From http://www.adab.com/en
Here is a website dedicated to Arabic poetry, both classical and modern: http://www.adab.com
May 1, 2013
Article: Scottsdale a Leader in World-language Instruction
From http://www.azcentral.com/community/scottsdale/articles/20130424scottsdale-leader-world-language-instruction.html?nclick_check=1
Scottsdale a leader in world-language instruction
By Mary Beth Faller
April 25, 2013
Along with science and technology, schools nationwide have been pressed to add more world-language instruction to better prepare students for the global marketplace.
Many school districts, including Scottsdale, see world-language programs as a way to draw students. Last month, the district decided to transition Pueblo Elementary School into an all-immersion school, meaning that eventually, all the students in Grades preschool through 5 will spend half the day learning in Spanish.
Principal Art Velarde said the immersion program has proven so popular that it was no longer feasible to offer a non-immersion program.
“I only had 12 students in the conventional strand for kindergarten next year, and eight of those were there because they hoped to gain admission to the immersion program the next year,” Velarde said.
The American Council on the Teaching of Foreign Languages, which helps schools set up programs, cites Utah as a model. A few years ago, Utah launched a statewide immersion program teaching Spanish, French, Portuguese and Mandarin, which has expanded to nearly 100 schools this year. The state spends about $600,000 a year on it.
Like Utah, Arizona schools also will have to depend on federal grant money to help pay for the specialized teachers.
Read the full article at http://www.azcentral.com/community/scottsdale/articles/20130424scottsdale-leader-world-language-instruction.html?nclick_check=1
Scottsdale a leader in world-language instruction
By Mary Beth Faller
April 25, 2013
Along with science and technology, schools nationwide have been pressed to add more world-language instruction to better prepare students for the global marketplace.
Many school districts, including Scottsdale, see world-language programs as a way to draw students. Last month, the district decided to transition Pueblo Elementary School into an all-immersion school, meaning that eventually, all the students in Grades preschool through 5 will spend half the day learning in Spanish.
Principal Art Velarde said the immersion program has proven so popular that it was no longer feasible to offer a non-immersion program.
“I only had 12 students in the conventional strand for kindergarten next year, and eight of those were there because they hoped to gain admission to the immersion program the next year,” Velarde said.
The American Council on the Teaching of Foreign Languages, which helps schools set up programs, cites Utah as a model. A few years ago, Utah launched a statewide immersion program teaching Spanish, French, Portuguese and Mandarin, which has expanded to nearly 100 schools this year. The state spends about $600,000 a year on it.
Like Utah, Arizona schools also will have to depend on federal grant money to help pay for the specialized teachers.
Read the full article at http://www.azcentral.com/community/scottsdale/articles/20130424scottsdale-leader-world-language-instruction.html?nclick_check=1
Five Tips for Pronouncing Foreign Languages
From http://www.telegraph.co.uk/education/educationadvice/10012325/How-to-pronounce-foreign-languages.html
How to pronounce foreign languages
By Anne Merritt
April 24, 2013
Instead of trying to pass as a native speaker, language learners should instead focus on honing their pronunciation so that it’s clear and easy to understand. It’s a far more attainable goal, and one that can be reached with the following tips:
Read on for the five tips at http://www.telegraph.co.uk/education/educationadvice/10012325/How-to-pronounce-foreign-languages.html
How to pronounce foreign languages
By Anne Merritt
April 24, 2013
Instead of trying to pass as a native speaker, language learners should instead focus on honing their pronunciation so that it’s clear and easy to understand. It’s a far more attainable goal, and one that can be reached with the following tips:
Read on for the five tips at http://www.telegraph.co.uk/education/educationadvice/10012325/How-to-pronounce-foreign-languages.html
Article: Foreign Language Grad Requirements Lag in Colorado
From http://www.ednewscolorado.org/news/foreign-language-grad-requirements-lag-in-colorado
Foreign language grad requirements lag in Colorado
by Julie Poppen
April 29, 2013
Foreign language study is entrenched in the culture of DCIS-Montbello, a turnaround school in Far Northeast Denver. But this scene remains an anomaly in many Colorado schools. Even as other states and school districts put a growing premium on K-12 students learning languages other than English to make them more employable, few Colorado districts require foreign language for graduation.
Two separate processes are now underway that could influence the emphasis placed on world languages in Colorado. First, state K-12 officials are in the process of refining graduation guidelines that are expected to be approved in May, though districts would not be required to adopt them. Higher education leaders, meanwhile, are in the midst of tweaking college admissions requirements, which are expected to be vigorously debated in the fall.
About 19 states have some kind of language requirement for high school graduation. Some states have a straight-up requirement for all students, such as New York’s one-year language requirement for students to earn a standard diploma. Other states offer tiered diplomas — meaning the higher-level academic diploma may require learning a language, while another diploma — aimed more at workforce readiness — may not.
In Colorado, by contrast, world language offerings and instruction vary from district to district and school to school.
Read the full article at http://www.ednewscolorado.org/news/foreign-language-grad-requirements-lag-in-colorado
Foreign language grad requirements lag in Colorado
by Julie Poppen
April 29, 2013
Foreign language study is entrenched in the culture of DCIS-Montbello, a turnaround school in Far Northeast Denver. But this scene remains an anomaly in many Colorado schools. Even as other states and school districts put a growing premium on K-12 students learning languages other than English to make them more employable, few Colorado districts require foreign language for graduation.
Two separate processes are now underway that could influence the emphasis placed on world languages in Colorado. First, state K-12 officials are in the process of refining graduation guidelines that are expected to be approved in May, though districts would not be required to adopt them. Higher education leaders, meanwhile, are in the midst of tweaking college admissions requirements, which are expected to be vigorously debated in the fall.
About 19 states have some kind of language requirement for high school graduation. Some states have a straight-up requirement for all students, such as New York’s one-year language requirement for students to earn a standard diploma. Other states offer tiered diplomas — meaning the higher-level academic diploma may require learning a language, while another diploma — aimed more at workforce readiness — may not.
In Colorado, by contrast, world language offerings and instruction vary from district to district and school to school.
Read the full article at http://www.ednewscolorado.org/news/foreign-language-grad-requirements-lag-in-colorado
Article: Three’s a Charm for Teaching Chinese through Blended Learning
From http://www.districtadministration.com/article/three%E2%80%99s-charm-teaching-chinese-through-blended-learning
Three’s a Charm for Teaching Chinese through Blended Learning
By Alison DeNisco
April 12, 2013
At Dublin (Ohio) City Schools, Chinese teacher Dun Zhang teaches class in three different high school buildings—at the same time. With a shrinking budget and a desire to keep the foreign language program, the district moved to a blended model this year, with a combination of in-person, online, and video conference classes, to save money while reaching as many students as possible.
Keeping the course without having to hire more teachers saved the district money, says Tracey Miller, director of secondary education at Dublin City Schools. Next year, Zhang will also teach blended Chinese II.
Miller recommends ensuring that teachers are comfortable in a digital environment before making the switch to blended classes, and constantly communicating with students and parents. This online model in high school will also be helpful for students later, he adds: “After high school, it’s almost guaranteed that students will be taking some digital or blended college classes, and this prepares them for that,” he says.
Read the full article at http://www.districtadministration.com/article/three%E2%80%99s-charm-teaching-chinese-through-blended-learning
Three’s a Charm for Teaching Chinese through Blended Learning
By Alison DeNisco
April 12, 2013
At Dublin (Ohio) City Schools, Chinese teacher Dun Zhang teaches class in three different high school buildings—at the same time. With a shrinking budget and a desire to keep the foreign language program, the district moved to a blended model this year, with a combination of in-person, online, and video conference classes, to save money while reaching as many students as possible.
Keeping the course without having to hire more teachers saved the district money, says Tracey Miller, director of secondary education at Dublin City Schools. Next year, Zhang will also teach blended Chinese II.
Miller recommends ensuring that teachers are comfortable in a digital environment before making the switch to blended classes, and constantly communicating with students and parents. This online model in high school will also be helpful for students later, he adds: “After high school, it’s almost guaranteed that students will be taking some digital or blended college classes, and this prepares them for that,” he says.
Read the full article at http://www.districtadministration.com/article/three%E2%80%99s-charm-teaching-chinese-through-blended-learning
Job: Digital Language Lab Service Manager, Stanford University
The Stanford Digital Language Lab (DLL) is managed by Academic Computing Services (ACS), a division of Stanford University Libraries, in partnership with the Stanford Language Center. The DLL’s mission is to provide resources, facilities, and support for language instruction and learning to the entire Stanford community. State-of-the-art teaching spaces, enterprise level software resources, and expert support personnel combine to make the Language Lab a dynamic, highly efficient teaching/learning facility. It is the multilingual computing and assessment hub at Stanford, offering reliable audio and video recording capability, foreign language digital media content, and software images to support computing in multiple foreign character sets.
The Language Lab Service Manager is responsible for the day-to-day operation of the Lab, including its educational, technical, and operational functions, as well as collaborating with ACS staff on the hardware, image, software, and documentation in the Lab.
To see the full job description, assure your application information is captured in our official files and give the hiring department immediate access to your resume, apply to http://stanfordcareers.stanford.edu and in the keyword search box, indicate 52160. Please include your cover letter, resume or CV and 3 references. AA/EOE.
Romeo, K. #10019 Job announcement- Digital Language Lab Service Manager. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 29 Apr 2013).
The Language Lab Service Manager is responsible for the day-to-day operation of the Lab, including its educational, technical, and operational functions, as well as collaborating with ACS staff on the hardware, image, software, and documentation in the Lab.
To see the full job description, assure your application information is captured in our official files and give the hiring department immediate access to your resume, apply to http://stanfordcareers.stanford.edu and in the keyword search box, indicate 52160. Please include your cover letter, resume or CV and 3 references. AA/EOE.
Romeo, K. #10019 Job announcement- Digital Language Lab Service Manager. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 29 Apr 2013).
NFLC Language Consultant Opportunities
NFLC Language Consultant Opportunities
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English.
NFLC is currently looking for individuals with native or near-native proficiency in the following languages:
· Greek
· Italian
· Levantine Arabic
· Polish
· Urdu
· Vietnamese
· Western Punjabi
Minimum Requirements:
Native or near-native proficiency in the target language
English proficiency
Knowledge of ILR scale of language proficiency
Translation experience
Multiple choice and constructed response test item development experience
Ability to conduct Internet research and submit Word documents and/or audio files
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot umd dot edu. Submit your current resume or CV with your language in the subject line. Thank you!
[ILR-INFO] Jobs: Language Consultants, National Foreign Language Center (UNCLASSIFIED). ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 30 Apr 2013).
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English.
NFLC is currently looking for individuals with native or near-native proficiency in the following languages:
· Greek
· Italian
· Levantine Arabic
· Polish
· Urdu
· Vietnamese
· Western Punjabi
Minimum Requirements:
Native or near-native proficiency in the target language
English proficiency
Knowledge of ILR scale of language proficiency
Translation experience
Multiple choice and constructed response test item development experience
Ability to conduct Internet research and submit Word documents and/or audio files
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot umd dot edu. Submit your current resume or CV with your language in the subject line. Thank you!
[ILR-INFO] Jobs: Language Consultants, National Foreign Language Center (UNCLASSIFIED). ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 30 Apr 2013).
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