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1117
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Title: Technology in the Second Language Classroom
Body: From: CARLA Technology in the Second Language Classroom August 9-13, 2004 Presenters: Marlene Johnshoy, Mark Kondrak, Jenise Rowekamp, Rick Treece, Pablo Viema, Jian Wu, Zhen Zou Participants in this institute will learn how to use a wide range of technology resources and evaluate their role in enhancing language instruction. Two sections for different levels of ability/comfort with technology are offered. CARLA Summer Institutes 2004 CARLA is pleased to announce its ninth annual series of summer institutes at the University of Minnesota. This series reflects CARLA's commitment to connecting research with practice and the Center's ongoing mission to share what we've learned with teachers and their second language learners. Each of the institutes is a highly interactive blend of theory and practical application. Teachers will be engaged in discussion, networking, theory-building and hands-on activities that relate to the topic of the day. Nearly 1,400 language professionals have come from all over the world to participate in the CARLA summer institute program. They have included ESL and foreign language teachers at all levels of instruction, program administrators, and curriculum specialists. All the summer institutes have been very popular, so we encourage early registration! The institutes offered during summer 2004 include: The cost of each of the CARLA summer institutes is $300 if registration is received by May 31, 2004 and $350 after that date. More information and registration forms are available on the CARLA website at: http://www.carla.umn.edu/institutes/
Source: CARLA
Inputdate: 2004-01-19 11:39:00
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Title: Technology in the Second Language Classroom
Body: From: CARLA Technology in the Second Language Classroom August 9-13, 2004 Presenters: Marlene Johnshoy, Mark Kondrak, Jenise Rowekamp, Rick Treece, Pablo Viema, Jian Wu, Zhen Zou Participants in this institute will learn how to use a wide range of technology resources and evaluate their role in enhancing language instruction. Two sections for different levels of ability/comfort with technology are offered. CARLA Summer Institutes 2004 CARLA is pleased to announce its ninth annual series of summer institutes at the University of Minnesota. This series reflects CARLA's commitment to connecting research with practice and the Center's ongoing mission to share what we've learned with teachers and their second language learners. Each of the institutes is a highly interactive blend of theory and practical application. Teachers will be engaged in discussion, networking, theory-building and hands-on activities that relate to the topic of the day. Nearly 1,400 language professionals have come from all over the world to participate in the CARLA summer institute program. They have included ESL and foreign language teachers at all levels of instruction, program administrators, and curriculum specialists. All the summer institutes have been very popular, so we encourage early registration! The institutes offered during summer 2004 include: The cost of each of the CARLA summer institutes is $300 if registration is received by May 31, 2004 and $350 after that date. More information and registration forms are available on the CARLA website at: http://www.carla.umn.edu/institutes/
Source: CARLA
Inputdate: 2004-01-19 11:39:00
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1118
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Title: Linking LCTL Learners with Instruction
Body: From: CARLA The LCTL Project is perhaps best known for maintaining a series of searchable databases of where LCTLs are taught in North America. The largest database with over 8,000 records provides information on where LCTLs are instructed at post-secondary institutions. Another popular database features information on summer opportunities for studying LCTLs that currently has 45 listings for summer 2004. The other growing databases focus on LCTL instruction through distance education, study-abroad opportunities, and in K-12 programs around the country. These databases are the premier source of information for students, LCTL teachers, and government officials seeking LCTL program information. The databases together get approximately 32,000 "hits" per year and are updated on a daily basis. Check them out at http://carla.acad.umn.edu/lctl/access.html.
Source: CARLA
Inputdate: 2004-01-19 11:43:00
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Title: Linking LCTL Learners with Instruction
Body: From: CARLA The LCTL Project is perhaps best known for maintaining a series of searchable databases of where LCTLs are taught in North America. The largest database with over 8,000 records provides information on where LCTLs are instructed at post-secondary institutions. Another popular database features information on summer opportunities for studying LCTLs that currently has 45 listings for summer 2004. The other growing databases focus on LCTL instruction through distance education, study-abroad opportunities, and in K-12 programs around the country. These databases are the premier source of information for students, LCTL teachers, and government officials seeking LCTL program information. The databases together get approximately 32,000 "hits" per year and are updated on a daily basis. Check them out at http://carla.acad.umn.edu/lctl/access.html.
Source: CARLA
Inputdate: 2004-01-19 11:43:00
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1119
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Title: Teacher Professional Development for the Less Commonly Taught Languages
Body: CARLA Teacher Professional Development for the Less Commonly Taught Languages By: Louis Janus and Bill Johnston To ascertain the needs for professional development and training for those engaged in the teaching of LCTLs, project staff conducted a broad survey of the LCTL community. Using data gleaned from a national questionnaire, authors Louis Janus and Bill Johnston examined the status quo and explored the needs of teachers as they themselves perceive them. Their final report builds on this descriptive summary of perceived needs and makes suggestions for future directions in terms of professional development, research, and advocacy for teachers of LCTLs. A PDF of this report is now available on the CARLA website at: http://carla.acad.umn.edu/lctl/survey-2003.pdf The statistical data from this field-based needs assessment survey are available at: http://carla.acad.umn.edu/lctl/survey/survey.html
Source: CARLA
Inputdate: 2004-01-19 11:46:00
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Title: Teacher Professional Development for the Less Commonly Taught Languages
Body: CARLA Teacher Professional Development for the Less Commonly Taught Languages By: Louis Janus and Bill Johnston To ascertain the needs for professional development and training for those engaged in the teaching of LCTLs, project staff conducted a broad survey of the LCTL community. Using data gleaned from a national questionnaire, authors Louis Janus and Bill Johnston examined the status quo and explored the needs of teachers as they themselves perceive them. Their final report builds on this descriptive summary of perceived needs and makes suggestions for future directions in terms of professional development, research, and advocacy for teachers of LCTLs. A PDF of this report is now available on the CARLA website at: http://carla.acad.umn.edu/lctl/survey-2003.pdf The statistical data from this field-based needs assessment survey are available at: http://carla.acad.umn.edu/lctl/survey/survey.html
Source: CARLA
Inputdate: 2004-01-19 11:46:00
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1120
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Title: Developing Materials for Less Commonly Taught Languages
Body: From: CARLA The LCTL Project at CARLA has always approached the support of LCTL teachers in ways that provide benefit to all LCTL instructors. The plethora of specific materials in a variety of languages available on the CARLA website is also designed to serve as models for all LCTL teachers. To further this goal of pan-LCTL support, LCTL Project Coordinator Dr. Louis Janus and Professor Bill Johnston from Indiana University are teaming up to write the LCTL Materials Development Resource Book that outlines principles and practical guidelines for material development that address the specific challenges that are typically faced by all LCTL instructors. The book will provide LCTL teachers an approach to taking "raw" materials (that run the gamut from out-of-date texts to authentic materials on the web) transforming them into curriculum materials that will energize learners. The book will feature an accompanying CD ROM that will show specific examples of the many resources available to LCTL teachers, models for activity development, and actual lesson plans in a variety of languages. The target date for the publication of this book and CD ROM is next fall. Some of the featured examples in the LCTL Materials Development Resource Book will come from previous work at the LCTL project. For examaple the LCTL Project was a pioneer in creating a system of virtual resources such as the Virtual Picture Album (VPA) and the Virtual Audio-Video Archives (VAVA). The VPA is an archive of digitized photographs and drawings, accompanied by useful descriptions and suggestions for ways LCTL teachers can incorporate these pictures into in-class and out-of-class activities. The VPA currently contains photographs of China, India, Ireland, Israel, Norway, Poland and Tunisia, with expansion to other countries in progress. See: http://carla.acad.umn.edu/VPA/vpa.html. Similarly, the VAVA is a collection of royalty-free audio and video files for teachers to use in their own creative exercises, along with a small number of sample exercises. The archives currently contain sounds in Arabic (Tunisia), Chinese (PRC), Chinese (Taiwan), Hebrew, Norwegian and Polish. See: http://carla.acad.umn.edu/VAVA/VAVA.html. Some of these resources have been incorporated into model exercises in a wide variety of LCTLs which are available from the LCTL Project's home page at: http://carla.acad.umn.edu/lctl/lctl.html
Source: CARLA
Inputdate: 2004-01-19 11:49:00
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Title: Developing Materials for Less Commonly Taught Languages
Body: From: CARLA The LCTL Project at CARLA has always approached the support of LCTL teachers in ways that provide benefit to all LCTL instructors. The plethora of specific materials in a variety of languages available on the CARLA website is also designed to serve as models for all LCTL teachers. To further this goal of pan-LCTL support, LCTL Project Coordinator Dr. Louis Janus and Professor Bill Johnston from Indiana University are teaming up to write the LCTL Materials Development Resource Book that outlines principles and practical guidelines for material development that address the specific challenges that are typically faced by all LCTL instructors. The book will provide LCTL teachers an approach to taking "raw" materials (that run the gamut from out-of-date texts to authentic materials on the web) transforming them into curriculum materials that will energize learners. The book will feature an accompanying CD ROM that will show specific examples of the many resources available to LCTL teachers, models for activity development, and actual lesson plans in a variety of languages. The target date for the publication of this book and CD ROM is next fall. Some of the featured examples in the LCTL Materials Development Resource Book will come from previous work at the LCTL project. For examaple the LCTL Project was a pioneer in creating a system of virtual resources such as the Virtual Picture Album (VPA) and the Virtual Audio-Video Archives (VAVA). The VPA is an archive of digitized photographs and drawings, accompanied by useful descriptions and suggestions for ways LCTL teachers can incorporate these pictures into in-class and out-of-class activities. The VPA currently contains photographs of China, India, Ireland, Israel, Norway, Poland and Tunisia, with expansion to other countries in progress. See: http://carla.acad.umn.edu/VPA/vpa.html. Similarly, the VAVA is a collection of royalty-free audio and video files for teachers to use in their own creative exercises, along with a small number of sample exercises. The archives currently contain sounds in Arabic (Tunisia), Chinese (PRC), Chinese (Taiwan), Hebrew, Norwegian and Polish. See: http://carla.acad.umn.edu/VAVA/VAVA.html. Some of these resources have been incorporated into model exercises in a wide variety of LCTLs which are available from the LCTL Project's home page at: http://carla.acad.umn.edu/lctl/lctl.html
Source: CARLA
Inputdate: 2004-01-19 11:49:00
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1121
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Title: Web-based Chinese Character Practice
Body: From: CARLA Web-based Chinese Character Practice by Stacy Chung, Lansing Chinese School, http://carla.acad.umn.edu/lctlexercises/LCSchinese/index.html
Source: Stacy Chung
Inputdate: 2004-01-19 11:51:00
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Title: Web-based Chinese Character Practice
Body: From: CARLA Web-based Chinese Character Practice by Stacy Chung, Lansing Chinese School, http://carla.acad.umn.edu/lctlexercises/LCSchinese/index.html
Source: Stacy Chung
Inputdate: 2004-01-19 11:51:00
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1122
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Title: Online Pronunciation, Listening, and Spelling Activities for Learners of Vietnamese
Body: From: CARLA Online Pronunciation, Listening, and Spelling Activities for Learners of Vietnamese by LePham Thuy-Kim Department of Languages and Literatures and Program for Southeast Asian, Arizona State University http://www.public.asu.edu/~ickpl/listeningprogram.htm
Source: LePham Thuy-Kim
Inputdate: 2004-01-19 11:53:00
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Title: Online Pronunciation, Listening, and Spelling Activities for Learners of Vietnamese
Body: From: CARLA Online Pronunciation, Listening, and Spelling Activities for Learners of Vietnamese by LePham Thuy-Kim Department of Languages and Literatures and Program for Southeast Asian, Arizona State University http://www.public.asu.edu/~ickpl/listeningprogram.htm
Source: LePham Thuy-Kim
Inputdate: 2004-01-19 11:53:00
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1123
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Title: Special Support for LCTL teachers
Body: From: CARLA To support LCTL teachers, the University's National Resource Centers Institute for Global Studies (IGS) and the European Studies Consortium (ESC) are pleased to provide a limited number of $600 scholarships for teachers of less commonly taught languages to attend ANY of the CARLA summer institutes. Applications are due by April 26, 2004, and scholarship recipients will be announced by May 10, 2004. See the following for more information and application materials: ESC scholarships for Western European LCTLs See: http://esc.cla.umn.edu or contact Klaas van der Sanden by e-mail at esc@umn.edu. IGS scholarships for all other LCTLs See: http://igs.cla.umn.edu/CARLA/stipends.htm or contact Laura Sayles by e-mail at lsayles@umn.edu
Source: IGS and ESC
Inputdate: 2004-01-19 11:56:00
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Expdate: 2004-04-26 00:00:00
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Title: Special Support for LCTL teachers
Body: From: CARLA To support LCTL teachers, the University's National Resource Centers Institute for Global Studies (IGS) and the European Studies Consortium (ESC) are pleased to provide a limited number of $600 scholarships for teachers of less commonly taught languages to attend ANY of the CARLA summer institutes. Applications are due by April 26, 2004, and scholarship recipients will be announced by May 10, 2004. See the following for more information and application materials: ESC scholarships for Western European LCTLs See: http://esc.cla.umn.edu or contact Klaas van der Sanden by e-mail at esc@umn.edu. IGS scholarships for all other LCTLs See: http://igs.cla.umn.edu/CARLA/stipends.htm or contact Laura Sayles by e-mail at lsayles@umn.edu
Source: IGS and ESC
Inputdate: 2004-01-19 11:56:00
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1124
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Title: Maximizing Study Abroad: An Instructors' Guide to Strategies for Language and Culture Learning and Use
Body: From: CARLA Maximizing Study Abroad: An Instructors' Guide to Strategies for Language and Culture Learning and Use By Andrew D. Cohen, R. Michael Paige, Barbara Kappler, Margaret Demmessie, Susan J. Weaver, Julie C. Chi, & James P. Lassegard CARLA Working Paper Series · September 2003 · 295 pp. · $25.00 + shipping This comprehensive guidebook gives language teachers the background knowledge and practical activities to be able to incorporate language-and culture-learning strategies into their classroom instruction. While the examples in the Instructors' Guide focus on language students who intend to study abroad, the wide range of materials provided can help all students become better language and culture learners. This guide includes an extensive activity section and duplicable masters for classroom use, and is packaged in a convenient three-ring binder so instructors can customize it for their own teaching context. Information about the Maximixing Study Abroad series and order forms are available at: http://carla.acad.umn.edu/studyabroad/guides.html
Source: Andrew D. Cohen, R. Michael Paige, Barbara Kappler, Margaret Demmessie, Susan J. Weaver, Julie C. Chi, & James P. Lassegard
Inputdate: 2004-01-19 11:58:00
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Title: Maximizing Study Abroad: An Instructors' Guide to Strategies for Language and Culture Learning and Use
Body: From: CARLA Maximizing Study Abroad: An Instructors' Guide to Strategies for Language and Culture Learning and Use By Andrew D. Cohen, R. Michael Paige, Barbara Kappler, Margaret Demmessie, Susan J. Weaver, Julie C. Chi, & James P. Lassegard CARLA Working Paper Series · September 2003 · 295 pp. · $25.00 + shipping This comprehensive guidebook gives language teachers the background knowledge and practical activities to be able to incorporate language-and culture-learning strategies into their classroom instruction. While the examples in the Instructors' Guide focus on language students who intend to study abroad, the wide range of materials provided can help all students become better language and culture learners. This guide includes an extensive activity section and duplicable masters for classroom use, and is packaged in a convenient three-ring binder so instructors can customize it for their own teaching context. Information about the Maximixing Study Abroad series and order forms are available at: http://carla.acad.umn.edu/studyabroad/guides.html
Source: Andrew D. Cohen, R. Michael Paige, Barbara Kappler, Margaret Demmessie, Susan J. Weaver, Julie C. Chi, & James P. Lassegard
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1125
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Title: Culture as the Core: Perspectives on Culture in Second Language Learning
Body: From: CARLA Culture as the Core: Perspectives on Culture in Second Language Learning Edited by Dale L. Lange & R. Michael Paige Published in 2003, this volume draws on materials originally published in two working papers by the Center for Advanced Research on Language Acquisition: Culture as the core: Interdisciplinary perspectives on culture teaching and learning in the second language curriculum and Culture as the core: Integrating culture into the second language curriculum. Each of the 12 chapters explores the important issue of integrating culture into the second language classroom from a theoretical and practical perspective. The volume includes a major review of the literature on culture in the language education context. This book is particularly valuable for its theoretical contributions and making a strong case for placing culture at the center of language instruction. For more information see Information Age Publishing at: http://www.infoagepub.com.
Source: Dale L. Lange & R. Michael Paige
Inputdate: 2004-01-19 12:00:00
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Title: Culture as the Core: Perspectives on Culture in Second Language Learning
Body: From: CARLA Culture as the Core: Perspectives on Culture in Second Language Learning Edited by Dale L. Lange & R. Michael Paige Published in 2003, this volume draws on materials originally published in two working papers by the Center for Advanced Research on Language Acquisition: Culture as the core: Interdisciplinary perspectives on culture teaching and learning in the second language curriculum and Culture as the core: Integrating culture into the second language curriculum. Each of the 12 chapters explores the important issue of integrating culture into the second language classroom from a theoretical and practical perspective. The volume includes a major review of the literature on culture in the language education context. This book is particularly valuable for its theoretical contributions and making a strong case for placing culture at the center of language instruction. For more information see Information Age Publishing at: http://www.infoagepub.com.
Source: Dale L. Lange & R. Michael Paige
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Title: The American Council on Immersion Education FAll Newsletter
Body: From: CARLA The American Council on Immersion Education (ACIE)Fall 2003 Newsletter The fall issue of the ACIE newsletter is distributed to ACIE members and to all immersion schools. The issue included the following articles: * Best Practices: One School's Experience with Self-Assessment * TechnoTips: Sleepless in Maryland * The Bridge From Research to Practice: Methods for Promoting the Acquisition of Content and Language * Research Reports: Student Roles in Two-Way Immersion: Superordinate or Subordinate Copies of the ACIE Newsletter are sent three times a year to ACIE members. There are two categories for membership; individual and institutional. ACIE membership information is available at: http://carla.acad.umn.edu/ACIE.html. Check out the on-line archive of past ACIE articles at: http://carla.acad.umn.edu/acie-articles.html
Source: ACIE
Inputdate: 2004-01-19 12:02:00
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Title: The American Council on Immersion Education FAll Newsletter
Body: From: CARLA The American Council on Immersion Education (ACIE)Fall 2003 Newsletter The fall issue of the ACIE newsletter is distributed to ACIE members and to all immersion schools. The issue included the following articles: * Best Practices: One School's Experience with Self-Assessment * TechnoTips: Sleepless in Maryland * The Bridge From Research to Practice: Methods for Promoting the Acquisition of Content and Language * Research Reports: Student Roles in Two-Way Immersion: Superordinate or Subordinate Copies of the ACIE Newsletter are sent three times a year to ACIE members. There are two categories for membership; individual and institutional. ACIE membership information is available at: http://carla.acad.umn.edu/ACIE.html. Check out the on-line archive of past ACIE articles at: http://carla.acad.umn.edu/acie-articles.html
Source: ACIE
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