Contents
Displaying 10471-10480 of 28843 results.
Contentid:
10714
Content Type: 1
Title: Non-Native English Language Teachers: WATESOL NNEST Caucus Annual Review
Body: From http://sites.google.com/site/watesolnnestcaucus/caucus-annual-review WATESOL NNEST Caucus Annual Review Volume Editor: Brock Brady The WATESOL NNEST Caucus sincerely believes that this volume is an encapsulation of their goals and aims: Collaboratively created by the native- and non-native-speaking English language teachers across the world who are forging more inclusive and democratic pathways in our profession through prioritizing the multilingual, multicultural, and multiethnic qualities of the teachers. The entire volume is available for download at http://sites.google.com/site/watesolnnestcaucus/caucus-annual-review
Source: WATESOL NNEST Caucus
Inputdate: 2010-01-31 09:30:47
Lastmodifieddate: 2010-01-31 09:30:47
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Non-Native English Language Teachers: WATESOL NNEST Caucus Annual Review
Body: From http://sites.google.com/site/watesolnnestcaucus/caucus-annual-review WATESOL NNEST Caucus Annual Review Volume Editor: Brock Brady The WATESOL NNEST Caucus sincerely believes that this volume is an encapsulation of their goals and aims: Collaboratively created by the native- and non-native-speaking English language teachers across the world who are forging more inclusive and democratic pathways in our profession through prioritizing the multilingual, multicultural, and multiethnic qualities of the teachers. The entire volume is available for download at http://sites.google.com/site/watesolnnestcaucus/caucus-annual-review
Source: WATESOL NNEST Caucus
Inputdate: 2010-01-31 09:30:47
Lastmodifieddate: 2010-01-31 09:30:47
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10715
Content Type: 1
Title: New SIOP Bulletin
Body: The CAL SIOP team has launched an electronic newsletter, CAL SIOP Bulletin, which will provide periodic updates about CAL SIOP including publications, resources, and services. Read the current issue at http://www.cal.org/siop/bulletin/december09.html Sign up to receive the CAL SIOP Bulletin at http://www.cal.org/siop/join/index.html
Source: CAL
Inputdate: 2010-01-31 09:31:19
Lastmodifieddate: 2010-01-31 09:31:19
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: New SIOP Bulletin
Body: The CAL SIOP team has launched an electronic newsletter, CAL SIOP Bulletin, which will provide periodic updates about CAL SIOP including publications, resources, and services. Read the current issue at http://www.cal.org/siop/bulletin/december09.html Sign up to receive the CAL SIOP Bulletin at http://www.cal.org/siop/join/index.html
Source: CAL
Inputdate: 2010-01-31 09:31:19
Lastmodifieddate: 2010-01-31 09:31:19
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10716
Content Type: 1
Title: February is Discover Languages Month
Body: February is Discover Languages Month. Get ideas for how you can be involved at http://www.actfl.org/i4a/pages/Index.cfm?pageID=4256
Source: ACTFL
Inputdate: 2010-01-31 09:31:43
Lastmodifieddate: 2010-01-31 09:31:43
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: February is Discover Languages Month
Body: February is Discover Languages Month. Get ideas for how you can be involved at http://www.actfl.org/i4a/pages/Index.cfm?pageID=4256
Source: ACTFL
Inputdate: 2010-01-31 09:31:43
Lastmodifieddate: 2010-01-31 09:31:43
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10717
Content Type: 1
Title: Less Commonly Taught Language Course Offerings
Body: From http://carla.umn.edu/lctl/db/index.html At CARLA’s LCTL Course Offerings site you can search a database on schools in North America that teach Less Commonly Taught Languages. The database currently includes 166 courses to be taught in the summer of 2010. Search the database at http://carla.umn.edu/lctl/db/index.html
Source: CARLA
Inputdate: 2010-01-31 09:32:36
Lastmodifieddate: 2010-01-31 09:32:36
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Less Commonly Taught Language Course Offerings
Body: From http://carla.umn.edu/lctl/db/index.html At CARLA’s LCTL Course Offerings site you can search a database on schools in North America that teach Less Commonly Taught Languages. The database currently includes 166 courses to be taught in the summer of 2010. Search the database at http://carla.umn.edu/lctl/db/index.html
Source: CARLA
Inputdate: 2010-01-31 09:32:36
Lastmodifieddate: 2010-01-31 09:32:36
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10718
Content Type: 1
Title: Motivating Adult Learners to Complete Language Courses
Body: Don't Give Up! Is a European Union language project that has written a book of 48 best practices for every level of language educators (schools, managers, teachers). The best practices will help improve the motivation and the results of language courses for adult learners. The project spent 2 years researching and analyzing the problems of adult learners, language educators were asked their opinions and ideas, as well. The results of the research were combined with the project team's ideas and experience. The best practices cover aspects of managing language schools and classes, enhancing lessons, engaging and motivating students and dealing with many aspects of the problems adult learners face to learn a language. This book can positively contribute to the results of your language courses. The best practices are summarized on the project website http://dontgiveup.eu with some examples. The 138 page Don't Give Up! Book is available through the web site in English, Czech or Spanish. Hirsch, D. [nystesol-l] EU project Motivating adult language learners. NYSTESOL listserv (nystesol-l@nystesol.org, 29 Nov 2009).
Source: NYSTESOL
Inputdate: 2010-01-31 09:33:16
Lastmodifieddate: 2010-01-31 09:33:16
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Motivating Adult Learners to Complete Language Courses
Body: Don't Give Up! Is a European Union language project that has written a book of 48 best practices for every level of language educators (schools, managers, teachers). The best practices will help improve the motivation and the results of language courses for adult learners. The project spent 2 years researching and analyzing the problems of adult learners, language educators were asked their opinions and ideas, as well. The results of the research were combined with the project team's ideas and experience. The best practices cover aspects of managing language schools and classes, enhancing lessons, engaging and motivating students and dealing with many aspects of the problems adult learners face to learn a language. This book can positively contribute to the results of your language courses. The best practices are summarized on the project website http://dontgiveup.eu with some examples. The 138 page Don't Give Up! Book is available through the web site in English, Czech or Spanish. Hirsch, D. [nystesol-l] EU project Motivating adult language learners. NYSTESOL listserv (nystesol-l@nystesol.org, 29 Nov 2009).
Source: NYSTESOL
Inputdate: 2010-01-31 09:33:16
Lastmodifieddate: 2010-01-31 09:33:16
Expdate:
Publishdate: 2010-02-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10719
Content Type: 1
Title: Book: Learner Knowledge of Target Phonotactics
Body: From http://linguistlist.org/issues/21/21-493.html Learner Knowledge of Target Phonotactics: Judgments of French Word Transformations by Shannon D. Halicki Publisher: Lincom GmbH Summary: This study seeks to determine the extent to which inter-language phonology is channeled by Universal Grammar constraints. The empirical research entails a study testing English native L2 learners of French in their knowledge of three structural features: 1) maximum consonant cluster limits in French; 2) sonorancy assimilation at morpheme boundaries; 3) similarity avoidance at morpheme boundaries. The results are found to be incompatible with statistically-based phonological frameworks, as well as theories of acquisition that make predictions based on markedness implications. A full transfer/full access account of acquisition is offered to account for the learner preferences. For more information about this book go to http://linguistlist.org/issues/21/21-493.html
Source: LINGUIST List
Inputdate: 2010-02-07 09:25:14
Lastmodifieddate: 2010-02-07 09:25:14
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Book: Learner Knowledge of Target Phonotactics
Body: From http://linguistlist.org/issues/21/21-493.html Learner Knowledge of Target Phonotactics: Judgments of French Word Transformations by Shannon D. Halicki Publisher: Lincom GmbH Summary: This study seeks to determine the extent to which inter-language phonology is channeled by Universal Grammar constraints. The empirical research entails a study testing English native L2 learners of French in their knowledge of three structural features: 1) maximum consonant cluster limits in French; 2) sonorancy assimilation at morpheme boundaries; 3) similarity avoidance at morpheme boundaries. The results are found to be incompatible with statistically-based phonological frameworks, as well as theories of acquisition that make predictions based on markedness implications. A full transfer/full access account of acquisition is offered to account for the learner preferences. For more information about this book go to http://linguistlist.org/issues/21/21-493.html
Source: LINGUIST List
Inputdate: 2010-02-07 09:25:14
Lastmodifieddate: 2010-02-07 09:25:14
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10720
Content Type: 1
Title: Book: Aspectos de Gramática del Español Coloquial para Profesores de Español como L2
Body: From http://www.arcomuralla.com/Arco/Shop/Detail.asp?IdProducts=784 Title: Aspectos de gramática del español coloquial para profesores de español como L2 Author: Margarita Porroche Ballesteros Publisher: Arco Libros La Muralla Summary: Esta obra pretende ser una ayuda para los profesores de español como L2 que quieran introducir en sus aulas el estudio de la gramática del español coloquial y puede ser también de interés para los estudiantes avanzados que no tengan el español como lengua materna. El lector encontrará, además de una definición del español coloquial y de algunas indicaciones sobre cómo integrarlo en las clases de E/L2, una descripción de los principales aspectos morfosintácticos que caracterizan a este registro del español y que pueden ser más interesantes a la hora de enseñar a los alumnos esta variedad de Español. Visit the publisher’s website at http://www.arcomuralla.com/Arco/Shop/Detail.asp?IdProducts=784
Source: Arco Libros La Muralla
Inputdate: 2010-02-07 09:25:48
Lastmodifieddate: 2010-02-07 09:25:48
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Book: Aspectos de Gramática del Español Coloquial para Profesores de Español como L2
Body: From http://www.arcomuralla.com/Arco/Shop/Detail.asp?IdProducts=784 Title: Aspectos de gramática del español coloquial para profesores de español como L2 Author: Margarita Porroche Ballesteros Publisher: Arco Libros La Muralla Summary: Esta obra pretende ser una ayuda para los profesores de español como L2 que quieran introducir en sus aulas el estudio de la gramática del español coloquial y puede ser también de interés para los estudiantes avanzados que no tengan el español como lengua materna. El lector encontrará, además de una definición del español coloquial y de algunas indicaciones sobre cómo integrarlo en las clases de E/L2, una descripción de los principales aspectos morfosintácticos que caracterizan a este registro del español y que pueden ser más interesantes a la hora de enseñar a los alumnos esta variedad de Español. Visit the publisher’s website at http://www.arcomuralla.com/Arco/Shop/Detail.asp?IdProducts=784
Source: Arco Libros La Muralla
Inputdate: 2010-02-07 09:25:48
Lastmodifieddate: 2010-02-07 09:25:48
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10721
Content Type: 1
Title: Reading in a Foreign Language Supplement Available
Body: The January 2010 issue (Volume 22, Supplement 1) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl/January2010 This supplemental issue of Reading in a Foreign Language (RFL) is a first for the journal. It is edited by Cindy Brantmeir and Diana Pulido and is a collection of six essays on how the role of reading might be revised or reconfigured in foreign language programs in American universities. All six essays are in response to the Modern Language Association (MLA) Ad Hoc Committee’s report “Foreign Languages and Higher Education: New Structures for a Changed World,” published in 2007. While the focus is American universities, it may be relevant for universities in other countries that have foreign language programs. The six articles are “A Reaction to the 2007 MLA Report,” by Elizabeth B. Bernhardt; “The Role of Reading in Fostering Transcultural Competence,” by Keiko Koda; “Revisiting the MLA Report on Reconfiguring Foreign Language Programs: The Role of Reading,” by William Grabe; “Conversations About Collaboration in Response to ‘Foreign Languages and Higher Education: New Structures for a Changed World’,” by JoAnn Hammadou Sullivan; “The Role of Reading in a Japanese Language Program: A Response to the MLA Ad Hoc Committee’s Report (2007),” by Ginger Marcus; and “Incremental Gains in Foreign Language Programs: The Role of Reading in Learning About Other Cultures,” by Diana Frantzen. RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor. The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
Source: NCLRC
Inputdate: 2010-02-07 09:26:36
Lastmodifieddate: 2010-02-07 09:26:36
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Reading in a Foreign Language Supplement Available
Body: The January 2010 issue (Volume 22, Supplement 1) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl/January2010 This supplemental issue of Reading in a Foreign Language (RFL) is a first for the journal. It is edited by Cindy Brantmeir and Diana Pulido and is a collection of six essays on how the role of reading might be revised or reconfigured in foreign language programs in American universities. All six essays are in response to the Modern Language Association (MLA) Ad Hoc Committee’s report “Foreign Languages and Higher Education: New Structures for a Changed World,” published in 2007. While the focus is American universities, it may be relevant for universities in other countries that have foreign language programs. The six articles are “A Reaction to the 2007 MLA Report,” by Elizabeth B. Bernhardt; “The Role of Reading in Fostering Transcultural Competence,” by Keiko Koda; “Revisiting the MLA Report on Reconfiguring Foreign Language Programs: The Role of Reading,” by William Grabe; “Conversations About Collaboration in Response to ‘Foreign Languages and Higher Education: New Structures for a Changed World’,” by JoAnn Hammadou Sullivan; “The Role of Reading in a Japanese Language Program: A Response to the MLA Ad Hoc Committee’s Report (2007),” by Ginger Marcus; and “Incremental Gains in Foreign Language Programs: The Role of Reading in Learning About Other Cultures,” by Diana Frantzen. RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor. The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
Source: NCLRC
Inputdate: 2010-02-07 09:26:36
Lastmodifieddate: 2010-02-07 09:26:36
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10722
Content Type: 1
Title: Apples - Journal of Applied Language Studies
Body: The latest issue of Apples - Journal of Applied Language Studies is now online. It contains five articles that deal with question relating to - language policies and linguistic rights - language learning as socialisation into communities of practice - assessment of spoken language proficiency - theories of English in the era of globalization - figurative verbs as a feature of scientific writing Apples: Journal of Applied Language Studies is a peer-reviewed scientific journal in the field of applied language studies. Apples publishes articles that share an applied, interdisciplinary orientation to issues of language in society. Its key areas of interest include language learning, language teaching, language assessment and language education policy. Apples is published by the Centre for Applied Language Studies, University of Jyväskylä, Finland. The journal has an international editorial board and it has writers, readers and reviewers all around the globe. Apples is an open access web-based journal, with all its articles accessible online. For more information and for access to articles, please visit: http://apples.jyu.fi
Source: Apples
Inputdate: 2010-02-07 09:27:21
Lastmodifieddate: 2010-02-07 09:27:21
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Apples - Journal of Applied Language Studies
Body: The latest issue of Apples - Journal of Applied Language Studies is now online. It contains five articles that deal with question relating to - language policies and linguistic rights - language learning as socialisation into communities of practice - assessment of spoken language proficiency - theories of English in the era of globalization - figurative verbs as a feature of scientific writing Apples: Journal of Applied Language Studies is a peer-reviewed scientific journal in the field of applied language studies. Apples publishes articles that share an applied, interdisciplinary orientation to issues of language in society. Its key areas of interest include language learning, language teaching, language assessment and language education policy. Apples is published by the Centre for Applied Language Studies, University of Jyväskylä, Finland. The journal has an international editorial board and it has writers, readers and reviewers all around the globe. Apples is an open access web-based journal, with all its articles accessible online. For more information and for access to articles, please visit: http://apples.jyu.fi
Source: Apples
Inputdate: 2010-02-07 09:27:21
Lastmodifieddate: 2010-02-07 09:27:21
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
10723
Content Type: 1
Title: Call for Papers: L2 Journal
Body: The L2 Journal is a fully refereed, interdisciplinary journal which aims to promote the research and the practice of language learning and teaching. It publishes articles in English on all aspects of applied linguistics broadly conceived, i.e., second language acquisition, second language pedagogy, bilingualism and multilingualism, language and technology, curriculum development and teacher training, testing and evaluation. The journal is supported by the UC Consortium for Language Learning and Teaching and the Berkeley Language Center Website, and is available ONLINE free of charge. The journal is seeking submissions of previously unpublished manuscripts on any topic related to the area of language learning and teaching. Articles should be written so that they are accessible to a broad audience of language educators, including those individuals who may not be familiar with the particular subject matter addressed in the article. General guidelines will be available for reporting on both quantitative and qualitative research, as well as on pedagogic reports and think pieces. Articles should report on original research or present an original framework that links previous research, educational theory, and language teaching practices. Full-length articles should be approximately 8000 words in length, including references, and should include an abstract of no more than 200 words, and should follow the APA style sheet. Appendices should be limited to no more than 1,500 words. They encourage articles that take advantage of the electronic format by including hypermedia links to multimedia material both within and outside the article. Visit the L2 Journal on the web at http://repositories.cdlib.org/uccllt/l2
Source: SALRC
Inputdate: 2010-02-07 09:27:56
Lastmodifieddate: 2010-02-07 09:27:56
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Papers: L2 Journal
Body: The L2 Journal is a fully refereed, interdisciplinary journal which aims to promote the research and the practice of language learning and teaching. It publishes articles in English on all aspects of applied linguistics broadly conceived, i.e., second language acquisition, second language pedagogy, bilingualism and multilingualism, language and technology, curriculum development and teacher training, testing and evaluation. The journal is supported by the UC Consortium for Language Learning and Teaching and the Berkeley Language Center Website, and is available ONLINE free of charge. The journal is seeking submissions of previously unpublished manuscripts on any topic related to the area of language learning and teaching. Articles should be written so that they are accessible to a broad audience of language educators, including those individuals who may not be familiar with the particular subject matter addressed in the article. General guidelines will be available for reporting on both quantitative and qualitative research, as well as on pedagogic reports and think pieces. Articles should report on original research or present an original framework that links previous research, educational theory, and language teaching practices. Full-length articles should be approximately 8000 words in length, including references, and should include an abstract of no more than 200 words, and should follow the APA style sheet. Appendices should be limited to no more than 1,500 words. They encourage articles that take advantage of the electronic format by including hypermedia links to multimedia material both within and outside the article. Visit the L2 Journal on the web at http://repositories.cdlib.org/uccllt/l2
Source: SALRC
Inputdate: 2010-02-07 09:27:56
Lastmodifieddate: 2010-02-07 09:27:56
Expdate:
Publishdate: 2010-02-08 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
