From http://www.wmich.edu/languages/academics/arabic/arabiconline.html
Arabic Online is a resource page for multimedia language learning materials. This portal provides access to full instructional units offering authentic texts and audio/video excerpts with self graded comprehension questions. The materials are free to use and no registration is needed. Simply choose one of the courses below and you can get started.
Advanced Standard Arabic I (Arab Cultures)
Advanced Standard Arabic II (Arab Cultures)
Advanced Egyptian Arabic I (The Cultures of Egypt)
Available at http://www.wmich.edu/languages/academics/arabic/arabiconline.html
October 14, 2012
Job: Assistant Professor in Second Language Acquisition at the University of Utah
From http://linguistlist.org/issues/23/23-4164.html
The Department of Linguistics at the University of Utah invites applications for a tenure-line position at the rank of Assistant Professor to begin July 1, 2013, pending budgetary approval.
The successful applicant will have a primary research specialization in the Second Language Acquisition of Phonetics, Phonology, Morphology, Syntax and/or Semantics, and will provide evidence of a cohesive research program and teaching excellence.
Duties require a sustained research program, the mentorship of graduate and/or undergraduate student-scholars, a normal teaching load of 4 courses per year, and departmental and/or university service.
To ensure full consideration, applications should be submitted to this site by November 16, 2012
View the full job posting at http://linguistlist.org/issues/23/23-4164.html
The Department of Linguistics at the University of Utah invites applications for a tenure-line position at the rank of Assistant Professor to begin July 1, 2013, pending budgetary approval.
The successful applicant will have a primary research specialization in the Second Language Acquisition of Phonetics, Phonology, Morphology, Syntax and/or Semantics, and will provide evidence of a cohesive research program and teaching excellence.
Duties require a sustained research program, the mentorship of graduate and/or undergraduate student-scholars, a normal teaching load of 4 courses per year, and departmental and/or university service.
To ensure full consideration, applications should be submitted to this site by November 16, 2012
View the full job posting at http://linguistlist.org/issues/23/23-4164.html
Job: PreK-12 Second Language Education, Teachers College, Columbia University
From the BILING listserv:
Position Opening: Open Rank
Teachers College, Columbia University
Position: The TESOL and Applied Linguistics Programs at Teachers College, Columbia University are seeking a scholar with demonstrated research interests and teaching experience in PreK-12 second language (L2) education. We are particularly interested in individuals whose area of research is content and language integration, addressing concerns such as pedagogical strategies in mainstream classrooms, the relationship between mainstream content learning, core standards, and L2 learning, the collaboration between ESL teachers and content-area teachers (e.g., science teachers), ESL teaching in the content areas, and ESL training of content teachers.
Responsibilities: Teach graduate courses in some of the following broad areas: PreK-12 L2 pedagogy, L2 teacher observation and supervision, L2 classroom-based research, L2 curriculum design, materials development, and L2 literacy. Supervise PreK-12 student teachers, advise masters and doctoral students, and collaborate with teachers in schools. Play an active role in program administrative and development activities. Provide substantive leadership in PreK-12 L2 education.
Qualifications: Earned doctorate in TESOL or Applied Linguistics; evidence of scholarly accomplishment in PreK-12 L2 education; a record of successful experience working with PreK-12 L2 teachers and students; service to the field of TESOL and Applied Linguistics.
To apply: Email a cover letter specifying how you would fit the position, a CV, a two-page statement of your research agenda for the next three years, a copy of three relevant publications, and three letters of reference to Professor Hansun Zhang Waring at tesolsearch at tc dot columbia dot edu. The subject line should include your (the applicant’s) first and last name.
Review of applications will begin on November 30, 2012, and will continue until the search is completed.
Teachers College as an institution has long been committed to a policy of equal opportunity in employment. In offering higher education in the discipline area of TESOL, the College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society. Candidates whose qualifications and experiences are directly relevant to College priorities (e.g., urban and minority concerns) may be considered for the higher rank than advertised.
--
Dr. Hansun Zhang Waring
Box 66, Program in TESOL/Applied Linguistics
Department of Arts & Humanities
Teachers College, Columbia University
525 W. 120 Street New York, NY 10027
Phone: (212)678-8128
Fax: (212)678-3428
http://www.tc.columbia.edu/faculty/index.htm?facid=hz30
http://www.tc.edu/lansi
Waring, H. [BILING] TESOL and Applied Linguistics Position Opening (Open Rank). BILING listserv (BILING@LISTSERV.UMD.EDU, 13 Oct 2012).
Position Opening: Open Rank
Teachers College, Columbia University
Position: The TESOL and Applied Linguistics Programs at Teachers College, Columbia University are seeking a scholar with demonstrated research interests and teaching experience in PreK-12 second language (L2) education. We are particularly interested in individuals whose area of research is content and language integration, addressing concerns such as pedagogical strategies in mainstream classrooms, the relationship between mainstream content learning, core standards, and L2 learning, the collaboration between ESL teachers and content-area teachers (e.g., science teachers), ESL teaching in the content areas, and ESL training of content teachers.
Responsibilities: Teach graduate courses in some of the following broad areas: PreK-12 L2 pedagogy, L2 teacher observation and supervision, L2 classroom-based research, L2 curriculum design, materials development, and L2 literacy. Supervise PreK-12 student teachers, advise masters and doctoral students, and collaborate with teachers in schools. Play an active role in program administrative and development activities. Provide substantive leadership in PreK-12 L2 education.
Qualifications: Earned doctorate in TESOL or Applied Linguistics; evidence of scholarly accomplishment in PreK-12 L2 education; a record of successful experience working with PreK-12 L2 teachers and students; service to the field of TESOL and Applied Linguistics.
To apply: Email a cover letter specifying how you would fit the position, a CV, a two-page statement of your research agenda for the next three years, a copy of three relevant publications, and three letters of reference to Professor Hansun Zhang Waring at tesolsearch at tc dot columbia dot edu. The subject line should include your (the applicant’s) first and last name.
Review of applications will begin on November 30, 2012, and will continue until the search is completed.
Teachers College as an institution has long been committed to a policy of equal opportunity in employment. In offering higher education in the discipline area of TESOL, the College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society. Candidates whose qualifications and experiences are directly relevant to College priorities (e.g., urban and minority concerns) may be considered for the higher rank than advertised.
--
Dr. Hansun Zhang Waring
Box 66, Program in TESOL/Applied Linguistics
Department of Arts & Humanities
Teachers College, Columbia University
525 W. 120 Street New York, NY 10027
Phone: (212)678-8128
Fax: (212)678-3428
http://www.tc.columbia.edu/faculty/index.htm?facid=hz30
http://www.tc.edu/lansi
Waring, H. [BILING] TESOL and Applied Linguistics Position Opening (Open Rank). BILING listserv (BILING@LISTSERV.UMD.EDU, 13 Oct 2012).
CCFLT Student Essay Contest and Videotaped Speaking Contest
Here are two contests from the Colorado Congress of Foreign Language Teachers:
---
CCFLT is seeking student essays in English for its 17th annual essay contest. Winning essays will be posted at the CCFLT Spring Conference and will be shared at the local, state, and national levels with representatives and senators to make them aware of the voices of their young constituents.
The elementary and middle school winners will receive $25, while high school and university winners will receive $50; K-12 winners also receive a plaque commemorating their accomplishment. The teachers of the winning students will be invited to attend the Spring Conference Awards Luncheon to accept the award on behalf of their students.
The essay topics reflect the theme of the CCFLT 2013 Spring Conference, “Back to the Future: 21st Century Technology Today.” Topics are as follows:
Elementary and Middle School:
How has technology helped me to learn another language?
High School and University:
As social media continues to skyrocket, how can I use this technology to help me learn another language?
Deadline for submissions is December 1, 2012.
---
12th Annual Videotaped Speaking Contest
A fantastic opportunity for students of CCFLT members to create 90-second video/digitally-taped conversation based on the new Colorado Academic Standards for World Language. This contest is open to all students at all levels.
2013 Theme: You are applying for a summer internship at an international camp. The application requires a video showing how you can manage multi-tasks addressing multi-skills of participants and how you make connections through language with the various participants. Create your video showing how you are absolutely the best candidate for this internship.
All submissions must be received by December 1, 2012.
--
For more details about both contests see the CCFLT October 2012 newsletter at http://www.scribd.com/doc/108057452/CCFLT-October-2012-Newsletter and scroll down to pages 13 through 17.
---
CCFLT is seeking student essays in English for its 17th annual essay contest. Winning essays will be posted at the CCFLT Spring Conference and will be shared at the local, state, and national levels with representatives and senators to make them aware of the voices of their young constituents.
The elementary and middle school winners will receive $25, while high school and university winners will receive $50; K-12 winners also receive a plaque commemorating their accomplishment. The teachers of the winning students will be invited to attend the Spring Conference Awards Luncheon to accept the award on behalf of their students.
The essay topics reflect the theme of the CCFLT 2013 Spring Conference, “Back to the Future: 21st Century Technology Today.” Topics are as follows:
Elementary and Middle School:
How has technology helped me to learn another language?
High School and University:
As social media continues to skyrocket, how can I use this technology to help me learn another language?
Deadline for submissions is December 1, 2012.
---
12th Annual Videotaped Speaking Contest
A fantastic opportunity for students of CCFLT members to create 90-second video/digitally-taped conversation based on the new Colorado Academic Standards for World Language. This contest is open to all students at all levels.
2013 Theme: You are applying for a summer internship at an international camp. The application requires a video showing how you can manage multi-tasks addressing multi-skills of participants and how you make connections through language with the various participants. Create your video showing how you are absolutely the best candidate for this internship.
All submissions must be received by December 1, 2012.
--
For more details about both contests see the CCFLT October 2012 newsletter at http://www.scribd.com/doc/108057452/CCFLT-October-2012-Newsletter and scroll down to pages 13 through 17.
Spaan Fellowship Program for Language Assessment Research
From http://www.cambridgemichigan.org/resources/spaan
CaMLA is pleased to announce the resumption of the Spaan Fellowship Program. Established in recognition of Mary Spaan’s contributions to the field of language assessment, the Spaan Fellowship Program provides financial support for those wishing to carry out research projects related to second or foreign language assessment.
Applications are now invited for the 2013 calendar year. CaMLA is offering research funding for up to three projects investigating an aspect of CaMLA’s tests; each project will receive up to $3000. Proposals are invited from graduate students, faculty, and other language assessment professionals. For more information about the application process, please go to: http://www.cambridgemichigan.org/resources/spaan
Banerjee, J. [LTEST-L] Spaan Fellowship Program 2013. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 3 Oct 2012).
CaMLA is pleased to announce the resumption of the Spaan Fellowship Program. Established in recognition of Mary Spaan’s contributions to the field of language assessment, the Spaan Fellowship Program provides financial support for those wishing to carry out research projects related to second or foreign language assessment.
Applications are now invited for the 2013 calendar year. CaMLA is offering research funding for up to three projects investigating an aspect of CaMLA’s tests; each project will receive up to $3000. Proposals are invited from graduate students, faculty, and other language assessment professionals. For more information about the application process, please go to: http://www.cambridgemichigan.org/resources/spaan
Banerjee, J. [LTEST-L] Spaan Fellowship Program 2013. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 3 Oct 2012).
Funding for Bilingual Classrooms
Language Lizard has a webpage with annotated and well-organized links to potential sources of funding for bilingual classrooms at http://www.languagelizard.com/v/vspfiles/newsarticle28.htm
Language Learning Makes the Brain Grow, Swedish Study Suggests
From http://www.sciencedaily.com/releases/2012/10/121008082953.htm
Language Learning Makes the Brain Grow, Swedish Study Suggests
October 8, 2012
At the Swedish Armed Forces Interpreter Academy, young recruits learn a new language at a very fast pace. By measuring their brains before and after the language training, a group of researchers has had an almost unique opportunity to observe what happens to the brain when we learn a new language in a short period of time.
At the Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a flair for languages go from having no knowledge of a language such as Arabic, Russian or Dari to speaking it fluently in the space of 13 months. From morning to evening, weekdays and weekends, the recruits study at a pace unlike on any other language course.
As a control group, the researchers used medicine and cognitive science students at Umeå University -- students who also study hard, but not languages. Both groups were given MRI scans before and after a three-month period of intensive study. While the brain structure of the control group remained unchanged, specific parts of the brain of the language students grew. The parts that developed in size were the hippocampus, a deep-lying brain structure that is involved in learning new material and spatial navigation, and three areas in the cerebral cortex.
Read the full article at http://www.sciencedaily.com/releases/2012/10/121008082953.htm
Access the study itself at http://www.sciencedirect.com/science/article/pii/S1053811912006581
Language Learning Makes the Brain Grow, Swedish Study Suggests
October 8, 2012
At the Swedish Armed Forces Interpreter Academy, young recruits learn a new language at a very fast pace. By measuring their brains before and after the language training, a group of researchers has had an almost unique opportunity to observe what happens to the brain when we learn a new language in a short period of time.
At the Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a flair for languages go from having no knowledge of a language such as Arabic, Russian or Dari to speaking it fluently in the space of 13 months. From morning to evening, weekdays and weekends, the recruits study at a pace unlike on any other language course.
As a control group, the researchers used medicine and cognitive science students at Umeå University -- students who also study hard, but not languages. Both groups were given MRI scans before and after a three-month period of intensive study. While the brain structure of the control group remained unchanged, specific parts of the brain of the language students grew. The parts that developed in size were the hippocampus, a deep-lying brain structure that is involved in learning new material and spatial navigation, and three areas in the cerebral cortex.
Read the full article at http://www.sciencedaily.com/releases/2012/10/121008082953.htm
Access the study itself at http://www.sciencedirect.com/science/article/pii/S1053811912006581
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