCANT model topics) and then they include a brief analysis to describe the cultural features in the photo. In some cases this may be with the person who lives across the street, other times it will be related to those we encounter while traveling abroad. Visitors to the website can view the photos by topic, location, or author.

Visit the LESCANT website at http://laits.utexas.edu/lescant

International Partnership Rubric

2012-02-05T20:43:00.000-08:00

The Asia Society has a rubric for international partnership, with leveled descriptors for students, teachers, and school leaders at http://asiasociety.org/node/28893

Reported Speech Ideas, Activities, and Links

2012-02-05T20:42:00.000-08:00

From http://evasimkesyan.edublogs.org

Here is a recently-compiled and quite extensive list of activities and resources for reported speech: http://evasimkesyan.edublogs.org/2012/01/25/reported-speech-activities-ideas-and-links

Camp OFLA 2012

2012-02-05T20:41:00.000-08:00

From http://www.campofla.org/campofla.org/Welcome.html

Camp OFLA is an elementary foreign language for students in grades 4-8. It was created by the Ohio Foreign Language Association in 2005 in celebration of the American Council of Teachers of Foreign Languages Year of Languages.

Learn more about the 2012 camp at http://www.campofla.org/campofla.org/Welcome.html

Report: Helping Newcomer Students Succeed in Secondary Schools and Beyond

2012-02-05T20:40:00.000-08:00

From http://www.cal.org/resources/pubs/helping-newcomer-students-succeed-in-secondary-schools-and-beyond.html

Helping Newcomer Students Succeed in Secondary Schools and Beyond
Deborah J. Short & Beverly A. Boyson

Adolescent newcomer students are at risk in our middle and high schools funded by the Carnegie Corporation of New York, and districts across the United States have been looking for effective program models to serve them. Helping Newcomer Students Succeed in Secondary Schools and Beyond has been written for educators and policymakers to focus attention on these newcomer adolescent English language learners at the middle and high school grades and to communicate promising practices for serving their educational and social needs.

The report is based on a 3-year national research study, Exemplary Programs for Newcomer English Language Learners at the Secondary Level, conducted by the Center for Applied Linguistics on behalf of the Carnegie Corporation of New York. This research project consisted of a national survey of secondary school newcomer programs; compilation of program profiles into an online, searchable database; and case studies of 10 of these programs, selected for their exemplary practices.

Access the report at http://www.cal.org/resources/pubs/helping-newcomer-students-succeed-in-secondary-schools-and-beyond.html

Blog Features Latin Distichs

2012-02-05T20:39:00.000-08:00

From http://bestlatin.blogspot.com/2012/01/what-to-expect-in-2012.html

A distich is a two-line poem. Laura Gibbs has an active blog dedicated to these short poems; a new poem along with a vocabulary list appear almost daily at http://distichalatina.blogspot.com

Free 2012 German Quotations Calendar

2012-02-05T20:38:00.000-08:00

From http://www.aboutgerman.net

Download a free 2012 German quotations calendar with holidays and important dates for the German-speaking countries and North America from AboutGerman.net at http://www.aboutgerman.net/agn_Kalender.htm

Online German Grammar Flowcharts

2012-02-05T20:37:00.000-08:00

From http://hschwab.com

A German teacher has created three online tools, each working like a flow chart to guide students through the process of choosing the correct form of a word.

For case: http://hschwab.com/casemachine
For adjectives: http://hschwab.com/adjmachine
For prepositions: http://hschwab.com/prepmachine

Accademia della Crusca: Italian Language History and Resources

2012-02-05T20:36:00.000-08:00

From http://italian.about.com/library/weekly/aa071900a.htm?nl=1

Accademia della Crusca, or The Academy of the Chaff, was founded in Florence in 1582 to maintain the purity of the language. Still in existence today, Accademia della Crusca was the first such institution in Europe and the first to produce a modern national language.

For those interested in Italian linguistics, the history of the Italian language, and philological studies, there is the historical archive which consists of early diaries, literary manuscript texts, and correspondences from early Academy members. La Crusca per Voi is a semiannual periodical dedicated to schools and lovers of the Italian Language and published by the members of Accademia della Crusca. The biblioteca virtuale at the Academy consists of language texts, dictionaries and lexicons and works devoted to the study of the Italian and to linguistics in general.

Read more about the Accademia at http://italian.about.com/library/weekly/aa071900a.htm?nl=1 and visit the website of the Accademia at http://www.accademiadellacrusca.it/index_eng.php

Institute of Turkish Studies

2012-02-05T20:35:00.000-08:00

From http://turkishstudies.org

Founded and incorporated in the District of Columbia in 1982, the Institute of Turkish Studies (ITS) is the only non-profit, private educational foundation in the United States exclusively dedicated to the support and development of Turkish Studies in American higher education.

Visit the ITS website to subscribe to e-mail updates, learn about grants and study abroad opportunities, find useful links, and more: http://turkishstudies.org/links.shtml

Learner Language: Tools for Teachers Website

2012-02-05T20:34:00.000-08:00

Research shows that implicit proficiency in a second language only develops when learners are given opportunities to use the language in unrehearsed communication. The Learner Language: Tools for Teachers project uses the theoretical framework of Exploratory Practice and a set of multimedia materials to show teachers of Chinese, Japanese, Korean, and Persian how to encourage and focus on learner language development through unrehearsed communication activities in their own classrooms. An annotated bibliography supplies research findings on second language acquisition and learner language development specific to each of the four languages.

Under the direction of CARLA Director Elaine Tarone, beginning/intermediate students of Chinese, Japanese, Korean, and Persian were video recorded as they worked in pairs on unrehearsed interactive puzzle-solving speaking tasks with stimulating visual images as prompts. The video clips were professionally edited, transcribed and translated into English. Project staff developed and field tested activities to help teachers of Chinese, Japanese, Korean, and Persian learn six different methods of analyzing learner language:

Learner Characteristics—teachers learn to identify individual differences among second language learners that may affect their success in second language acquisition.
Error Analysis—teachers learn how to document and analyze learners’ systematic errors.
Interlanguage—teachers identify stages of development of certain grammatical forms in learner language.
Learning in Interaction—teachers see how learners co-construct language and respond to correction in pairwork.
Referential Communication—teachers identify ways the learners effectively identify things, actions and locations.
Complexity—teachers learn simple measures of syntactic complexity and lexical variety, and how to use these to measure learners’ development of academic language.

With these materials, teachers will develop the hands-on skills they need to monitor the growth of learner language in their own classrooms so they can more effectively tailor their instruction to meet the learning needs of their students. The web-based materials are designed to be useful for self-study as well as in teacher development and second language acquisition courses.

The learner language website provides a wealth of information for teachers of all languages on learner language, error analysis, interlanguage, referential communication, and complexity. Another section gives practical information on designing interactive communication tasks that invite learners to use their second language in meaningful, unrehearsed communication.

The Learner Language: Tools for Teachers website and multi-media materials for Chinese, Japanese, Korean and Persian are available on the CARLA website at: http://www.carla.umn.edu/learnerlanguage

CARLA Update - Winter 2012. (carla@umn.edu, 13 Jan 2012).

U.S., Chinese Schools Build Virtual Ed. Partnerships, Study Abroad Opportunities

2012-02-05T20:32:00.000-08:00

From http://www.edweek.org/ew/articles/2012/02/01/19el-chinaexchange.h31.html

U.S., Chinese Schools Build Virtual Ed. Partnerships
By Katie Ash
January 30, 2012

Several schools aiming to better prepare students for a global economy and foster cultural understanding between the United States and China have turned to virtual exchange programs between American and Chinese schools.

"The global market is changing 24-7," said William Skilling, the superintendent of the 4,600-student Oxford community school system in Michigan. "We feel it is mission-critical for every student to become fluent in a world language and fluent in multiple world cultures."

To that end, the district hires only native speakers to teach foreign languages, hosts both virtual and physical exchange programs with Chinese students and educators, and launched an international school in China that will allow students from the district to study there.

Read a full description of what the school systems are doing at http://www.edweek.org/ew/articles/2012/02/01/19el-chinaexchange.h31.html

Student May Have Been Benched for Speaking Menominee

2012-02-05T20:17:00.000-08:00

From http://www.shawanoleader.com/main.asp?Search=1&ArticleID=30309&SectionID=2&SubSectionID=27&S=1

Parents of a child at Sacred Heart Catholic School are upset about the school's decision to bench the girl for "attitude issues" after she spoke a few words in the Menominee language at school.

The seventh-grader's mother, Tanaes Washinawatok, said her daughter, Miranda, was not allowed to play in the basketball game Jan. 19 after being reprimanded that day for using the Menominee language during a homeroom supervised by teacher Julie Gurta.

Later in the day Miranda was not allowed to play in a basketball game. Washinawatok said assistant coach Billie Joe Duquaine, a preschool teacher at the school, told Miranda she was benched because of an "attitude issue."

Read three articles about this incident:
http://www.shawanoleader.com/main.asp?Search=1&ArticleID=30309&SectionID=2&SubSectionID=27&S=1
http://www.nbc26.com/news/local/138452384.html?page=1
http://www.greenbaypressgazette.com/article/20120202/GPG0101/202020566/Shawano-principal-apologizes-benching-student-speaking-Menominee-class-read-letter?odyssey=mod|defcon|text|FRONTPAGE

Article: College Credit for Rosetta Stone

2012-02-05T20:16:00.000-08:00

From http://www.insidehighered.com/news/2012/01/27/educators-question-taking-rosetta-stone-credit

Rosetta Reservations
by Mitch Smith
January 17, 2012

Depending on whom you ask, Rosetta Stone is either modernizing higher education or jeopardizing the quality of foreign language instruction by offering classes for transferrable college credit.

Rosemary Feal, executive director of the Modern Language Association and a Spanish professor, calls the idea “scandalous.”

David McAlpine, president of the board of directors for the American Council for the Teaching of Foreign Languages (ACTFL), said teaching a Spanish class completely online threatens educational standards and leaves students floundering behind their peers in traditional courses.

But James Madison University officials say the academic demands in an online class they offer through Rosetta Stone are the same ones that students face in their Harrisonburg, Va., lecture halls.

In April, James Madison became the first college to partner with Rosetta Stone, an international company that creates instructional language software, to offer a for-credit course to the general public in which instruction is provided by the company's software.

Read more: http://www.insidehighered.com/news/2012/01/27/educators-question-taking-rosetta-stone-credit#ixzz1kuacvKCe

Congressional Caucus wants Investigation of Tucson Mexican-American Studies Ban

2012-02-05T20:15:00.000-08:00

From http://inamerica.blogs.cnn.com/2012/01/24/march-petition-urge-tucson-school-officials-to-bring-back-books

Congressional caucus wants investigation of Tucson Mexican-American studies ban
By Stephanie Siek
January 24, 2012

As students and faculty of several Tucson high schools protested the end of Mexican-American studies and removal of text books, some members of Congress are seeking an investigation into the ethnic studies ban.

The Congressional Hispanic Caucus sent a letter to the U.S. Department of Education’s Civil Rights Office asking it to investigate the language of the law banning ethnic studies and its specific application against Tucson’s Mexican-American studies program.

Read the full article at http://inamerica.blogs.cnn.com/2012/01/24/march-petition-urge-tucson-school-officials-to-bring-back-books

Loss of FLAP Funding Halts Foreign Language Assessments

2012-02-05T20:14:00.000-08:00

From http://www.districtadministration.com/article/loss-flap-funding-halts-foreign-language-assessments

Loss of FLAP Funding Halts Foreign Language Assessments
By: Marion Herbert
January 27, 2012

While in the fourth year of a five-year Foreign Language Assistance Program (FLAP) federal grant, the American Council on the Teaching of Foreign Languages (ACTFL) learned in late December that Congress had cut the grant’s final year of funding. ACTFL had used its portion of the grant, which was created to improve innovative foreign language programs, to develop nationally recognized language assessments. Consequently, four years’ worth of work developing these tests assessments would go unfinished. While the language programs in districts will continue, many teachers may lose their jobs and the assessments, which were intended to gauge students’ progress and assist in higher education placement, will remain unfinished.

Read the full article at http://www.districtadministration.com/article/loss-flap-funding-halts-foreign-language-assessments

Debate at the New York Times: Does the US Need To Be More Multilingual?

2012-02-05T20:11:00.000-08:00

Internship: Heritage Alliance

2012-02-05T20:09:00.000-08:00

Heritage Alliance Intern

Spring/Summer 2012
Job Title: Heritage Alliance Intern
Program: Alliance for the Advancement of Heritage Languages
Hours per week: 15-35
Salary: non-paid (small honorarium)
Position Available: January – August, 2012

The Center for Applied Linguistics supports heritage language education and research through the Alliance for the Advancement of Heritage Languages (Heritage Alliance). The Heritage Alliance is committed to advancing language development for heritage language speakers in the United States as part of a larger effort to educate members of our society who can function professionally in English and in other languages. To achieve this mission, the Alliance provides leadership, supports collaboration, and promotes information sharing to foster heritage language maintenance and education.

The Heritage Alliance program at CAL seeks self-motivated individuals who can work with the Alliance during the spring and summer 2012 for four-month internships. Hours per week can be flexible (between 15 and 35). Heritage Alliance interns have the opportunity to make original contributions in the field and work with a strong and supportive team of professionals in language education, research, and documentation in the greater Washington, D.C. area.

Description of Duties:
CAL is primarily interested in graduate students who are familiar with and interested in languages considered “critical” by the U.S. government – Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, and Urdu. Interns can choose to focus on two or more of the following tasks: documenting heritage language programs, writing Heritage Voices on these languages and on programs where they are taught, writing Heritage Briefs on topics related to these languages, organizing training programs for heritage language teachers, applying for research funding, presenting at conferences, and making connections with the community of speakers of these languages.

Qualifications:
Educational or working experience in language/linguistics, education or related discipline
Experience with Microsoft Office is required
Knowledge about specific heritage languages and heritage language communities and passion to work with heritage language educators is desirable.
Graduate students are preferred, undergraduate students and recent graduates will also be considered.
Applicants who prefer to work on heritage languages other than those listed here will also be considered.

IF INTERESTED, SEND RESUME AND COVER LETTER:

Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment I12-01

Electronically:
jobs at cal dot org
Attn: Recruitment I12-01

CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line.

The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.

In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.

Jobs at Twin Cities German Immersion School

2012-02-05T20:08:00.000-08:00

Twin Cities German Immersion School
Postings: 2012– 2013 School Year
Location: St. Paul, MN
Positions:
· Elementary School German Immersion Teachers (Kindergarten, First Grade, Third Grade)
· Spanish Teacher (.6)
· 5-8 Language Arts Specialist (German and English)

Salary: Dependent on experience and qualifications; current range $28,000 - $42,000/yr
Benefits: Medical, Dental, TRA
Posting Date: February 1st, 2012
Timeline: Immediate Opening Available. Also hiring for the 2012-2013 School year. Applications accepted until hire completed.

German Immersion Teachers
Position Description:
The Twin Cities German Immersion School is accepting applications for licensed teachers at the elementary and middle school levels, with a particular interest in those with lower elementary experience. Classroom instruction is delivered in German. Class size averages 22. Additional information about the school can be found at www.germanschool-mn.org

We’re looking for passionate, dedicated and resourceful candidates who are supportive of the charter school concept; knowledgeable of full immersion instructional techniques; committed to delivering high quality curriculum using best practices; and able to connect and build positive relationships with students and parents. Our school is committed to principles of Responsive Classroom for the integration of the social and academic curriculum.

Qualifications:
· Bachelors Degree;
· Valid Minnesota elementary or middle level teaching license or eligibility to possess a MN license or teaching certification from a German-speaking country . Licensures sought: Elementary, K-12 German, 5-8 Language Arts, Spanish.
· Fluent in German at native or near-native level in reading, writing and speaking.

To apply submit a letter of introduction, resume, and two letters of reference to afjelstad at tcgis dot org

--
Annika Fjelstad
Director
Twin Cities German Immersion School
afjelstad at tcgis dot org
651-492-7106

Lorraine A. Strasheim Memorial Scholarship for Summertime Study

2012-02-05T20:07:00.000-08:00

From http://www.iflta.org/grants

Each year the Indiana Foreign Language Teachers Association, Inc. sponsors a competition for the Lorraine A. Strasheim Memorial Scholarship which may offer as much as up to $1,500 to defray the costs of summertime study and/or educational projects abroad by those who have been IFLTA members for three years.

Submission deadline: March 1, 2012

For more details go to http://www.iflta.org/grants/strasheim.html

U.S. - Indonesia Travel Grants

2012-02-05T20:06:00.000-08:00

From http://www.usindo.org/events/travel-grant-application-now-open

USINDO awards grants of up to $2000 to fund travel to Indonesia or to the United States. These grants are awarded to promote academic and other exchanges between the two countries. USINDO Travel Grants are open U.S. and Indonesian citizens seeking to travel to Indonesia or the United States to conduct field research or other professional projects, including conferences.

The deadline for the next application cycle is March 1, 2012.

Application details can be found here: http://www.usindo.org/usindo-grants/travel-grants

The Italy of Caesar and Vergil: A Workshop for Teachers

2012-02-05T20:05:00.000-08:00

From http://vergil.clarku.edu

The Italy of Caesar and Vergil: A Workshop for Teachers
July 12-23, 2012

This 12 day workshop for high school Latin teachers will combine classroom sessions in successful pedagogical practices with fascinating and relevant site visits that illuminate the lives and works of Caesar and Vergil. Morning study sessions will provide ideas and skills to enrich both beginning and advanced courses, with a focus on the readings and abilities required by the revised Advanced Placement syllabus. Afternoon site and museum visits will contextualize the writings of our authors elucidating the common themes of Caesar's commentarii and Vergil's Aeneid. While new and veteran AP teachers stand to gain the most from this experience, all teachers are welcome.

Application deadline: Early registration (by March 15) is advised, to be certain of reaching the minimum number of participants required to ensure the tour can take place; registration deadline: April 30.

For full details go to http://vergil.clarku.edu/cumae2.htm

Summer Classics Institute at the University of Georgia

2012-02-05T20:04:00.000-08:00

From http://www.classics.uga.edu

For nearly 30 years, the Department of Classics at the University of Georgia has sponsored the Summer Classics Institute. The Institute offers a variety of undergraduate and graduate courses, including Latin and Classical Culture courses, and, in alternate years, Intensive Beginning Greek and Intensive Beginning Latin. The Institute's summer programs are an attractive option for

Latin teachers who wish to continue their education or work towards initial or upgraded certification
Students who are interested in pursuing a Master of Arts degree in Latin on a summers-only basis
Students who are seeking a summer enrichment program in Classics.

Classes are held from mid-June to early August; some courses are offered in intensive four-week short sessions. Requirements for the M.A. in Latin may be completed in four summers, including, if the student wishes, one summer term in Rome or on an archaeological site; a non-thesis option, including teaching methods and other additional coursework, is available for teachers. The Classics Department faculty share in a tradition of cooperation with high school teachers and programs that culminates each summer in an exciting and challenging curriculum.

Application and supporting documents must be received no later than April 1st for domestic applicants, six weeks earlier for international applicants.

For full details about the 2012 institute, go to http://www.classics.uga.edu/academic_programs/summer_institute.htm

Educational Seminars: Exchanges for Teachers and Administrators

2012-02-05T20:03:00.000-08:00

From http://www.americancouncils.org/educationalSeminars.php

The Educational Seminars Program offers Department of State funded grants for U.S. school teachers and administrators. Exchanges are short term, taking place during the summer, and focus on sharing of best practices and professional development. Current programs are administered with Argentina, Brazil, Greece, India, Italy, Thailand and Uruguay.

The deadline to apply for an exchange to Argentina, Brazil, and Thailand is March 30, 2012. Learn more at http://www.americancouncils.org/program/4a/EDSPO

Teaching East Asian Literature in the High School Workshop

2012-02-05T20:01:00.000-08:00

From http://www.iu.edu/~easc/outreach/educators/literature/index.shtml

NCTA Teaching East Asian Literature in the High School Workshop
July 8-13, 2012
Indiana University Bloomington

Application deadline: March 5, 2012

Indiana University hosts an annual week-long, intensive summer workshop for high school English and world literature teachers who are interested in incorporating Chinese, Japanese, and Korean literature into their curriculum.

Following the workshop, each participant develops a complete lesson plan for at least one of the pieces covered in the workshop. Those who turn in their lesson plan by the deadline are eligible to receive a $300 book-buying grant.

The workshop is funded by the Freeman Foundation. It is part of the National Consortium for Teaching about Asia (NCTA) program, a national provider for professional development on East Asia to K-12 teachers.

For full details go to http://www.iu.edu/~easc/outreach/educators/literature/index.shtml

Conference on Innovative Practices in Computer-Assisted Language Learning

2012-02-05T19:58:00.000-08:00

From http://www.olbi.uottawa.ca/en/ccerbal2012.php

The Official Languages and Bilingualism Institute (OLBI), through its research centre CCERBAL, is hosting an international conference on Innovative Practices in Computer-Assisted Language Learning (CALL). The two-day conference will be a unique occasion for researchers, teachers, students and all others with an interest in CALL to gather and share knowledge and ideas. Invited symposia on the topics of The analysis of learner-computer interactions and Distance learning and on-line exchanges as well as round table meetings on Teacher education and Political challenges and visions will provide forums for in-depth discussions of the conference themes and will facilitate exchanges between invited speakers and participants. The conference will be held on the University of Ottawa bilingual campus, in Canada’s national capital, April 26th and 27th, 2012.

Visit the conference website at http://www.olbi.uottawa.ca/en/ccerbal2012.php

50th Annual Colorado Congress of Foreign Language Teachers Spring Conference

2012-02-05T19:56:00.001-08:00

From http://www.ccflt.org/conferences/ccflt_conferences.htm

50th Annual CCFLT Spring Conference
Passport to Success: Assessment
Saturday, February 25, 2012
Air Force Academy, Colorado Springs

Presenters: Anna Crocker, Debbie Cody, and Toni Theisen
What you test is what you get. Want students to communicate better in the language? The proof will be in the pudding and the pudding is performance-based assessments. Learn how to design both formative and summative performance-based assessments. Learn how to motivate students and get them to produce the language.

Onsite registration will not be available. Learn more about the conference and register at http://www.ccflt.org/conferences/ccflt_conferences.htm

California Association for Bilingual Education 2012 Conference

2012-02-05T19:55:00.001-08:00

From http://www.bilingualeducation.org

California Association for Bilingual Education 2012 Conference
March 7-10, 2012
Sacramento, California

Visit the conference website at http://www.bilingualeducation.org/cabe2012/index.php

Call for Papers: UC Language Consortium Conference on SLA Theoretical and Pedagogical Perspectives

2012-02-05T19:54:00.000-08:00

From http://uccllt.ucdavis.edu/events/sixth_conf/call_2012.html

The 6th UC Language Consortium Conference on SLA Theoretical and Pedagogical Perspectives
San Diego, CA
April 20-22, 2012

The organizers invite submissions for presentations from scholars in all disciplines who are involved in all types of research on second language learning and teaching. In order to focus on issues of concern to scholars and teachers, but also to include as broad a range of interests as possible, we particularly encourage proposals in the following thematic areas:

Literature and Culture in Language Study
Language Learning for the Heritage Student
Computer-Assisted Language Learning (CALL) and Second-Language-Acquisition Theory
Innovative Classroom Applications of Second-Language-Acquisition Theory

DEADLINE
All submissions must be received by February 15th, 2012

View the full call for papers at http://uccllt.ucdavis.edu/events/sixth_conf/call_2012.html

Call for Papers: 2012 Second Language Research Forum

2012-02-05T19:53:00.000-08:00

From http://ml.hss.cmu.edu/slrf2012

Call for Papers
Second Language Research Forum 2012
October 18-21, 2012

Hosted by:
The University of Pittsburgh and Carnegie Mellon University in Pittsburgh, Pennsylvania

The organizers of the 2012 Second Language Research Forum (SLRF) invite proposals for papers, posters, and thematic colloquia for the conference.

To embody the conference theme, Building Bridges Between Disciplines: SLA in Many Contexts, we are soliciting proposals from various disciplines, including those that have traditionally been associated with SLA research, as well as those that are new to SLA research or that have been underrepresented at previous SLA conferences.

The organizers welcome proposals from all areas of second language research, including (but not limited to) the following:

Formal Approaches to SLA
Functional Approaches to SLA
Cognitive Approaches to SLA
Technology and SLA
Classroom Research
L2 Assessment
Psycholinguistic Approaches to SLA
Neurocognitive Approaches to SLA
Bilingualism
Corpus Approaches to SLA
Socio-Cultural Approaches to SLA / Pragmatics
Context of Learning / Study Abroad
Heritage Language Learning / Language Maintenance

Comprehensive research syntheses, preferably in the form of a meta-analysis, are also welcomed.

Colloquium Proposal Submission Deadline: March 15, 2012

View the full call for papers: http://ml.hss.cmu.edu/slrf2012/cfp.html

Call for Proposals: Fourth International Conference on Language Immersion Education

2012-02-05T19:52:00.000-08:00

From http://www.carla.umn.edu/conferences/immersion2012/call.html

Call for Proposals
Fourth International Conference on Language Immersion Education
Immersion 2012: Bridging Contexts for a Multilingual World
October 18-20, 2012
Crowne Plaza Hotel
St. Paul, Minnesota

CARLA is currently seeking proposals for papers, discussion sessions, and symposia on aspects of language immersion education related to four conference themes:

Theme 1: Immersion Pedagogy and Assessment
Theme 2: Culture, Identity, and Community
Theme 3: Program Design, Leadership, and Evaluation
Theme 4: Policy, Advocacy, and Communications

In addition to basic, applied and evaluation research, conference organizers welcome a range of practitioner perspectives including immersion teachers, administrators, curriculum coordinators, parents and specialists who work in immersion programs. Papers, presentations, discussion sessions, and symposia may report on data-based research, theoretical and conceptual analyses, or best practices in language immersion classrooms.

The deadline for submissions is March 2, 2012.

View the full call for proposals at http://www.carla.umn.edu/conferences/immersion2012/call.html

Book: Research Methods in Second Language Acquisition

2012-02-05T19:49:00.000-08:00

From http://www.wiley.com/WileyCDA/WileyTitle/productCd-1444334271.html

Research Methods in Second Language Acquisition: A Practical Guide
Edited by Alison Mackey and Susan M. Gass
Published by Wiley

Description: Research Methods in Second Language Acquisition: A Practical Guide is an informative guide to research design and methodology for graduate students and scholars. Each chapter of this volume offers background, step-by-step guidance, and relevant studies to create comprehensive coverage of each method.

Includes chapters by expert scholars on an array of topics, including second language writing and reading, meta-analyses, research replication, qualitative data collection and analysis, and more
Includes feature boxes in each chapter highlighting relevant research studies, discussion questions and suggested further readings
Utilizes research methods and tools from varied fields of study including education, linguistics, psychology, and sociology

Visit the publisher’s website at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1444334271.html

Certificate in Korean for Professionals

2012-02-05T19:48:00.000-08:00

From http://koreanflagship.manoa.hawaii.edu/programs/certificate.html

The Certificate program is for undergraduate and graduate students who wish to learn advanced Korean and complement their studies with a Certificate in Korean for Professionals. The goal of the program is to elevate Korean language proficiency to a professional level. The Certificate is awarded after completion of both the summer component in residence at the UHM and the one-year overseas component at Korea University (KU) in Seoul.

Learn more about the certificate program and how to apply for it at http://koreanflagship.manoa.hawaii.edu/programs/certificate.html

Summary Article: What Is Chinese?

2012-02-05T19:47:00.000-08:00

From http://chineseflagship.asu.edu

If you’re promoting a Chinese language program to the public or to school officials, promoting Chinese classes to students, or looking for materials to educate parents about Chinese, a short but informative introductory article “What is Chinese?” on the Arizona State University Chinese Language Flagship Program may be useful. Read it at http://chineseflagship.asu.edu/content/what-chinese

Resources for Studying Persian

2012-02-05T19:45:00.001-08:00

he Person Overseas Flagship Programs website includes a useful metasite with links to Persian resources: news, online dictionaries, general information on Iran, Tajikistan, and Afghanistan, and more at http://flagship.americancouncils.org/persian/?q=content/resourses#News

iPad Apps to Record Voices and Encourage Language Acquisition in Kids

2012-01-29T22:02:00.000-08:00

From http://foreignlanguagefun.com

Here are blogger and language teacher Diane’s favorite iPad apps for recording speech and encouraging oral skills in any language: http://foreignlanguagefun.com/2012/01/ipad-apps-to-record-voices-and-encourage-language-acquisition-in-kids

Promote Language Learning: What Careers Require Language Skills?

2012-01-29T22:01:00.000-08:00

From http://thelanguageflagship.org

Are you recruiting more students for your and your colleagues’ language programs? Advocating for language learning to school administrators or community leaders? For a short article about the sorts of careers that require language skills, see this page on the Language Flagship website: http://thelanguageflagship.org/students-a-parents/careers

Websites for English Language Learners To Explore Art

2012-01-29T22:00:00.000-08:00

Here are several Web sites that can be used to explore art as well as the language of the art in an ESL context: http://langcanada.ca/blog/index.php/2012/01/18/exploring-the-world-and-language-of-art

Football Vocabulary in Spanish

2012-01-29T21:59:00.000-08:00

From http://spanish.about.com

The Superbowl is coming up! Here is a list of football vocabulary in Spanish: http://spanish.about.com/od/wordlists/a/football.htm?nl=1

Free French Crepe Lesson for la Chandeleur

2012-01-29T21:58:00.000-08:00

From http://foreignlanguagefun.com

February is la Chandeleur, Crepe Day in France. Here is a recent post on the Foreign Language Fun blog with a few links and a lesson plan: http://foreignlanguagefun.com/2012/01/free-french-crepe-lesson-for-la-chandeleur

Siege of the 'Iliad': Article about Multiple Translations

2012-01-29T21:56:00.001-08:00

From http://chronicle.com/article/Siege-of-the-Iliad/130381

Siege of the 'Iliad'
By Willis G. Regier
January 22, 2012

According to The Oxford Guide to Literature in English Translation, the Iliad is among the most translated works in English, and English has more versions than any other language.

In the depths of digital libraries lie dead Iliads. Who remembers the English translations of William Sotheby (1831), J. Henry Dart (1865), or Charles Bagot Cayley (1876)? And I doubt we will ever see another like The Iliad of Homer in the Spenserian stanza by Philip Stanhope Worsley and John Conington (1866-68). Samuel Butler's prose Iliad (1898) still gains praise, and T.E. Lawrence's Iliad (1932) has its following, while the couplets of Edgar Alfred Tibbetts (1907) and hexameters of George Ernle (1922) gather dust. For those that fall, new Iliads rush in.

Three Iliads have recently appeared. Stephen Mitchell's (Free Press) and Anthony Verity's (Oxford University Press) are new to the battle for market share. The late Richmond Lattimore's (University of Chicago Press) Iliad first stepped onto the field in 1951 and now returns with a storied shield and dazzling armor, provided by Richard P. Martin of Stanford University: a longer, stronger, updated introduction and a vastly improved set of notes.

Read the full article at http://chronicle.com/article/Siege-of-the-Iliad/130381

CARLA Seeks Teachers to Pilot Online Rater Training Modules

2012-01-29T21:55:00.000-08:00

The CARLA Assessment Project is recruiting teachers to use and provide feedback on the new online Rater Training for Proficiency Modules. The modules, developed to provide teachers online access to professional development on rating for proficiency, are in the second phase of piloting and will be available to all teachers once the piloting has been completed.

Teachers of French, German, and Spanish are invited to:
participate in rater training using the online rater training modules;
provide feedback on the modules for the FAQ page; and
participate in a short pre- and post use survey.

Special bonus!! Each participating teacher will have free use of all components of the online Minnesota Language Proficiency Assessments to assess their students’ proficiency. Detailed information about the MLPA can be found at: http://www.carla.umn.edu/assessment/MLPA.html

To sign up, please email Ursula Lentz at lentz003 at umn dot edu

CARLA Update - Winter 2012 (carla@umn.edu, 13 Jan 2012).

Chinese Grammar Wiki

2012-01-29T21:54:00.000-08:00

From http://www.sinosplice.com/life/archives/2012/01/22/a-new-resource-for-chinese-grammar

The AllSet Learning Grammar Wiki is a mini-Wikipedia devoted entirely to Chinese grammar. It has recently been made publicly available, and is organized according to the following principles:

Organized by Level. The Chinese Grammar Wiki was designed to be useful to learners of all levels, but with special consideration for the beginner. The Chinese Grammar Wiki organizes grammar points by level, and then also ties them all together with lots of links.

Organized by Book. AllSet Learning has built up a decent library of Chinese textbooks and grammar books. These are the books cited as references when editing the wiki. Where possible, they’ve also tried to link textbooks’ contents back into the Chinese Grammar Wiki content.

Always Referenced. Editors cite the resources they use, which can give learners some ideas for useful print resources.

The wiki is available at http://resources.allsetlearning.com/chinese/grammar

Resources for Online Thai

2012-01-29T21:36:00.001-08:00

From http://www.bbc.co.uk/languages/other/thai/guide

The BBC has a webpage called A Guide to Thai - Facts, key phrases and the Thai alphabet. Resources and links include language facts, basic words and phrases, a bank of audio clips, vocabulary games, and pictures and translations of Thai signs.

Browse these resources at http://www.bbc.co.uk/languages/other/thai/guide

Mwana Simba: Swahili Grammar Resource

2012-01-29T21:35:00.001-08:00

Swahili grammar, conjugation tables, and English-Swahili lexicon, Swahili proverbs and songs, and more are available at this website: http://mwanasimba.online.fr/E_index.html

2012 Lakota Summer Institute

2012-01-29T21:26:00.000-08:00

From http://linguistlist.org/issues/23/23-355.html

6th Lakota Summer Institute
Date: 04-Jun-2012 - 22-Jun-2012
Location: Fort Yates, ND

The Lakota Summer Institute is the premier Lakota and Dakota language teacher professional development event in the country- with courses ranging from Lakota teaching methods to Lakota morphology and syntax. LSI also focuses on intensive language training and is also well known as a place for people interested in learning Lakota. LSI is open to all participants.

Visit the institute website for more information: http://www.regonline.com/builder/site/Default.aspx?EventID=1054949

The registration deadline is May 15, 2012.

Native American Languages Could Count For Class Credit in Colorado

2012-01-29T21:24:00.000-08:00

From http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223

Native American Languages Could Count For Class Credit
By Carol Berry
January 19, 2012

Under a proposed new program in Colorado, European and Asian tongues would remain options for foreign language credit in high school, but Native languages from federally recognized tribes could also be offered for that purpose.

The plan is described in a bill filed January 13 for submission to the Colorado General Assembly by Sen. Suzanne Williams (D-Aurora), a member of the Comanche Nation, and co-sponsor Rep. J. Paul Brown (R-Ignacio).

Space is carved out in the proposal for teachers to obtain authorization for Native American language teaching without being required to complete a teacher preparation program or to have a baccalaureate degree, Williams said. The Colorado Board of Education would establish criteria for the authorization.

Read more: http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223

Minneapolis Schools Chart Language-Infused Path of Success for American Indian Students

2012-01-29T21:23:00.000-08:00

From http://www.startribune.com/local/minneapolis/137830763.html

Minneapolis schools set path of success for Indian students
by Steve Brandt
January 21, 2012

In its bid to raise dismal school outcomes for Indian students, the Minneapolis School District is staking money and staff on techniques such as those that Paul Bownik and fellow teachers employ at mostly native Anishinabe Academy.

The district and Indian leaders this month approved a new five-year agreement with specific student achievement goals, which is a change from their first such pact.

The pact designates three schools where research-backed best practices for educating Indian students will be emphasized. Teachers will weave native culture and language into district standards for effective teaching.

Researchers found a positive correlation between using those techniques in the classroom and student academic growth and focus. A teacher might use a native-language translation of a familiar story, then ask questions for comprehension. The prekindergarten classes operate in native languages for several hours daily, something that attracts notice at home.

Read the full article at http://www.startribune.com/local/minneapolis/137830763.html?page=1&c=y

Editorial: Why Wisconsin Went Global

2012-01-29T21:19:00.000-08:00

From http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world

So many jobs—from manufacturing to the innovation economy—are inherently global. It’s hard to imagine that a person’s first experience working with an international counterpart must wait until one’s professional career starts. Many states have forged international exchange programs to ensure students have not only global knowledge and skills, but also experiences, which will prepare them for the future workplace. Asia Society has asked Gerhard Fischer from the Wisconsin Department of Public Instruction to share why and how his state went global. Read his essay at http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world

Spanish Teacher Wins Prize for Lesson on Text Messaging

2012-01-29T21:18:00.000-08:00

From http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html

Shaker Heights Middle School teacher earns $5,000 prize for classroom by text messaging
By Pat Hyland
January 6, 2012

Seventh-grade Spanish teacher Ellen Roberts recently won a $5,000 prize to purchase any technology-related items for her classroom — plus $1,000 cash for herself. The awards came from a competition among the Shaker schools faculty to find the best ways to measure the effectiveness of technology in the classroom.

Roberts’ project studied the use of text messaging to aid her students’ retention of vocabulary words. Daily text messages were sent to students’ cell phones during after-school hours. They contained Spanish vocabulary words and their English translations in a short message service format. Three text messages were sent per day using three different vocabulary words. Students were then tested on their ability to produce the vocabulary terms on short quizzes during regular class times.

The test results showed students who received the text messages were able to produce the terms with 18 percent greater frequency than those who did not receive the messages. After adding an interactive element (asking students to respond to her texts) in the final phase of the study, Roberts found that gap grew to 31 percent.

Read the full article at http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html

Job at CASLS: Online Curriculum Developer and Teacher

2012-01-29T21:13:00.000-08:00

From http://casls.uoregon.edu/pages/about/hermesposition.php

The Center for Applied Second Language Studies (CASLS) at the University of Oregon has an opening for an online curriculum developer and teacher. This position will assist CASLS' content development team in designing and developing content and materials for an online, asynchronous Chinese 1 course set for deployment in Oregon school districts in fall 2012. This individual should also be able to deliver and administer an online foreign language course.

Essential Qualifications
Experience teaching Mandarin at the high school level
Experience in developing Mandarin classroom instructional materials and curriculum for Mandarin instruction
Preferred Qualifications
Current State of Oregon licensing credentials for secondary education
Online teaching experience

Period of Appointment: February 1, 2012 - May 31, 2012
Pending funding, this position may be extended into the fall of 2012.
Salary: $30,000 - $40,000 annual rate

View the full job posting at http://casls.uoregon.edu/pages/about/hermesposition.php

Job Seekers: Join CASLS’ Applicant Pool

2012-01-29T21:12:00.000-08:00

From http://jobs.uoregon.edu/unclassified.php?id=3737

The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing.

Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience.

Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2013. Screening of applicants will take place as positions become available and continue until positions are filled.

Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development.

For full details and application information go to http://jobs.uoregon.edu/unclassified.php?id=3737

Job: American Sign Language Lecturer, UCLA

2012-01-29T21:11:00.000-08:00

From http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627

UCLA has recently approved the introduction of ASL courses into its undergraduate curriculum. The UCLA Department of Linguistics invites applications for a two-year half time lecturer position in American Sign Language (ASL) starting Fall 2012. This is a teaching position that will involve designing and teaching a one year (three quarter) sequence of ASL instruction (one course per quarter). The salary for the position will range between $27,000-$30,000, and position comes with full UCLA benefits. The position requires native or near- native ASL skills and a strong background in ASL teaching.

The individual appointed may also have the possibility of teaching an 8 week intensive summer course in ASL, if there is sufficient enrollment for the course. This 8 week course will carry a salary in the range of $8,000-$9,000.

Application deadline: UCLA will start evaluating applications starting February 20, 2011, but the position is open until filled.

View the full job posting at http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627

Internships at the Center for Applied Linguistics

2012-01-29T21:10:00.000-08:00

INTERNSHIP
LANGUAGE TESTING DIVISION (LTD)
Psychometrics/ Research Team

As part of its annual summer internship program, the Center for Applied Linguistics is looking for highly qualified graduate students interested in measurement and assessment issues related to language. The interns will work closely with the Psychometrics/Research team on projects that provide hands-on experience in applying measurement techniques to real-world language assessment issues, and specifically issues in linking assessments. Advanced graduate students may also be able to conduct their own research using CAL data. Interns will be paid a stipend of $5000.

The dates for the summer internship are flexible, but should fall between June 1 and August 31, 2012. To apply, submit the following information to the above address ATTN: Intern, LTD/Psych/Research or via e-mail to David MacGregor (dmacgregor at cal dot org):

· Detailed resume and cover letter explaining your interest in this position
· List of relevant courses taken (an official transcript is not necessary)
· Dates of availability

Deadline for submission for this position: March 8, 2012

Final decisions for the summer intern program will be made by April 2, 2012. Preference will be given to candidates with demonstrated interest in applying quantitative skills to language-related issues. For further information on all internship programs at CAL, visit http://www.cal.org/about/internships.html. For questions regarding the Psychometrics/Research internship only, contact David MacGregor (dmacgregor at cal dot org). For questions regarding other internships, contact Phyllis Pointer-Tate (ptate at cal dot org).

NOTE: The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.

In accordance with INS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.

David MacGregor, Ph.D.
Manager, Academic Language Testing Research and Development Team
Center for Applied Linguistics
4646 40th St. NW
Washington, DC 20016-1859
Direct: (202) 355-1514
CAL: (202) 362-0700
Fax: (202) 362-3740

MacGregor, D. [LTEST-L] Summer internship at the Center for Applied Linguistics. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 23 Jan 2012).

Scholarships for Concordia Language Villages

2012-01-29T20:50:00.000-08:00

From http://www.concordialanguagevillages.org/newsite/index.php

For 50 years, Concordia Language Villages, in the North Woods of Minnesota, has been introducing learners to the languages and cultures of our world. Their flagship program focuses on youth ages 7-18, although they continue to expand their offerings.

Summer youth scholarships are available for ALL languages. The majority of scholarships are need-based awards. CLV encourage all families, regardless of financial need, to apply.

The deadline for most scholarships is February 29, 2012.

Find out more about scholarships at http://www.concordialanguagevillages.org/newsite/Registration/scholarships1.php

Educational Opportunity: TESOL’s Online Grammar Course "Phrasal Structures and Multiclause Structures"

2012-01-29T20:47:00.000-08:00

Educational Opportunity: TESOL’s Online Grammar Course "Phrasal Structures and Multiclause Structures"

Dates: Monday, 13 February – Sunday, 11 March 2012
Registration Deadline: Monday, 6 February 2012.

Do you feel confident discussing grammar? If not, TESOL has two online courses to help you develop the competence and confidence necessary to discuss grammar in the classroom. These courses will help you identify the structures that are most likely to cause problems for your students and suggest activities for practicing those structures.

TESOL: Grammar Course 1 - Phrasal Structures
After you take this course, you will be able to

define basic grammatical terms
identify grammatical structures
write teaching plans for grammar points
incorporate communicative practice into your teaching plans
explain the structure of noun phrases and verb phrases

TESOL: Grammar Course 2 - Multiclause Structures
After you take this course, you will be able to

speak to the use of participial phrases in sentences
explain the function of subjunctive mood in hypothetical conditional clauses as well as in its other uses
demonstrate the uses of passive voice, transitional phrases, conjunctions, subordinating conjunctions, and conjunctive adverbs to create cohesion in writing.

You will also learn a few tricks to help your grammar lessons run smoothly.

Do these sound like the classes you need? Then, register now! Space is limited to 18 students per course. You will earn 4 Continuing Education Units upon completion of each course at no extra charge.

If you have any questions, please contact edprograms at tesol dot org or call 703-518-2516

Educational Opportunity: TESOL’s Online Grammar Courses "Phrasal Structures" and "Multicluase Structures". NCELA List (NCELA@HERMES.GWU.EDU, 24 Jan 2012).

Baden-Württemberg Seminar for American Faculty in German and German Studies 2012

2012-01-29T20:46:00.000-08:00

From http://www.fulbright.de/togermany/grants/bw-seminar2012.html

The Baden-Württemberg Seminar offers a two-week networking seminar for German instructors of U.S. universities. The seminar is based at Tübingen University but includes visits to other universities in the state.

The seminar will take place June 10 - 23, 2012.

Please note that the application deadline is tomorrow, January 31, 2012.

For full details go to http://www.fulbright.de/togermany/grants/bw-seminar2012.html

1st Northwest Conference on Japanese Pedagogy

2012-01-29T20:41:00.001-08:00

From http://depts.washington.edu/nwjapan/index.html

The 1st Northwest Conference on Japanese Pedagogy will be held at the University of Washington on April 21-22, 2012. (http://depts.washington.edu/nwjapan/index.html ) The conference is open to college-level and secondary school teachers. The conference theme is “Current Approaches to Japanese Language Assessment”, with presentations by the following keynote speakers:

Dr. Yuri Kumagai (Smith College) and Dr. Shinji Sato (Princeton University)
『社会参加をめざす日本語教育と評価』

Dr. Fumiko Nazikian (Columbia University)
『日本語教育におけるプロジェクト：その目的とアセスメント』

Visit the conference website at http://depts.washington.edu/nwjapan/index.html

Alabama Association of Foreign Language Teachers Conference

2012-01-29T20:39:00.000-08:00

From http://www.aaflt.org

The 2012 AAFLT Convention will take place February 3-4 at Auburn University Montgomery. Learn more at http://www.aaflt.org/conference

2012 South Carolina Foreign Language Teachers’ Association Conference

2012-01-29T20:36:00.000-08:00

From http://www.scflta.org

2012 SCFLTA Conference
February 11, 2012
Columbia, SC
"Got Connections? Communicate, Collaborate, and Innovate!"

Conference workshop information: The focus of the workshops conducted by John De Mado centers on core language acquisition issues: how the human mind creates language, how to assess language performance, how to include more students in the process, distinguishing between ‘proficiency’ and ‘mastery’, the role of ‘error’ in the language acquisition process, literacy, etc.

Visit the conference website for more information at http://www.scflta.org/conf_wkshps/Conf%2012/conference2012.html

Call for Papers: Arizona Working Papers in SLA & Teaching

2012-01-29T20:20:00.000-08:00

From http://linguistlist.org/issues/23/23-347.html

The Arizona Working Papers in Second Language Acquisition and Teaching is a publication of the University of Arizona Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching (SLAT). The Working Papers were thus conceived as an opportunity for doctoral students in the field of second language studies to experience the publishing process as well as an outlet for established second language researchers to present work in progress.

The Arizona Working Papers invites students and scholars in applied linguistics, second language acquisition and teaching, TESOL, and related fields to submit papers to the Arizona Working Papers, 2012, Volume 19.

Papers must be research studies (i.e., with data analysis, either involving subjects or corpus data) and should focus on issues related to the following four areas: L2 Pedagogy and Program Administration, L2 Use, L2 Processes, and L2 Analysis. First language studies with relevance to second language acquisition and teaching may also be submitted. Submissions are accepted in English and other widely spoken languages (Spanish, French, Italian, German, Russian, etc).

Submission Deadline: February 15, 2012.

For further details, visit the website: http://slat.arizona.edu/arizona-working-papers/call-submissions

Call for Papers: Conference on Formal Approaches to Heritage Language

2012-01-29T20:19:00.000-08:00

From http://linguistlist.org/issues/23/23-359.html

Conference on Formal Approaches to Heritage Language
Date: 20-Apr-2012 - 21-Apr-2012
Location: Amherst, Massachusetts

'Heritage speakers' have been described by Polinsky and Kagan (2007) as people raised in a home where one language is spoken, but who subsequently switch to another dominant language. This conference aims to explore the formal properties of Heritage Speaker grammars and where they diverge from both native 'baseline' and L2 speaker grammars. The program will also include a workshop on research techniques for heritage languages.

Call Deadline: 29-Feb-2012

View the full call for papers at http://linguistlist.org/issues/23/23-359.html

Call for Papers: University of Wisconsin-Madison Classics Graduate Colloquium

2012-01-29T20:18:00.000-08:00

From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/cfp_university_of_wisconsin-madison_classics_graduate_colloquium

CFP: University of Wisconsin-Madison Classics Graduate Colloquium

And Now for Something Completely Different: Transformation and Transcendence in Antiquity
Madison, WI; October 5-6, 2012

The organizers invite papers from current graduate students on topics concerning altered states or the concept of change itself. Examples include:

Corporeal: metamorphosis, shape-shifting, disguise
Psychological: insanity, intoxication and drug use, dreams and visions
Divine: prophetic or poetic inspiration, religious ecstasy, apotheosis
Political: revolution and regime change, colonization
Environmental: natural disasters, landscape development and building projects
Material: graffiti, palimpsests, destruction or alteration of works of art

Graduate students wishing to present a paper at the colloquium should submit a titled abstract by April 15, 2012.

View the full call for papers at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/cfp_university_of_wisconsin-madison_classics_graduate_colloquium

Now Available in Print: Working with Spoken Chinese

2012-01-29T20:05:00.001-08:00

From http://calper.la.psu.edu/publication.php?page=wsc

Working with Spoken Chinese
Author: Hongyin Tao
Publisher: CALPER

Working with Spoken Chinese is designed for intermediate to advanced learners (ACTFL Proficiency Guidelines) who want to improve their speaking and listening skills in conversational Chinese. It consists of ten units, which highlight important interactive aspects of the language and provide activities and exercises on the grammar of spoken language, the lexicon, and critical features of spoken discourse. Each unit is accompanied by detailed transcripts, line-by-line commentaries, vocabulary lists, concordances and an audio clip, which are available for free on the companion website to the book.

These materials have been available online for several years, but now you can purchase the print version: http://calper.la.psu.edu/publication.php?page=wsc

Book: Teaching Languages to Students with Specific Learning Differences

2012-01-29T20:04:00.000-08:00

From http://www.multilingual-matters.com/display.asp?isb=9781847696199

Teaching Languages to Students with Specific Learning Differences
By Judit Kormos and Anne Margaret Smith
Published by Multilingual Matters

Summary: This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.

Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847696199