From http://www.insidebayarea.com/education/ci_19224139
Translating a lucrative and sometimes scary proposition
By Robert Jordan
October 30, 2011
Jen Shelby uprooted from Texas last year to move to the Bay Area, committed to learning Pashto. It is a language spoken by few Americans, and Shelby hopes it will reunite her with her husband, who works in Afghanistan.
Shelby, 28, is taking free, full-time training with Mission Essential Personnel in Pleasanton, the military's largest supplier of translators in Afghanistan, to become a Pashto interpreter.
The Ohio-based contracting company says its Pashto and Dari interpreters from the United States earn between $125,000 to $275,000 for a year's work with the Army in Afghanistan.
The Army employs two types of linguists, those it recruits and enlists as soldiers -- primarily native Afghans in the U.S. on permanent legal status -- and private civilian contracts, said Lt. Col. Frank Demith, an assistant deputy for foreign language and culture for the Army.
Despite the government's need for Dari and Pashto speakers, there are only a few dozen places around the country teaching the two most common languages of Afghanistan. The Bay Area is home to two institutions that have offered courses in Pashto and Dari.
Cal State East Bay began offering Dari and Pashto last fall and offered an immersion course this past summer but lost its grant from the Department of Education due to budget cuts, said program director Valerie Smith.
Read the full article at http://www.insidebayarea.com/education/ci_19224139
November 6, 2011
Job: Assistant Professor in Applied Linguistics and Critical Assessment
Indiana University of Pennsylvania invites applications for a tenure-track position at the Assistant Professor level to begin Fall, 2012. We seek a teacher-scholar with proven expertise in critical approaches to language teaching and assessment. The ideal candidate is an applied linguist who understands and researches social and political complexities of literacy and can apply these to issues of assessment in second language. Teacher- scholars who deal with multi-cultural interactions and critical approaches to (language) education are considered important for this position.
Knowledge of critical theory and L1 composition considered as advantages, as is evidence of leadership ability and grant writing ability. A proven record of publication is a requirement.
Candidates must be qualified to teach doctoral, master's, and undergraduate courses, and must demonstrate excellence in teaching and scholarship. Participation in the graduate program also includes teaching graduate students during one five-week summer session (with additional compensation).
The IUP English Department's commitment to broad faculty participation in the liberal studies offerings requires that all faculty are prepared to teach first-year college writing, research writing, introductory humanities literature, as well as courses in language studies. Active participation in departmental service and student advising is also expected.
Qualifications: Ph.D. must be in hand at the time of employment. In addition to expertise and scholarship in the specified field, all candidates must have documented training and experience in teaching composition, proven excellence in teaching, and a demonstrated commitment to service. Candidates must communicate effectively and perform well during the interview process, which may include a teaching demonstration. All applicants must be work eligible.
How to Apply: Please indicate you are applying for the English faculty position in Applied Linguistics and Second Language Literacy. Send a letter of application, CV, transcripts, three current letters of recommendation, scholarly publication in applied linguistics and critical approaches to (language) education, and a one-page statement of teaching philosophy to Dr. Tina Perdue at the application address below.
For full consideration, completed applications are due by November 28, 2011, and will continue until the position is filled. We plan to screen applicants by telephone and will be inviting candidates for campus visits in early spring 2012.
Women and minority candidates are strongly encouraged to apply. IUP is an equal opportunity employer M/F/H/V. For more information about IUP, visit our website at http://www.iup.edu.
Indiana University of Pennsylvania is a member of the State System of Higher Education.
Application Deadline: 28-Nov-2011 (Open until filled)
Mailing Address for Applications:
Dr. Tina Perdue, Recruitment Chair
English Department
110 Leonard Hall
Indiana University of Pennsylvania
Indiana, PA 15705
USA
Contact Information:
Dr. Tina Perdue
Email: perdueiup at edu
[LIM-A] Indiana University of Pennsylvania -- assessments. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 3 Nov 2011).
Knowledge of critical theory and L1 composition considered as advantages, as is evidence of leadership ability and grant writing ability. A proven record of publication is a requirement.
Candidates must be qualified to teach doctoral, master's, and undergraduate courses, and must demonstrate excellence in teaching and scholarship. Participation in the graduate program also includes teaching graduate students during one five-week summer session (with additional compensation).
The IUP English Department's commitment to broad faculty participation in the liberal studies offerings requires that all faculty are prepared to teach first-year college writing, research writing, introductory humanities literature, as well as courses in language studies. Active participation in departmental service and student advising is also expected.
Qualifications: Ph.D. must be in hand at the time of employment. In addition to expertise and scholarship in the specified field, all candidates must have documented training and experience in teaching composition, proven excellence in teaching, and a demonstrated commitment to service. Candidates must communicate effectively and perform well during the interview process, which may include a teaching demonstration. All applicants must be work eligible.
How to Apply: Please indicate you are applying for the English faculty position in Applied Linguistics and Second Language Literacy. Send a letter of application, CV, transcripts, three current letters of recommendation, scholarly publication in applied linguistics and critical approaches to (language) education, and a one-page statement of teaching philosophy to Dr. Tina Perdue at the application address below.
For full consideration, completed applications are due by November 28, 2011, and will continue until the position is filled. We plan to screen applicants by telephone and will be inviting candidates for campus visits in early spring 2012.
Women and minority candidates are strongly encouraged to apply. IUP is an equal opportunity employer M/F/H/V. For more information about IUP, visit our website at http://www.iup.edu.
Indiana University of Pennsylvania is a member of the State System of Higher Education.
Application Deadline: 28-Nov-2011 (Open until filled)
Mailing Address for Applications:
Dr. Tina Perdue, Recruitment Chair
English Department
110 Leonard Hall
Indiana University of Pennsylvania
Indiana, PA 15705
USA
Contact Information:
Dr. Tina Perdue
Email: perdueiup at edu
[LIM-A] Indiana University of Pennsylvania -- assessments. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 3 Nov 2011).
Delaware Classical Association Teacher Incentive Scholarship
From http://delawareclassicalassociation.wikispaces.com
Purpose
These scholarships are awarded by the Delaware Classical Association to support candidates studying with the intent to teach Latin at the pre-collegiate level. Successful candidates should intend to teach in a Delaware school.
Eligibility
Candidates must have declared a Latin major and/or have completed at least 12 credits in courses leading toward state certification in Latin. At the time of application, they must be members of the DCA. An individual may reapply for the scholarship the following year.
Fundable Activities
For the period funded, the candidate must be enrolled in classes preparing them for teaching Latin. The award may be used to defray these tuition costs. The award may also apply to such things as fees connected with practice teaching or certification or may help defray other expenses, especially those connected with practice teaching, which might otherwise prevent completion of teacher preparation courses, such as travel, child care, or job-income replacement.
Amount of Award
The maximum amount of the award is $500.00.
Application Deadlines
December 1 (spring semester)
March 1 (summer or fall semester)
For full details go to http://delawareclassicalassociation.wikispaces.com/Teacher+Incentive+Grant
Purpose
These scholarships are awarded by the Delaware Classical Association to support candidates studying with the intent to teach Latin at the pre-collegiate level. Successful candidates should intend to teach in a Delaware school.
Eligibility
Candidates must have declared a Latin major and/or have completed at least 12 credits in courses leading toward state certification in Latin. At the time of application, they must be members of the DCA. An individual may reapply for the scholarship the following year.
Fundable Activities
For the period funded, the candidate must be enrolled in classes preparing them for teaching Latin. The award may be used to defray these tuition costs. The award may also apply to such things as fees connected with practice teaching or certification or may help defray other expenses, especially those connected with practice teaching, which might otherwise prevent completion of teacher preparation courses, such as travel, child care, or job-income replacement.
Amount of Award
The maximum amount of the award is $500.00.
Application Deadlines
December 1 (spring semester)
March 1 (summer or fall semester)
For full details go to http://delawareclassicalassociation.wikispaces.com/Teacher+Incentive+Grant
Mini-Grants from the Indiana Foreign Language Teachers Association
From http://www.iflta.org
If you are planning a special project or event that promotes world language teaching and learning, you may submit a request for financial assistance from IFLTA. Mini-grants (amounts up to $300 for constituent organizations and $100 for individuals can be requested) may be awarded as funds are available. Applicant must have been a member of IFLTA for three years. Applications may be submitted at any time and will be reviewed at the next meeting of the Board of Directors (normally March, May, August, and December of each year).
For more details go to http://www.iflta.org/grants/minigrant.html
If you are planning a special project or event that promotes world language teaching and learning, you may submit a request for financial assistance from IFLTA. Mini-grants (amounts up to $300 for constituent organizations and $100 for individuals can be requested) may be awarded as funds are available. Applicant must have been a member of IFLTA for three years. Applications may be submitted at any time and will be reviewed at the next meeting of the Board of Directors (normally March, May, August, and December of each year).
For more details go to http://www.iflta.org/grants/minigrant.html
Educational Opportunity: 2012 Literacy Squared Summer Institute in Boulder, CO
Educational Opportunity: 2012 Literacy Squared Summer Institute in Boulder, CO
The BUENO Center for Multicultural Education at the University of Colorado, Boulder would like to announce the 2012 Literacy Squared® Summer Institute to be held June 27-29, 2012 in Estes Park, Colorado.
For more information and for ONLINE REGISTRATION, please visit http://literacysquared.org.
Early Bird Registration ($450) ends on December 31, 2011
Regular Registration ($500) ends on May 18, 2012
What is Literacy Squared?
Literacy Squared is a school-based research study that challenges practitioners to rethink how they design and deliver literacy instruction to best capitalize on students’ multiple linguistic resources. The need for this approach is based on the finding that emerging bilingual children, or those students who regularly hear and speak a language other than English, make up the fastest growing segment of K-12 public school population; two-thirds of whom are simultaneous bilinguals and speak Spanish and English. The Literacy Squared instructional model was designed to accelerate students’ Spanish and English language literacy acquisition using our theoretically informed pedagogy consisting of four components: oracy, writing, reading, and metalinguistic awareness. Since 2003 we have tested this model in 31 schools in three states, with 200 teachers, and with nearly 4,000 children whose test results in reading and writing in Spanish and English continue to improve.
The Institute
The Literacy Squared summer institute has been designed to meet the demand of educational professionals who have requested training and professional development on the use of our model. The 3-day institute will focus on the following:
Day 1- Research & Assessment
Day 2- Demonstrations of lessons illustrating the comprehensive biliteracy model
Day 3- Guidelines for Implementation
The aim is to motivate educators and researchers to reconceptualize their approach to educating the fastest growing segment of children in today’s schools.
For more information, please contact Jaclyn Hernandez (jaclyn dot hernandez at Colorado dot edu) at the BUENO Center for Multicultural Education at the University of Colorado at Boulder.
Educational Opportunity: 2012 Literacy Squared(R) Summer Institute in Boulder, CO. NCELA List (NCELA@HERMES.GWU.EDU, 31 Oct 2011).
The BUENO Center for Multicultural Education at the University of Colorado, Boulder would like to announce the 2012 Literacy Squared® Summer Institute to be held June 27-29, 2012 in Estes Park, Colorado.
For more information and for ONLINE REGISTRATION, please visit http://literacysquared.org.
Early Bird Registration ($450) ends on December 31, 2011
Regular Registration ($500) ends on May 18, 2012
What is Literacy Squared?
Literacy Squared is a school-based research study that challenges practitioners to rethink how they design and deliver literacy instruction to best capitalize on students’ multiple linguistic resources. The need for this approach is based on the finding that emerging bilingual children, or those students who regularly hear and speak a language other than English, make up the fastest growing segment of K-12 public school population; two-thirds of whom are simultaneous bilinguals and speak Spanish and English. The Literacy Squared instructional model was designed to accelerate students’ Spanish and English language literacy acquisition using our theoretically informed pedagogy consisting of four components: oracy, writing, reading, and metalinguistic awareness. Since 2003 we have tested this model in 31 schools in three states, with 200 teachers, and with nearly 4,000 children whose test results in reading and writing in Spanish and English continue to improve.
The Institute
The Literacy Squared summer institute has been designed to meet the demand of educational professionals who have requested training and professional development on the use of our model. The 3-day institute will focus on the following:
Day 1- Research & Assessment
Day 2- Demonstrations of lessons illustrating the comprehensive biliteracy model
Day 3- Guidelines for Implementation
The aim is to motivate educators and researchers to reconceptualize their approach to educating the fastest growing segment of children in today’s schools.
For more information, please contact Jaclyn Hernandez (jaclyn dot hernandez at Colorado dot edu) at the BUENO Center for Multicultural Education at the University of Colorado at Boulder.
Educational Opportunity: 2012 Literacy Squared(R) Summer Institute in Boulder, CO. NCELA List (NCELA@HERMES.GWU.EDU, 31 Oct 2011).
Institute on Collaborative Language Research
From http://linguistlist.org/issues/22/22-4292.html
CoLang 2012 is a six-week Institute on Collaborative Language Research (formerly InField). The Institute provides an opportunity for graduate students, practicing linguists, and community linguists to become trained in a wide range of skills in community-centered language documentation. The six-week institute consists of two parts: the Workshops - two weeks of intensive workshops on the practice of documentary linguistics – followed by a Practicum – a four-week apprenticeship in the application of linguistic science and technology to on-site empirical documentation (a.k.a. “field linguistics”). The two parts are integrated, as students who enroll in the Practicum are required to enroll in the preceding Workshops, thereby receiving an intensive course in documentary best practices before putting these skills to use. Participants may choose to enroll only in the two-week Workshops.
CoLang 2012 will take place in Lawrence, Kansas.
Workshops: 18-29 June 2012
Practicum: 2-27 July 2012
For full details go to http://idrh.ku.edu/colang2012
CoLang 2012 is a six-week Institute on Collaborative Language Research (formerly InField). The Institute provides an opportunity for graduate students, practicing linguists, and community linguists to become trained in a wide range of skills in community-centered language documentation. The six-week institute consists of two parts: the Workshops - two weeks of intensive workshops on the practice of documentary linguistics – followed by a Practicum – a four-week apprenticeship in the application of linguistic science and technology to on-site empirical documentation (a.k.a. “field linguistics”). The two parts are integrated, as students who enroll in the Practicum are required to enroll in the preceding Workshops, thereby receiving an intensive course in documentary best practices before putting these skills to use. Participants may choose to enroll only in the two-week Workshops.
CoLang 2012 will take place in Lawrence, Kansas.
Workshops: 18-29 June 2012
Practicum: 2-27 July 2012
For full details go to http://idrh.ku.edu/colang2012
Webinar: ELL Emerging Literacy: What We Know; What You Can Do
One of the major challenges of ESL teachers is working with learners who have no prior literacy. How can you best teach these learners to read? Teaching non-literate or very low literate non-English speakers to read is NOT like teaching students who are literate in another language. Robin Lovrien Schwarz, PhD, will help you learn what research has discovered about the challenges these learners face and what the best approaches are for helping them begin to acquire literacy. Dr. Lovrien Schwarz will also direct you to sources that will support you in teaching reading to this population.
Title: ELL Emerging Literacy: What We Know; What You Can Do
Date: Tuesday, November 15, 2011
Time: 1:00 PM - 2:00 PM MST
Register at https://www2.gotomeeting.com/register/582723890
Title: ELL Emerging Literacy: What We Know; What You Can Do
Date: Tuesday, November 15, 2011
Time: 1:00 PM - 2:00 PM MST
Register at https://www2.gotomeeting.com/register/582723890
Subscribe to:
Posts (Atom)
Posts
