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Contentid:
10674
Content Type: 1
Title: Publication: Succeeding With English Language Learners: Lessons Learned from the Great City Schools
Body: Over the years, researchers and commentators of all sorts have devoted considerable attention to strategies and approaches for educating English Language Learners (ELLs), but little research has actually been done on how school districts have succeeded or failed with these students. This study takes a different direction by asking a series of new questions: Are some school districts making progress in teaching ELLs? If so, what are these districts doing that others are not? Download the report from http://www.cgcs.org/publications/ELL_Report09.pdf
Source: BILING
Inputdate: 2010-01-25 12:18:08
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Title: Publication: Succeeding With English Language Learners: Lessons Learned from the Great City Schools
Body: Over the years, researchers and commentators of all sorts have devoted considerable attention to strategies and approaches for educating English Language Learners (ELLs), but little research has actually been done on how school districts have succeeded or failed with these students. This study takes a different direction by asking a series of new questions: Are some school districts making progress in teaching ELLs? If so, what are these districts doing that others are not? Download the report from http://www.cgcs.org/publications/ELL_Report09.pdf
Source: BILING
Inputdate: 2010-01-25 12:18:08
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10675
Content Type: 1
Title: World News for Kids
Body: From http://www.englishraven.com/wnk_teachers.html World News for Kids! is a simple but dynamic teaching and learning resource for learners in the 9-15 range. The basic idea is a range of carefully leveled current news articles presented online, geared toward the interests and subject-based needs of students in these age brackets. World News for Kids! presents 4 news articles each week, one for each of four levels. There is also a "News Extra" article accompanying each news story, which expands, adds to, or in some way enhances the topical content of the original article. Generally speaking, the levels are designed to match up with grade levels in the following way: Lvl 1 (Dove) - Elementary/Primary grades 3-4 Lvl 2 (Owl) - Elementary/Primary grades 4-5 Lvl 3 (Eagle) - Grades 5-7 Lvl 4 (Albatross) - Grades 6-8 The language used in the articles is especially appropriate for English as a Second or Foreign Language learners, and also first language learners who may be struggling with essential literacy skills and/or general academic motivation. Access World News for Kids! at http://www.englishraven.com/wnk.html
Source: English Raven
Inputdate: 2010-01-25 12:18:41
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Title: World News for Kids
Body: From http://www.englishraven.com/wnk_teachers.html World News for Kids! is a simple but dynamic teaching and learning resource for learners in the 9-15 range. The basic idea is a range of carefully leveled current news articles presented online, geared toward the interests and subject-based needs of students in these age brackets. World News for Kids! presents 4 news articles each week, one for each of four levels. There is also a "News Extra" article accompanying each news story, which expands, adds to, or in some way enhances the topical content of the original article. Generally speaking, the levels are designed to match up with grade levels in the following way: Lvl 1 (Dove) - Elementary/Primary grades 3-4 Lvl 2 (Owl) - Elementary/Primary grades 4-5 Lvl 3 (Eagle) - Grades 5-7 Lvl 4 (Albatross) - Grades 6-8 The language used in the articles is especially appropriate for English as a Second or Foreign Language learners, and also first language learners who may be struggling with essential literacy skills and/or general academic motivation. Access World News for Kids! at http://www.englishraven.com/wnk.html
Source: English Raven
Inputdate: 2010-01-25 12:18:41
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10676
Content Type: 1
Title: Listening/Reading Activity: Ratz Fatz
Body: An AATG-L subscriber recently suggested the following activity: I made up a lesson based on a HABA game I have for my granddaughter. (Ratz Fatz) in that version you tell stories and they pick up little wooden pieces as they hear a word. There are other variants and I recommend the game a lot - but I have to make up my own stories, as theirs are in German. I wrote a story and made small cards for 20 of the nouns in the story. The unit they are in is house/furniture and I included some words from a previous chapter. Beginning of hour - kids quickly cut out the slips. One set per partnership. They arrange them in a 4x5 grid at the top of their shared table. I read a story I wrote for the slips. As they hear a picture word they pick it up and put it unprotected in front of them. If that word is used again they can put their hand on it, if they don't or are slow their partner can steal it. Person with most cards at end wins. They really loved this game and it didn't get as rowdy as I feared. They really listened well. I did the game twice (they had two separate partners) Then they read the story back and forth and looked for cognates that helped them understand. LaTurner, G. [AATG-L] Ratz Fatz. American Association of German Teachers listserv (AATG@LISTSERV.IUPUI.EDU, 11 Jan 2010).
Source: AATG-L
Inputdate: 2010-01-25 12:19:14
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Title: Listening/Reading Activity: Ratz Fatz
Body: An AATG-L subscriber recently suggested the following activity: I made up a lesson based on a HABA game I have for my granddaughter. (Ratz Fatz) in that version you tell stories and they pick up little wooden pieces as they hear a word. There are other variants and I recommend the game a lot - but I have to make up my own stories, as theirs are in German. I wrote a story and made small cards for 20 of the nouns in the story. The unit they are in is house/furniture and I included some words from a previous chapter. Beginning of hour - kids quickly cut out the slips. One set per partnership. They arrange them in a 4x5 grid at the top of their shared table. I read a story I wrote for the slips. As they hear a picture word they pick it up and put it unprotected in front of them. If that word is used again they can put their hand on it, if they don't or are slow their partner can steal it. Person with most cards at end wins. They really loved this game and it didn't get as rowdy as I feared. They really listened well. I did the game twice (they had two separate partners) Then they read the story back and forth and looked for cognates that helped them understand. LaTurner, G. [AATG-L] Ratz Fatz. American Association of German Teachers listserv (AATG@LISTSERV.IUPUI.EDU, 11 Jan 2010).
Source: AATG-L
Inputdate: 2010-01-25 12:19:14
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10677
Content Type: 1
Title: NCLRC January 2010 Newsletter
Body: From http://www.nclrc.org/newsletter.html This month's newsletter continues NCLRC’s exploration of the Millennials in our classrooms by focusing on how to use technology in the world language classroom to enhance instruction! The feature article is Digital Technologies: Friend or Foe for the World Language Teacher. The discussion continues in the Critical Languages section with an article on the development and implementation of teaching Arabic online. The Teacher's Diary reflects on professional development and how educators of the same language don't always see eye to eye. YANA welcomes the New Year by challenging teachers to implement Five Resolutions in their classroom this semester. Access the newsletter online at http://www.nclrc.org/newsletter.html
Source: NCLRC
Inputdate: 2010-01-25 12:19:42
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Title: NCLRC January 2010 Newsletter
Body: From http://www.nclrc.org/newsletter.html This month's newsletter continues NCLRC’s exploration of the Millennials in our classrooms by focusing on how to use technology in the world language classroom to enhance instruction! The feature article is Digital Technologies: Friend or Foe for the World Language Teacher. The discussion continues in the Critical Languages section with an article on the development and implementation of teaching Arabic online. The Teacher's Diary reflects on professional development and how educators of the same language don't always see eye to eye. YANA welcomes the New Year by challenging teachers to implement Five Resolutions in their classroom this semester. Access the newsletter online at http://www.nclrc.org/newsletter.html
Source: NCLRC
Inputdate: 2010-01-25 12:19:42
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Contentid:
10678
Content Type: 1
Title: ThinkQuest: International Educational Projects and Competitions
Body: Think Quest is an educational website sponsored by Oracle, that allows teachers to involve their students in a positive learning environment, in the classroom or at home. The free enrollment of the school allows the students to enjoy competitions, research information for project topics from students all over the world for their own projects, through the Think Quest library. The user friendly tool enables students to browse by grade level or country. The areas include creative writing and an interactive discussion about projects. Students of all nationalities communicate and learn together. The School Portal allows communications between teachers and students in their school for discussions, as well as organizing school projects. Read more: http://www.brighthub.com/education/k-12/reviews/25544.aspx#ixzz0co5cGMbX Visit the ThinkQuest website at http://www.thinkquest.org/en
Source: Various
Inputdate: 2010-01-25 12:20:28
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Publishdate: 2010-01-25 00:00:00
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Title: ThinkQuest: International Educational Projects and Competitions
Body: Think Quest is an educational website sponsored by Oracle, that allows teachers to involve their students in a positive learning environment, in the classroom or at home. The free enrollment of the school allows the students to enjoy competitions, research information for project topics from students all over the world for their own projects, through the Think Quest library. The user friendly tool enables students to browse by grade level or country. The areas include creative writing and an interactive discussion about projects. Students of all nationalities communicate and learn together. The School Portal allows communications between teachers and students in their school for discussions, as well as organizing school projects. Read more: http://www.brighthub.com/education/k-12/reviews/25544.aspx#ixzz0co5cGMbX Visit the ThinkQuest website at http://www.thinkquest.org/en
Source: Various
Inputdate: 2010-01-25 12:20:28
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Contentid:
10679
Content Type: 1
Title: Book: Neurolinguistic and Psycholinguistic Perspectives on SLA
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847692412 Neurolinguistic and Psycholinguistic Perspectives on SLA Edited by Janusz Arabski and Adam Wojtaszek Published by Multilingual Matters Summary: This book is a collection of twelve chapters, reporting on research results and presenting theoretical insights into the processes of language acquisition. It is divided into two major sections: the first part demonstrates the ways in which the latest developments in non-invasive techniques of brain monitoring allow researchers to test hypothesis related to biological foundations of language acquisition, including also accounts of emotional factors, limbic communication and evidence from language disorders. The second part offers psycholinguistic modeling of a number of components of second language competence, such as the acquisition of reading and writing, handling of foreign language vocabulary and the nature of bi- and multilingualism. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847692412
Source: Multilingual Matters
Inputdate: 2010-01-31 08:41:23
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Publishdate: 2010-02-01 00:00:00
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Title: Book: Neurolinguistic and Psycholinguistic Perspectives on SLA
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847692412 Neurolinguistic and Psycholinguistic Perspectives on SLA Edited by Janusz Arabski and Adam Wojtaszek Published by Multilingual Matters Summary: This book is a collection of twelve chapters, reporting on research results and presenting theoretical insights into the processes of language acquisition. It is divided into two major sections: the first part demonstrates the ways in which the latest developments in non-invasive techniques of brain monitoring allow researchers to test hypothesis related to biological foundations of language acquisition, including also accounts of emotional factors, limbic communication and evidence from language disorders. The second part offers psycholinguistic modeling of a number of components of second language competence, such as the acquisition of reading and writing, handling of foreign language vocabulary and the nature of bi- and multilingualism. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847692412
Source: Multilingual Matters
Inputdate: 2010-01-31 08:41:23
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Contentid:
10680
Content Type: 1
Title: Book: The Acquisition of French
Body: From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2051 The Acquisition of French: The development of inflectional morphology and syntax in L1 acquisition, bilingualism, and L2 acquisition by Philippe Prévost Published by John Benjamins Publishing Company Summary: This book presents a thorough description of morphosyntactic knowledge developed by learners of French in four different learning situations — first language (L1) acquisition, second (L2) language acquisition, bilingualism, and acquisition by children with Specific Language Impairment — within the theoretical framework of generative grammar. This approach allows for multiple comparisons across acquisition contexts, which provides the reader with invaluable insights into the nature of the acquisition process. Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2051
Source: John Benjamins Publishing Company
Inputdate: 2010-01-31 08:41:59
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Title: Book: The Acquisition of French
Body: From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2051 The Acquisition of French: The development of inflectional morphology and syntax in L1 acquisition, bilingualism, and L2 acquisition by Philippe Prévost Published by John Benjamins Publishing Company Summary: This book presents a thorough description of morphosyntactic knowledge developed by learners of French in four different learning situations — first language (L1) acquisition, second (L2) language acquisition, bilingualism, and acquisition by children with Specific Language Impairment — within the theoretical framework of generative grammar. This approach allows for multiple comparisons across acquisition contexts, which provides the reader with invaluable insights into the nature of the acquisition process. Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2051
Source: John Benjamins Publishing Company
Inputdate: 2010-01-31 08:41:59
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Contentid:
10681
Content Type: 1
Title: Call for Articles: MultiLingual Magazine
Body: MultiLingual, a magazine for website globalization, international software development and language technology, is looking for 2010 articles. If you’re interested in writing for them, take a look at the topics they have planned: Project Management (April/May cover) Language Technology Getting Started Guide Editorial due February 12, 2010 Education and E-learning (June cover) Editorial due March 1, 2010 Case Studies (July/August cover) (note: vendors should not write their own case studies) Editorial due April 8, 2010 North America (September cover) Editorial due May 20, 2010 Visual Media (October/November cover) Translation Getting Started Guide Editorial due July 1, 2010 Ethics (December cover) Editorial due August 12, 2010 Multilingual typically publishes 3-5 focus pieces per issue. The target reader for a focus article would be someone interested in the localization/global business industry, such as a translator, project manager, educator or student. In addition, twice a year they publish Getting Started Guides. The target reader for the guides would be someone familiar but not well-versed in the topic. The tone of each article should be informative, relevant, concrete and accessible and final length should be between 1,800 and 3,500 words. Multilingual doesn’t accept proposals or articles that might be considered advertorial in nature. See www.multilingual.com/editorialWriter for further information. It’s typically best to send a query first, unless you already have a previously-unpublished, finished article in hand. Due dates are for your first final draft, and queries should include: 1. Which issue the article is meant for 2. Your own specific idea or theme within this, preferably one that does not directly overlap with previous MultiLingual articles Send queries and questions to katie@multilingual.com Botkin, K. FW: "MultiLingual" seeks articles for 2010. CALICO’s CALL Discussion List (CALICO-L@LISTSERV.CALICO.ORG, 21 Jan 2010).
Source: CALICO’s CALL Discussion List
Inputdate: 2010-01-31 08:42:37
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Expdate: 2011-01-01 00:00:00
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Content Type: 1
Title: Call for Articles: MultiLingual Magazine
Body: MultiLingual, a magazine for website globalization, international software development and language technology, is looking for 2010 articles. If you’re interested in writing for them, take a look at the topics they have planned: Project Management (April/May cover) Language Technology Getting Started Guide Editorial due February 12, 2010 Education and E-learning (June cover) Editorial due March 1, 2010 Case Studies (July/August cover) (note: vendors should not write their own case studies) Editorial due April 8, 2010 North America (September cover) Editorial due May 20, 2010 Visual Media (October/November cover) Translation Getting Started Guide Editorial due July 1, 2010 Ethics (December cover) Editorial due August 12, 2010 Multilingual typically publishes 3-5 focus pieces per issue. The target reader for a focus article would be someone interested in the localization/global business industry, such as a translator, project manager, educator or student. In addition, twice a year they publish Getting Started Guides. The target reader for the guides would be someone familiar but not well-versed in the topic. The tone of each article should be informative, relevant, concrete and accessible and final length should be between 1,800 and 3,500 words. Multilingual doesn’t accept proposals or articles that might be considered advertorial in nature. See www.multilingual.com/editorialWriter for further information. It’s typically best to send a query first, unless you already have a previously-unpublished, finished article in hand. Due dates are for your first final draft, and queries should include: 1. Which issue the article is meant for 2. Your own specific idea or theme within this, preferably one that does not directly overlap with previous MultiLingual articles Send queries and questions to katie@multilingual.com Botkin, K. FW: "MultiLingual" seeks articles for 2010. CALICO’s CALL Discussion List (CALICO-L@LISTSERV.CALICO.ORG, 21 Jan 2010).
Source: CALICO’s CALL Discussion List
Inputdate: 2010-01-31 08:42:37
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Contentid:
10682
Content Type: 1
Title: Call for Papers: Second Language Research Forum
Body: From http://www.webspace.umd.edu/SLRF2010 Second Language Research Forum University of Maryland October 14-17, 2010 In concert with the theme Reconsidering SLA research: Dimensions and Directions, SLRF 2010 will focus on the wide range of applied, theoretical, and experimental approaches that characterizes the current field of Second Language Acquisition. The aim of the conference is to bring together relevant theories and research methodology from various disciplines that deepen our understanding of SLA and its application to real world needs. To this end, the organizers are soliciting colloquia, papers, and posters that investigate SLA from a variety of perspectives that add to our collective understanding of SLA in theory, research, and practice. View the full call for papers at http://www.webspace.umd.edu/SLRF2010
Source: University of Maryland
Inputdate: 2010-01-31 08:43:16
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Expdate: 2010-10-17 00:00:00
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Title: Call for Papers: Second Language Research Forum
Body: From http://www.webspace.umd.edu/SLRF2010 Second Language Research Forum University of Maryland October 14-17, 2010 In concert with the theme Reconsidering SLA research: Dimensions and Directions, SLRF 2010 will focus on the wide range of applied, theoretical, and experimental approaches that characterizes the current field of Second Language Acquisition. The aim of the conference is to bring together relevant theories and research methodology from various disciplines that deepen our understanding of SLA and its application to real world needs. To this end, the organizers are soliciting colloquia, papers, and posters that investigate SLA from a variety of perspectives that add to our collective understanding of SLA in theory, research, and practice. View the full call for papers at http://www.webspace.umd.edu/SLRF2010
Source: University of Maryland
Inputdate: 2010-01-31 08:43:16
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10683
Content Type: 1
Title: Call for Papers: World Congress of Applied Linguistics
Body: From http://linguistlist.org/issues/21/21-263.html The 16th World Congress of Applied Linguistics (AILA2011) will be held in Beijing on August 23-28, 2011. AILA 2011 invites proposals for presentations that are related to policy, research, and theory in any area of applied linguistics. Proposals may be for individual papers, posters, symposia or workshops. View the full call for papers at http://linguistlist.org/issues/21/21-263.html
Source: LINGUIST List
Inputdate: 2010-01-31 08:43:48
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Expdate: 2010-08-28 00:00:00
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Title: Call for Papers: World Congress of Applied Linguistics
Body: From http://linguistlist.org/issues/21/21-263.html The 16th World Congress of Applied Linguistics (AILA2011) will be held in Beijing on August 23-28, 2011. AILA 2011 invites proposals for presentations that are related to policy, research, and theory in any area of applied linguistics. Proposals may be for individual papers, posters, symposia or workshops. View the full call for papers at http://linguistlist.org/issues/21/21-263.html
Source: LINGUIST List
Inputdate: 2010-01-31 08:43:48
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