From http://carolinatesol.shuttlepod.org
South Carolina Title III/ESOL Professional Development Series
Dr. Janette Klingner
ELLs, SPED, & RTI...oh my!
How do you distinguish language acquisition from learning disabilities?
May 15, 2013
Registration begins at 8:30 am
Workshop is from 9:00 am to 3:30 pm
Brooklyn Baptist Conference Center
1066 Sunset Blvd.,
West Columbia, SC, 29169
TWO Professional Texts & Lunch Buffet Included
Learn more at http://carolinatesol.shuttlepod.org/Default.aspx?pageId=503551&eventId=616976&EventViewMode=EventDetails
April 13, 2013
66th Annual American Classical League Institute
From http://www.aclclassics.org/events/2013-acl-institute
2013 ACL Institute
University of Memphis
Memphis, Tennessee
June 27-29, 2013
Through the annual ACL Institute Summer Workshop, elementary, secondary and college teachers of classical languages and classical culture enjoy professional development, continuing education credits, and camaraderie with other Latin language and Greek language instructors.
Learn more and register at http://www.aclclassics.org/events/2013-acl-institute
2013 ACL Institute
University of Memphis
Memphis, Tennessee
June 27-29, 2013
Through the annual ACL Institute Summer Workshop, elementary, secondary and college teachers of classical languages and classical culture enjoy professional development, continuing education credits, and camaraderie with other Latin language and Greek language instructors.
Learn more and register at http://www.aclclassics.org/events/2013-acl-institute
Lecture: Postmonolingualism and the Polyglot Urge: What It Means and What’s Left Behind
From http://languagemuseum.org/events.html
Amelia C. Murdoch 2013 Speaker Series
Postmonolingualism and the Polyglot Urge: What It Means and What’s Left Behind
Sunday April 21, 2013 - 2-4 pm - Presented by Michael Erard, Ph.D.
Sometimes it seems that learning another language -- and sometimes several languages -- is growing more visible, if not actually becoming more popular as a pursuit. In his book about hyperpolyglots, Babel No More, Dr. Erard explored the neuroscience behind language learning talent and language accumulation. In this talk, he explores the culture and politics that shapes the urge to change one's brain, one's self, and one's status in the world through learning foreign languages even when one isn't part of a local multilingual community.
For more details and to register go to http://languagemuseum.org/events.html
Amelia C. Murdoch 2013 Speaker Series
Postmonolingualism and the Polyglot Urge: What It Means and What’s Left Behind
Sunday April 21, 2013 - 2-4 pm - Presented by Michael Erard, Ph.D.
Sometimes it seems that learning another language -- and sometimes several languages -- is growing more visible, if not actually becoming more popular as a pursuit. In his book about hyperpolyglots, Babel No More, Dr. Erard explored the neuroscience behind language learning talent and language accumulation. In this talk, he explores the culture and politics that shapes the urge to change one's brain, one's self, and one's status in the world through learning foreign languages even when one isn't part of a local multilingual community.
For more details and to register go to http://languagemuseum.org/events.html
Call for Proposals: 12th Symposium on Second Language Writing
From http://sslw.asu.edu/2013
The 12th Symposium on Second Language Writing
L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices
October 17-21, 2013
Shandong University, Jinan, China
The Symposium on Second Language Writing is an international conference that brings together teachers and researchers who work with second and foreign language writers to discuss important issues in the field. The Symposium began in 1998 at Purdue University as a way to facilitate the advancement of knowledge on second language writing and to build a sense of community among those who are involved in second language writing research and instruction.
This year’s local hosts will be the Shandong University School of Foreign Languages and Literatures and the National Association of EFL Writing Teaching and Research of China.
The theme for the 2013 Symposium, L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices, will be addressed in plenary sessions by L2 writing scholars who will each focus on the state of second language writing studies in their own country or region.
Proposals for presentations on any topic related to second language writing theory, research, or teaching are welcome. Proposals will be accepted until June 1, 2013.
For more information go to http://sslw.asu.edu/2013
View the full call for proposals at http://sslw.asu.edu/2013/proposal.html
The 12th Symposium on Second Language Writing
L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices
October 17-21, 2013
Shandong University, Jinan, China
The Symposium on Second Language Writing is an international conference that brings together teachers and researchers who work with second and foreign language writers to discuss important issues in the field. The Symposium began in 1998 at Purdue University as a way to facilitate the advancement of knowledge on second language writing and to build a sense of community among those who are involved in second language writing research and instruction.
This year’s local hosts will be the Shandong University School of Foreign Languages and Literatures and the National Association of EFL Writing Teaching and Research of China.
The theme for the 2013 Symposium, L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices, will be addressed in plenary sessions by L2 writing scholars who will each focus on the state of second language writing studies in their own country or region.
Proposals for presentations on any topic related to second language writing theory, research, or teaching are welcome. Proposals will be accepted until June 1, 2013.
For more information go to http://sslw.asu.edu/2013
View the full call for proposals at http://sslw.asu.edu/2013/proposal.html
Call for Papers: Technology for Second Language Learning
From https://docs.google.com/forms/d/17pTY5v1loag2cARmNVvwE6N8GXOu9VhCfmwA1Vxuty8/viewform
TECHNOLOGY FOR SECOND LANGUAGE LEARNING (TSLL) 11TH ANNUAL CONFERENCE
Technology and Teaching Writing for Academic Disciplines
Iowa State University
October 18-19, 2013
Proposals are invited for papers and posters on current practices, challenges, and research directions in computer-assisted teaching of disciplinary writing.
PROPOSAL DEADLINE: June 5, 2013
View the full call for proposals and submit one at https://docs.google.com/forms/d/17pTY5v1loag2cARmNVvwE6N8GXOu9VhCfmwA1Vxuty8/viewform
TECHNOLOGY FOR SECOND LANGUAGE LEARNING (TSLL) 11TH ANNUAL CONFERENCE
Technology and Teaching Writing for Academic Disciplines
Iowa State University
October 18-19, 2013
Proposals are invited for papers and posters on current practices, challenges, and research directions in computer-assisted teaching of disciplinary writing.
PROPOSAL DEADLINE: June 5, 2013
View the full call for proposals and submit one at https://docs.google.com/forms/d/17pTY5v1loag2cARmNVvwE6N8GXOu9VhCfmwA1Vxuty8/viewform
March/April 2013 Issue of NCLRC Language Resource Newsletter
The March/April 2013 issue of the National Capital Language Resource Center’s newsletter is now available online at http://www.nclrc.org/newsletter.html
Here is NCLRC’s description of this month’s content:
Twenty-first Century Skills is a phrase mentioned in many of our articles this month. Among those skills are a variety of abilities and performances we ask ourselves and our students to use proficiently. Our authors address these skills in a variety of ways, including using podcasts and other e-resources for improving listening, writing for reading, electronically adding the arts to STEM, aligning foreign languages with the Common Core, using digital learning sites to hone skills, and using e-portfolios to keep track of it all. It all comes down to keeping ourselves and our students current with the fast-changing nature of the world, helping to prepare them to manage the future in positive ways, giving them the skills to think creatively, critically, collaboratively and innovatively while keeping up with the technology that has become a huge part of our personal and professional lives. Spring is a time of change, renewal, and rebirth; let’s use this issue as inspiration for ourselves.
Access the latest issue at http://www.nclrc.org/newsletter.html
Sign up to receive the newsletter by e-mail at http://www.nclrc.org/signupform.html
Here is NCLRC’s description of this month’s content:
Twenty-first Century Skills is a phrase mentioned in many of our articles this month. Among those skills are a variety of abilities and performances we ask ourselves and our students to use proficiently. Our authors address these skills in a variety of ways, including using podcasts and other e-resources for improving listening, writing for reading, electronically adding the arts to STEM, aligning foreign languages with the Common Core, using digital learning sites to hone skills, and using e-portfolios to keep track of it all. It all comes down to keeping ourselves and our students current with the fast-changing nature of the world, helping to prepare them to manage the future in positive ways, giving them the skills to think creatively, critically, collaboratively and innovatively while keeping up with the technology that has become a huge part of our personal and professional lives. Spring is a time of change, renewal, and rebirth; let’s use this issue as inspiration for ourselves.
Access the latest issue at http://www.nclrc.org/newsletter.html
Sign up to receive the newsletter by e-mail at http://www.nclrc.org/signupform.html
Book: Communities of Practice
From http://www.uapress.arizona.edu/Books/bid2413.htm
Communities of Practice: An Alaskan Native Model for Language Teaching and Learning
Edited by Patrick E. Marlow and Sabine Siekmann
Published by the University of Arizona Press
Educators, scholars, and community activists recognize that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalization involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers.
In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup’ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism.
In Communities of Practice contributors show how the SLATE program was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research.
Visit the publisher’s website at http://www.uapress.arizona.edu/Books/bid2413.htm
Communities of Practice: An Alaskan Native Model for Language Teaching and Learning
Edited by Patrick E. Marlow and Sabine Siekmann
Published by the University of Arizona Press
Educators, scholars, and community activists recognize that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalization involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers.
In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup’ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism.
In Communities of Practice contributors show how the SLATE program was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research.
Visit the publisher’s website at http://www.uapress.arizona.edu/Books/bid2413.htm
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