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Title: French Summer School
Body: The Collège Saint-Charles-Garnier (Québec, Canada) is a private educational institution for boys and girls. It was founded by the Jesuits in 1635 so it has had a strong traditional educational recognition for the last 350 years. The educational project and other services offered express a vision which is turned toward the future and the world while being nourished with profound roots . Students must be between 14 to 17 years old with: * Excellent academic record * Photocopy of last years academic records and letter of recommendation from the principal of your school * Sufficient knowledge of French or one 5 week French Summer Program session in Québec city * International student must have a student visa from the Goverment of Canada and the Certificat d'acceptation du Québec only if they come for more than 6 months. Registration deadline July 15th of each year for the year or fall semester. Collège Saint-Charles-Garnier/ Programmes internationaux 1150, boul. René-Lévesque Ouest Québec (Québec) Canada G1S 1V7 Tél. : 418-681-0107, poste 305 Téléc. : 418-681-0118 Ateliers@collegegarnier.qc.ca
Source: The Collège Saint-Charles-Garnier (Québec, Canada)
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Title: French Summer School
Body: The Collège Saint-Charles-Garnier (Québec, Canada) is a private educational institution for boys and girls. It was founded by the Jesuits in 1635 so it has had a strong traditional educational recognition for the last 350 years. The educational project and other services offered express a vision which is turned toward the future and the world while being nourished with profound roots . Students must be between 14 to 17 years old with: * Excellent academic record * Photocopy of last years academic records and letter of recommendation from the principal of your school * Sufficient knowledge of French or one 5 week French Summer Program session in Québec city * International student must have a student visa from the Goverment of Canada and the Certificat d'acceptation du Québec only if they come for more than 6 months. Registration deadline July 15th of each year for the year or fall semester. Collège Saint-Charles-Garnier/ Programmes internationaux 1150, boul. René-Lévesque Ouest Québec (Québec) Canada G1S 1V7 Tél. : 418-681-0107, poste 305 Téléc. : 418-681-0118 Ateliers@collegegarnier.qc.ca
Source: The Collège Saint-Charles-Garnier (Québec, Canada)
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117
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Title: French Summer Program
Body: Collège Saint-Charles-Garnier / International Programs The programme En français à Québec! Is intended for a non-francophone clientele aged between 14 and 18 years old. In order to be happy all together for 5 weeks , each participant must use the following recipe: communication, smile, and passion! Communicate with respect to the individual and cultural differences, take part into the events in a positive way and most of all, be passionate to progress among the group, IN FRENCH! Please contact: Collège Saint-Charles-Garnier / International Programs 1150, boul. René-Lévesque Ouest Québec (Québec) Canada G1S 1V7 Tél. : 418-681-0107, poste 305 Téléc. : 418-681-0118 Ateliers@collegegarnier.qc.ca
Source: Collège Saint-Charles-Garnier / International Programs
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Title: French Summer Program
Body: Collège Saint-Charles-Garnier / International Programs The programme En français à Québec! Is intended for a non-francophone clientele aged between 14 and 18 years old. In order to be happy all together for 5 weeks , each participant must use the following recipe: communication, smile, and passion! Communicate with respect to the individual and cultural differences, take part into the events in a positive way and most of all, be passionate to progress among the group, IN FRENCH! Please contact: Collège Saint-Charles-Garnier / International Programs 1150, boul. René-Lévesque Ouest Québec (Québec) Canada G1S 1V7 Tél. : 418-681-0107, poste 305 Téléc. : 418-681-0118 Ateliers@collegegarnier.qc.ca
Source: Collège Saint-Charles-Garnier / International Programs
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118
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Title: French and English as Second Languages Programs, and French Language Courses
Body: The University of Montreals Faculté de léducation permanente offers French as a second language and English as a second language courses to students from all over the world. Its teaching methods are chosen from the best of the avant-garde in the field. Students will find their courses are lively, stimulating and adaptaded to their different needs. Our courses are offered in Montréal, the largest and most exciting French City in North America. Along with the cultural resources you have at home, here you will find French theaters, cinemas, newspapers and television stations. It is an excellent location for those who wish to immerse themselves in a predominantly French-speaking environment. The Université de Montréal has established partnerships with professional associations : American Council for the Teaching of Foreign Languages (ACTFL) American Association of Teachers of French (AATF) New York State Association of Foreign Language Teachers (NYSAFLT) and with large university networks : SUNY (State University of New York), Penn State University, Universidad Nacional Autonoma de Mexico, Instituto Technologico y de Estudios Superiores de Monterrey, Universidad Autonoma Metropolitana. Pleae contact: Telephone : (514) 343-6090 Fax : (514) 343-5984 infolang@fep.umontreal.ca
Source: Université de Montréal
Inputdate: 2003-05-06 13:43:00
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Title: French and English as Second Languages Programs, and French Language Courses
Body: The University of Montreals Faculté de léducation permanente offers French as a second language and English as a second language courses to students from all over the world. Its teaching methods are chosen from the best of the avant-garde in the field. Students will find their courses are lively, stimulating and adaptaded to their different needs. Our courses are offered in Montréal, the largest and most exciting French City in North America. Along with the cultural resources you have at home, here you will find French theaters, cinemas, newspapers and television stations. It is an excellent location for those who wish to immerse themselves in a predominantly French-speaking environment. The Université de Montréal has established partnerships with professional associations : American Council for the Teaching of Foreign Languages (ACTFL) American Association of Teachers of French (AATF) New York State Association of Foreign Language Teachers (NYSAFLT) and with large university networks : SUNY (State University of New York), Penn State University, Universidad Nacional Autonoma de Mexico, Instituto Technologico y de Estudios Superiores de Monterrey, Universidad Autonoma Metropolitana. Pleae contact: Telephone : (514) 343-6090 Fax : (514) 343-5984 infolang@fep.umontreal.ca
Source: Université de Montréal
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119
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Title: French Programs
Body: Université Laval, whose experience in teaching French goes as far back as 1937, is situated in beautiful Quebec City at the crossroads of the French-speaking global community. It offers you the best of both worlds : European charm and North American efficiency. Its campus is home to 37,000 students, including some 2,000 Canadian and foreign students registering annually in French as a Foreign or Second Language. The emphasis at the École des langues vivantes is on quality teaching with a focus on authenticity. Modern teaching methods prepare you for internationally recognized tests such as the Oral Proficiency Interview-Certificate of the American Council on the Teaching of Foreign Languages (ACTFL)* and the Test de français international (TFI). In class, stress in placed on real communicative situations, thus encouraging the use of French outside the classroom. Summer 2003 1st Term : From May 12 to June 13 2nd Term : From July 7 to August 8 Students are placed in one of the 10 levels listed below based on results obtained on the compulsory placement test given on the first day of the term: * elementary A, B, C, * intermediate A, B, C * advanced A, B, C * superior. Autumn 2003 From August 27 to December 12 Winter 2004 From January 7 to April 23 Students are placed in one of the 8 levels listed below based on results obtained on the compulsory placement test given on the first day of the session: * elementary 1, 2, * intermediate 1, 2, 3 * advanced 1, 2, 3 For each of the levels, students are required to attend eighteen hours of class a week and complete assignments in the language laboratory, at home and in the French community. For more information, please contact: Ecole des Langues Vivantes Pavillon Charles-De Koninck (2301) Université Laval Québec, CANADA G1K 7P4 Téléphone / Phone / Teléfono (418) 656-2321 Télécopieur / Fax (418) 656-7018 Internet ELV@ELV.ULAVAL.CA
Source: Ecole des Langues Vivantes, Quebec CA
Inputdate: 2003-05-06 13:56:00
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Title: French Programs
Body: Université Laval, whose experience in teaching French goes as far back as 1937, is situated in beautiful Quebec City at the crossroads of the French-speaking global community. It offers you the best of both worlds : European charm and North American efficiency. Its campus is home to 37,000 students, including some 2,000 Canadian and foreign students registering annually in French as a Foreign or Second Language. The emphasis at the École des langues vivantes is on quality teaching with a focus on authenticity. Modern teaching methods prepare you for internationally recognized tests such as the Oral Proficiency Interview-Certificate of the American Council on the Teaching of Foreign Languages (ACTFL)* and the Test de français international (TFI). In class, stress in placed on real communicative situations, thus encouraging the use of French outside the classroom. Summer 2003 1st Term : From May 12 to June 13 2nd Term : From July 7 to August 8 Students are placed in one of the 10 levels listed below based on results obtained on the compulsory placement test given on the first day of the term: * elementary A, B, C, * intermediate A, B, C * advanced A, B, C * superior. Autumn 2003 From August 27 to December 12 Winter 2004 From January 7 to April 23 Students are placed in one of the 8 levels listed below based on results obtained on the compulsory placement test given on the first day of the session: * elementary 1, 2, * intermediate 1, 2, 3 * advanced 1, 2, 3 For each of the levels, students are required to attend eighteen hours of class a week and complete assignments in the language laboratory, at home and in the French community. For more information, please contact: Ecole des Langues Vivantes Pavillon Charles-De Koninck (2301) Université Laval Québec, CANADA G1K 7P4 Téléphone / Phone / Teléfono (418) 656-2321 Télécopieur / Fax (418) 656-7018 Internet ELV@ELV.ULAVAL.CA
Source: Ecole des Langues Vivantes, Quebec CA
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Title: Konaway Nika Tillicum, Native American Youth Academy
Body: NOW ACCEPTING APPLICATIONS for students who have completed grades 5-10 Konaway Nika Tillicum, which means "All My Relations" in Chinook Trade Jargon, is an academic camp offering a broad range of classes, lectures, cultural experiences and recreational activities for Native American students who have completed grades 5 through 10. Students selected for the seven-day residential camp on the Southern Oregon University campus in Ashland will interact with other Native American students from throughout Oregon while being challenged by creative, imaginative instructors and activities. Students will spend time with tribal elders and tribal leaders during classes, lectures, presentations and other mentoring situations. For more information on Konaway Nika Tillicum please contact: David West Director, Native American Studies Southern Oregon University 541-552-6751 dwest@sou.edu Brent Florendo Co-Director, Native American Studies Southern Oregon University 541-552-8580 florendb@sou.edu
Source: Southern Oregon University
Inputdate: 2003-05-12 12:54:00
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Title: Konaway Nika Tillicum, Native American Youth Academy
Body: NOW ACCEPTING APPLICATIONS for students who have completed grades 5-10 Konaway Nika Tillicum, which means "All My Relations" in Chinook Trade Jargon, is an academic camp offering a broad range of classes, lectures, cultural experiences and recreational activities for Native American students who have completed grades 5 through 10. Students selected for the seven-day residential camp on the Southern Oregon University campus in Ashland will interact with other Native American students from throughout Oregon while being challenged by creative, imaginative instructors and activities. Students will spend time with tribal elders and tribal leaders during classes, lectures, presentations and other mentoring situations. For more information on Konaway Nika Tillicum please contact: David West Director, Native American Studies Southern Oregon University 541-552-6751 dwest@sou.edu Brent Florendo Co-Director, Native American Studies Southern Oregon University 541-552-8580 florendb@sou.edu
Source: Southern Oregon University
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Title: The Spring 2003, Volume 27, Number 1, Bilingual Research Journal Online
Body: Bilingual Research Journal The Spring 2003, Volume 27, Number 1, Bilingual Research Journal Online has been posted and is now available online at: http://brj.asu.edu/ Posted articles include: * Bilingual Education in the United States: Historical Development and Current Issues * High-Stakes Testing, Latinos, and English Language Learners: Lessons from Colorado * The Undocumented: Educating the Children of Migrant Workers in America * Listening, Remembering, and Speaking in Two Languages: How Did You Do That? * Connecting with Latino Children: Bridging Cultural Gaps with Children's Literature * An Investigation of Collaboration Among School Professionals in Serving Culturally and Linguistically Diverse Students with Exceptionalities * Attrition of Hmong Students in Teacher Education Programs Research in Practice * Libros bilingües, traducciones desparpajadas y traducciones pobres: libros en español publicados en los Estados Unidos Book Review * A Place to Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling ---
Source: http://brj.asu.edu/
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Title: The Spring 2003, Volume 27, Number 1, Bilingual Research Journal Online
Body: Bilingual Research Journal The Spring 2003, Volume 27, Number 1, Bilingual Research Journal Online has been posted and is now available online at: http://brj.asu.edu/ Posted articles include: * Bilingual Education in the United States: Historical Development and Current Issues * High-Stakes Testing, Latinos, and English Language Learners: Lessons from Colorado * The Undocumented: Educating the Children of Migrant Workers in America * Listening, Remembering, and Speaking in Two Languages: How Did You Do That? * Connecting with Latino Children: Bridging Cultural Gaps with Children's Literature * An Investigation of Collaboration Among School Professionals in Serving Culturally and Linguistically Diverse Students with Exceptionalities * Attrition of Hmong Students in Teacher Education Programs Research in Practice * Libros bilingües, traducciones desparpajadas y traducciones pobres: libros en español publicados en los Estados Unidos Book Review * A Place to Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling ---
Source: http://brj.asu.edu/
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122
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Title: CONSTRUCTING A LANGUAGE: A USAGE-BASED THEORY OF LANGUAGE ACQUISITION
Body: CONSTRUCTING A LANGUAGE: A USAGE-BASED THEORY OF LANGUAGE ACQUISITION Harvard University Press Michael Tomasello ***************************** CHAPTER 1: USAGE-BASED LINGUISTICS CHAPTER 2: ORIGINS OF LANGUAGE 2.1. Phylogenetic Origins 2.2. Ontogenetic Origins 2.3. Childrens First Utterances 2.4. Summary CHAPTER 3: WORDS 3.1. Early Words and their Uses 3.2. Processes of Word Learning 3.3. Theories of Word Learning 3.4. Summary CHAPTER 4: EARLY SYNTACTIC CONSTRUCTIONS 4.1. The Nature of Constructions 4.2. Early Constructional Islands 4.3. Marking Syntactic Roles 4.4. Summary CHAPTER 5: ABSTRACT SYNTACTIC CONSTRUCTIONS 5.1. Abstract Constructions 5.2. Constructing Constructions 5.3. Constraining Constructions 5.4. Theories of Syntactic Development 5.5. Summary CHAPTER 6: NOMINAL AND CLAUSAL CONSTRUCTIONS 6.1. Reference and Nominals 6.2. Predication and Clauses 6.3. Learning Morphology 6.4. Summary CHAPTER 7: COMPLEX CONSTRUCTIONS AND DISCOURSE 7.1. Complex Constructions 7.2. Conversation and Narrative 7.3. Summary CHAPTER 8: BIOLOGICAL, CULTURAL, AND ONTOGENETIC PROCESSES 8. 1. Dual Inheritance 8.2. Psycholinguistic Processes of Acquisition 8.3. Psycholinguistic Processes of Production 8.4. The Development of Linguistic Representation 8.5. Summary CHAPTER 9: TOWARDS A PSYCHOLOGY OF LANGUAGE ACQUISITION
Source: Michael Tomasello
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Title: CONSTRUCTING A LANGUAGE: A USAGE-BASED THEORY OF LANGUAGE ACQUISITION
Body: CONSTRUCTING A LANGUAGE: A USAGE-BASED THEORY OF LANGUAGE ACQUISITION Harvard University Press Michael Tomasello ***************************** CHAPTER 1: USAGE-BASED LINGUISTICS CHAPTER 2: ORIGINS OF LANGUAGE 2.1. Phylogenetic Origins 2.2. Ontogenetic Origins 2.3. Childrens First Utterances 2.4. Summary CHAPTER 3: WORDS 3.1. Early Words and their Uses 3.2. Processes of Word Learning 3.3. Theories of Word Learning 3.4. Summary CHAPTER 4: EARLY SYNTACTIC CONSTRUCTIONS 4.1. The Nature of Constructions 4.2. Early Constructional Islands 4.3. Marking Syntactic Roles 4.4. Summary CHAPTER 5: ABSTRACT SYNTACTIC CONSTRUCTIONS 5.1. Abstract Constructions 5.2. Constructing Constructions 5.3. Constraining Constructions 5.4. Theories of Syntactic Development 5.5. Summary CHAPTER 6: NOMINAL AND CLAUSAL CONSTRUCTIONS 6.1. Reference and Nominals 6.2. Predication and Clauses 6.3. Learning Morphology 6.4. Summary CHAPTER 7: COMPLEX CONSTRUCTIONS AND DISCOURSE 7.1. Complex Constructions 7.2. Conversation and Narrative 7.3. Summary CHAPTER 8: BIOLOGICAL, CULTURAL, AND ONTOGENETIC PROCESSES 8. 1. Dual Inheritance 8.2. Psycholinguistic Processes of Acquisition 8.3. Psycholinguistic Processes of Production 8.4. The Development of Linguistic Representation 8.5. Summary CHAPTER 9: TOWARDS A PSYCHOLOGY OF LANGUAGE ACQUISITION
Source: Michael Tomasello
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Title: National Association for Bilingual Education: A Call for Papers and Presentations
Body: National Association for Bilingual Education NABE Research and Evaluation SIG A Call for Papers and Presentations Albuquerque, February 4-7 2004 SIG Co-chairs: Maria Estela Brisk and Kathy Escamilla Submission deadline: June 15th, 2003 We encourage researchers, recent doctoral graduates, and teacher- researchers to submit proposals. T Y P E S O F P R E S E N T A T I O N S RESEARCH PAPERS (45 Minutes): A description and/or discussion of research relating to the theory or practice of bilingual education and the development of bilingualism. Emphasis is on empirical research or well documented theoretical/practical perspectives. Also acceptable are critical reviews of literature, policy studies, well-documented historical studies, critiques, etc. Both qualitative and quantitative research from all disciplines are acceptable. The abstract should include the main premise of the paper, a summary of supporting evidence,and the conclusion. TEACHER-RESEARCHER PAPERS (45 Minutes): A description of research relating to bilingual education. Empirical or reflective work by teachers in their classrooms. The abstract should include the main premise of the paper, a summary of supporting evidence, and the conclusion. SYMPOSIA (2 Hours): Panel presentations which provide a forum for a group of scholars, teachers, administrators, politicians, or business and government representatives to discuss specific pedagogical, policy, or research issues from a variety of perspectives with alternative solutions presented.. The abstract should include a description of the topic, along with the names, titles, affiliations and specific contributions to the symposium of each of the presenters. 1. PROPOSAL FORM (attached): Submit TWO (2) copies with all items completed and proofread for publication in program. 2. ABSTRACT: Must submit THREE (3) copies of a 300-word abstract of the presentation for review by readers. Abstracts, except those for symposia, should have NO author identification or affiliation either in the title or in the body of the abstract in order to ensure anonymous review. Abstracts should be typed on one 8-1/2" x 11" paper (one side only). All abstracts should define the title or topic of the presentation, objectives, methodology, significance, and other pertinent information. At the top of the page, state the title/ topic of the presentation and the type of session. (Presentations accepted and delivered are eligible for submission to the NABE Journal of Research and Practice) Presentation Proposal Form A. TITLE: ________________________________________________________________________ (limited to 15 words) B. NAME OF PRESENTER ORGANIZATION STATE Member? 1. 2. 3. 4.. *NOTE: LISTING MORE THAN 3 PRESENTERS IS ALLOWED ONLY FOR 2-HOUR SESSIONS **NABE DOES NOT WAIVE REGISTRATION FEES FOR PRESENTERS. AS A CONDITION OF ACCEPTANCE, ALL SESSION PRESENTERS MUST REGISTER FOR THE CONFERENCE. C. DESCRIPTION 50-WORD DESCRIPTION FOR PUBLICATION IN THE PROGRAM: _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ D. PLACE AN X BEFORE THE TYPE OF PRESENTATION SUBMITTED: [ ] RESEARCH PAPER (45 minutes) [ ] SYMPOSIUM (2 hours) E. CONTACT PERSON (Mailing address of presenter to whom all correspondence should be sent): Print telephone number and email where you can be reached during the summer months. First name: _____________________Last name: ___________________________ Affiliation: __________________________________________________________ Street: ________________________________________________________________ City: ______________________________________________
Source: NABE Research and Evaluation SIG
Inputdate: 2003-05-12 13:13:00
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Title: National Association for Bilingual Education: A Call for Papers and Presentations
Body: National Association for Bilingual Education NABE Research and Evaluation SIG A Call for Papers and Presentations Albuquerque, February 4-7 2004 SIG Co-chairs: Maria Estela Brisk and Kathy Escamilla Submission deadline: June 15th, 2003 We encourage researchers, recent doctoral graduates, and teacher- researchers to submit proposals. T Y P E S O F P R E S E N T A T I O N S RESEARCH PAPERS (45 Minutes): A description and/or discussion of research relating to the theory or practice of bilingual education and the development of bilingualism. Emphasis is on empirical research or well documented theoretical/practical perspectives. Also acceptable are critical reviews of literature, policy studies, well-documented historical studies, critiques, etc. Both qualitative and quantitative research from all disciplines are acceptable. The abstract should include the main premise of the paper, a summary of supporting evidence,and the conclusion. TEACHER-RESEARCHER PAPERS (45 Minutes): A description of research relating to bilingual education. Empirical or reflective work by teachers in their classrooms. The abstract should include the main premise of the paper, a summary of supporting evidence, and the conclusion. SYMPOSIA (2 Hours): Panel presentations which provide a forum for a group of scholars, teachers, administrators, politicians, or business and government representatives to discuss specific pedagogical, policy, or research issues from a variety of perspectives with alternative solutions presented.. The abstract should include a description of the topic, along with the names, titles, affiliations and specific contributions to the symposium of each of the presenters. 1. PROPOSAL FORM (attached): Submit TWO (2) copies with all items completed and proofread for publication in program. 2. ABSTRACT: Must submit THREE (3) copies of a 300-word abstract of the presentation for review by readers. Abstracts, except those for symposia, should have NO author identification or affiliation either in the title or in the body of the abstract in order to ensure anonymous review. Abstracts should be typed on one 8-1/2" x 11" paper (one side only). All abstracts should define the title or topic of the presentation, objectives, methodology, significance, and other pertinent information. At the top of the page, state the title/ topic of the presentation and the type of session. (Presentations accepted and delivered are eligible for submission to the NABE Journal of Research and Practice) Presentation Proposal Form A. TITLE: ________________________________________________________________________ (limited to 15 words) B. NAME OF PRESENTER ORGANIZATION STATE Member? 1. 2. 3. 4.. *NOTE: LISTING MORE THAN 3 PRESENTERS IS ALLOWED ONLY FOR 2-HOUR SESSIONS **NABE DOES NOT WAIVE REGISTRATION FEES FOR PRESENTERS. AS A CONDITION OF ACCEPTANCE, ALL SESSION PRESENTERS MUST REGISTER FOR THE CONFERENCE. C. DESCRIPTION 50-WORD DESCRIPTION FOR PUBLICATION IN THE PROGRAM: _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ D. PLACE AN X BEFORE THE TYPE OF PRESENTATION SUBMITTED: [ ] RESEARCH PAPER (45 minutes) [ ] SYMPOSIUM (2 hours) E. CONTACT PERSON (Mailing address of presenter to whom all correspondence should be sent): Print telephone number and email where you can be reached during the summer months. First name: _____________________Last name: ___________________________ Affiliation: __________________________________________________________ Street: ________________________________________________________________ City: ______________________________________________
Source: NABE Research and Evaluation SIG
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Title: Journal of Language, Identity, and Education: Volume 2, Number 2, 2003
Body: Volume 2(2) of the Journal of Language, Identity, and Education has just come out. Table of contents are below. Journal of Language, Identity, and Education Volume 2, Number 2, 2003 ARTICLES Iowa College Students' Attitudes Toward Official English Legislation: An Exploratory Study Deborah M. Herman Tongue-Tied in Singapore: A Language Policy for Tamil? Harold F. Schiffman BOOK REVIEWS Asian-American Education: Historical Background and Current Realities, by Meyer Weinberg and Wayne E. Wright Language Crossings: Negotiating the Self in a Multicultural World, by Karen L. Ogulnick (Ed.) and Tania Ramalho The Skin That We Speak: Thoughts on Language and Culture in the Classroom, by Lisa Delpit and Joanne Kilgour Dowdy (Eds.) Linda E. Lassiter Wayne E. Wright Senior Researcher Language Policy Research Unit Education Policy Studies Laboratory Arizona State University www.language-policy.org
Source: http://www.asu.edu/educ/epsl/lpru.htm
Inputdate: 2003-05-12 13:18:00
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Title: Journal of Language, Identity, and Education: Volume 2, Number 2, 2003
Body: Volume 2(2) of the Journal of Language, Identity, and Education has just come out. Table of contents are below. Journal of Language, Identity, and Education Volume 2, Number 2, 2003 ARTICLES Iowa College Students' Attitudes Toward Official English Legislation: An Exploratory Study Deborah M. Herman Tongue-Tied in Singapore: A Language Policy for Tamil? Harold F. Schiffman BOOK REVIEWS Asian-American Education: Historical Background and Current Realities, by Meyer Weinberg and Wayne E. Wright Language Crossings: Negotiating the Self in a Multicultural World, by Karen L. Ogulnick (Ed.) and Tania Ramalho The Skin That We Speak: Thoughts on Language and Culture in the Classroom, by Lisa Delpit and Joanne Kilgour Dowdy (Eds.) Linda E. Lassiter Wayne E. Wright Senior Researcher Language Policy Research Unit Education Policy Studies Laboratory Arizona State University www.language-policy.org
Source: http://www.asu.edu/educ/epsl/lpru.htm
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Title: "There Are No Shortcuts"
Body: Rafe Esquith "There Are No Shortcuts" Part memoir, and a total call for action, Esquith's book relates how he put in eighteen-hour days TEACHING POVERTY-LEVEL, NON-ENGLISH SPEAKING fifth and sixth graders. His anything-that-works approach includes having them read Twain, perform Shakespeare, play classical guitar and study algebra, plus weekend camping and concerts. Besides spending lunchtimes and recess doing things with his kids, Esquith took on extra jobs and went into debt of seeing his students succeed in college and in life. He has been named Disney's TEACHER OF THE YEAR, received a Parents Magazine award, and has been profiled in People and Time magazines.
Source: Rafe Esquith
Inputdate: 2003-05-12 13:43:00
Lastmodifieddate: 2003-05-12 13:43:00
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Title: "There Are No Shortcuts"
Body: Rafe Esquith "There Are No Shortcuts" Part memoir, and a total call for action, Esquith's book relates how he put in eighteen-hour days TEACHING POVERTY-LEVEL, NON-ENGLISH SPEAKING fifth and sixth graders. His anything-that-works approach includes having them read Twain, perform Shakespeare, play classical guitar and study algebra, plus weekend camping and concerts. Besides spending lunchtimes and recess doing things with his kids, Esquith took on extra jobs and went into debt of seeing his students succeed in college and in life. He has been named Disney's TEACHER OF THE YEAR, received a Parents Magazine award, and has been profiled in People and Time magazines.
Source: Rafe Esquith
Inputdate: 2003-05-12 13:43:00
Lastmodifieddate: 2003-05-12 13:43:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
