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Title: A Walk Through Hmong Culture
Body: From: "Anselmo Villanueva"
Come experience a glimpse of Hmong culture with an evening filled with food, performances, fashion show, skits. The event is totally free and open to the public. This will be the first event put on by HMONG at OSU.
When: Sunday, February 1st, 2004
Where: Memorial Union Ballroom
Time: 6pm-9pm, doors open at 5:30pm
Pick up free tickets at Student Involvement (MU East) beginning Monday, January 26th, 2004.
Thank you,
Seng Vue
vues@onid.orst.edu
Source: Oregon State University
Inputdate: 2004-01-23 12:08:00
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Title: A Walk Through Hmong Culture
Body: From: "Anselmo Villanueva"
Source: Oregon State University
Inputdate: 2004-01-23 12:08:00
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1128
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Title: BLS 30 schedule announcement
Body: From:
The Berkeley Linguistics Society is pleased to announce the schedule for its 30th Annual Meeting, to be held February 13-16, 2004, at the UC Berkeley campus. Schedule and registration information can also be viewed on our website, http://linguistics.berkeley.edu/BLS.
Source: University of California, Berkeley
Inputdate: 2004-01-23 12:12:00
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Title: BLS 30 schedule announcement
Body: From:
Source: University of California, Berkeley
Inputdate: 2004-01-23 12:12:00
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Contentid:
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Title: 2004 Annual Conference for the American Association for Applied Linguistics
Body: From: AAAL Business Office Date and Location: May 1-4, 2004 Marriott Hotel, Downtown on the Waterfront 1401 SW Naito Parkway Portland, Oregon, 97201 USA Phone: (503) 226-7600 Plenary Speakers: Kathleen Bardovi-Harlig, Indiana University - Tense-Mood-Aspect and the Study of Second Language Acquisition Deborah Cameron, Institute of Education, University of London - Language, Gender and Sexuality: Current Issues and Future Directions Alastair Pennycook, University of Technology, Sydney - Global Englishes and Transcultural Flows Ron Scollon, Georgetown University - Activity, Action, Activism, and Linguistics Peter Smagorinsky, University of Georgia. Composing Multimedia Texts in the Disciplines This year's conference will welcome five Plenary Speakers and over six hundred paper and poster presentations. For additional conference information, visit the conference website, http://www.aaal.org/aaal2004/. Note: Conference registration information is attached as a WORD document. FYI - AAAL has secured a special sleeping room rate of $115* US Dollars for all conference attendees. There are 3 ways to book your room this year: 1. Online: You may reserve your room online through our dedicated reservation page located at: https://www.marriott.com/reservations/init/asp?marshacode=pdxor&gc=aalaala 2. Fax: A reservation fax sheet may be downloaded on the AAAL Conference website at http://www.aaal.org/aaal2004/hotel_reservations.html. 3. Phone: You may call the hotel direct by dialing (503) 226-7600. Be sure to mention the AAAL Conference (or our block code "aalaala") to receive the discount rate. Higher rates may apply if more than 2 people share 1 room. Conference Registration may be done online. You may pay your conference registration fees (and/or dues) online at http://www.aaal.org/cgi-bin/OrderForm.cgi. Robert Ranieri, Account Manager American Association for Applied Linguistics P. O. Box 361806 Birmingham, AL 35236 P: 205-824-7700, F: 205-823-2760 Email: AAAL@primemanagement.net Web: www.aaal.org
Source: AAAL
Inputdate: 2004-01-23 13:15:00
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Title: 2004 Annual Conference for the American Association for Applied Linguistics
Body: From: AAAL Business Office Date and Location: May 1-4, 2004 Marriott Hotel, Downtown on the Waterfront 1401 SW Naito Parkway Portland, Oregon, 97201 USA Phone: (503) 226-7600 Plenary Speakers: Kathleen Bardovi-Harlig, Indiana University - Tense-Mood-Aspect and the Study of Second Language Acquisition Deborah Cameron, Institute of Education, University of London - Language, Gender and Sexuality: Current Issues and Future Directions Alastair Pennycook, University of Technology, Sydney - Global Englishes and Transcultural Flows Ron Scollon, Georgetown University - Activity, Action, Activism, and Linguistics Peter Smagorinsky, University of Georgia. Composing Multimedia Texts in the Disciplines This year's conference will welcome five Plenary Speakers and over six hundred paper and poster presentations. For additional conference information, visit the conference website, http://www.aaal.org/aaal2004/. Note: Conference registration information is attached as a WORD document. FYI - AAAL has secured a special sleeping room rate of $115* US Dollars for all conference attendees. There are 3 ways to book your room this year: 1. Online: You may reserve your room online through our dedicated reservation page located at: https://www.marriott.com/reservations/init/asp?marshacode=pdxor&gc=aalaala 2. Fax: A reservation fax sheet may be downloaded on the AAAL Conference website at http://www.aaal.org/aaal2004/hotel_reservations.html. 3. Phone: You may call the hotel direct by dialing (503) 226-7600. Be sure to mention the AAAL Conference (or our block code "aalaala") to receive the discount rate. Higher rates may apply if more than 2 people share 1 room. Conference Registration may be done online. You may pay your conference registration fees (and/or dues) online at http://www.aaal.org/cgi-bin/OrderForm.cgi. Robert Ranieri, Account Manager American Association for Applied Linguistics P. O. Box 361806 Birmingham, AL 35236 P: 205-824-7700, F: 205-823-2760 Email: AAAL@primemanagement.net Web: www.aaal.org
Source: AAAL
Inputdate: 2004-01-23 13:15:00
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Title: University of Oregon Fully Funded Graduate School Opportunity for American Indians and Alaska Natives
Body: From: Pat Rounds [mailto:plrounds@uoregon.edu] The University of Oregon, in consortium with the nine federally-recognized tribes of Oregon, has been awarded a three-year grant from the Office of Indian Education to train a cohort of approximately 10 new American Indian teachers to work in reservation, urban and suburban elementary, middle and high schools serving significant numbers of Native students. This program is called Building Community through the Sapsikwałá (Teacher) Education Program. Sapsikwałá is a Sahaptin word meaning teacher. The heart of the Sapsikwałá Program is the building of communities of practice, whose participants share problems of practice that arise in the workplace, learn from each other, build a professional identity, and find support and opportunities for career growth. Teacher trainees will complete the requirements for a master's degree and an Oregon Initial Teaching License during 5-8 quarter terms of full-time study depending on the program they choose. Applicants can choose among a host of pre-service teacher training programs in the following areas: general education (Elementary or Middle/Secondary) or special education (Early Intervention, Elementary or Middle/Secondary). All programs include 3 quarters of school-based learning experiences, including a term of full-time student teaching. During the third year, employed new teachers will continue to receive support services from the Program that include provision of a mentor, formative evaluations of your teaching, support for attendance at a professional conference, cohort seminar meetings, on-site consulting, an electronic distribution and discussion list, and on line consultation and website conferencing. Grant recipients are expected to repay their training expenses by serving in eligible schools for an amount of time equivalent to their training. Successful applicants are eligible for a monthly stipend plus instructional supplies and dependent allowance (if applicable). All tuition costs are paid by the Sapsikwałá Program. Program Qualifications: Applicants must hold a bachelors degree by the time they begin the program AND normally have an undergraduate GPA of at least 3.0 or provide evidence of graduate potential. Teacher trainees receiving Sapsikwałá Program grant support must meet the requirements for Indian eligibility. These are established by the US Department of Education (34 CFR Part 263.3). Indian means an individual who is: A member of an Indian tribe or band, as membership is defined by the Indian tribe or band, including any tribe or band terminated since 1940, and any tribe or band recognized by the State in which the tribe or band resides; A descendent of a parent or grandparent who meets the requirements described above; Considered by the Secretary of the Interior to be an Indian for any purpose, An Eskimo, Aleut, or other Alaska Native; or A member of an organized Indian group that received a grant under the Indian Education Act of 1988 as it was in effect October 19, 1994. Application deadline is February 15, 2004. For further information or to request an application packet, please contact the Program Coordinator, Pat Rounds, at plrounds@uoregon.edu or (541) 346-1056.
Source: School of Education, University of Oregon
Inputdate: 2004-01-23 13:37:00
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Title: University of Oregon Fully Funded Graduate School Opportunity for American Indians and Alaska Natives
Body: From: Pat Rounds [mailto:plrounds@uoregon.edu] The University of Oregon, in consortium with the nine federally-recognized tribes of Oregon, has been awarded a three-year grant from the Office of Indian Education to train a cohort of approximately 10 new American Indian teachers to work in reservation, urban and suburban elementary, middle and high schools serving significant numbers of Native students. This program is called Building Community through the Sapsikwałá (Teacher) Education Program. Sapsikwałá is a Sahaptin word meaning teacher. The heart of the Sapsikwałá Program is the building of communities of practice, whose participants share problems of practice that arise in the workplace, learn from each other, build a professional identity, and find support and opportunities for career growth. Teacher trainees will complete the requirements for a master's degree and an Oregon Initial Teaching License during 5-8 quarter terms of full-time study depending on the program they choose. Applicants can choose among a host of pre-service teacher training programs in the following areas: general education (Elementary or Middle/Secondary) or special education (Early Intervention, Elementary or Middle/Secondary). All programs include 3 quarters of school-based learning experiences, including a term of full-time student teaching. During the third year, employed new teachers will continue to receive support services from the Program that include provision of a mentor, formative evaluations of your teaching, support for attendance at a professional conference, cohort seminar meetings, on-site consulting, an electronic distribution and discussion list, and on line consultation and website conferencing. Grant recipients are expected to repay their training expenses by serving in eligible schools for an amount of time equivalent to their training. Successful applicants are eligible for a monthly stipend plus instructional supplies and dependent allowance (if applicable). All tuition costs are paid by the Sapsikwałá Program. Program Qualifications: Applicants must hold a bachelors degree by the time they begin the program AND normally have an undergraduate GPA of at least 3.0 or provide evidence of graduate potential. Teacher trainees receiving Sapsikwałá Program grant support must meet the requirements for Indian eligibility. These are established by the US Department of Education (34 CFR Part 263.3). Indian means an individual who is: A member of an Indian tribe or band, as membership is defined by the Indian tribe or band, including any tribe or band terminated since 1940, and any tribe or band recognized by the State in which the tribe or band resides; A descendent of a parent or grandparent who meets the requirements described above; Considered by the Secretary of the Interior to be an Indian for any purpose, An Eskimo, Aleut, or other Alaska Native; or A member of an organized Indian group that received a grant under the Indian Education Act of 1988 as it was in effect October 19, 1994. Application deadline is February 15, 2004. For further information or to request an application packet, please contact the Program Coordinator, Pat Rounds, at plrounds@uoregon.edu or (541) 346-1056.
Source: School of Education, University of Oregon
Inputdate: 2004-01-23 13:37:00
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Title: OELA Newsline - January 20, 2004
Body: From: "OELA Newsline"
Read this online at: http://www.ncela.gwu.edu/newsline/index.htm
Note: If you encounter problems with article links in this email, visit the web version of Newsline.
OELA NEWSLINE - January 20, 2004
Items in this issue:
I. No Child Left Behind Update
- New OELA 2003 Summit Presentation Materials on NCELA Web Site
- Recent U.S. Department of Education Announcements
- The Achiever -- January 15, 2004 Issue
II. News in the Nation
- Immigrant Parents and Suburban Schools: Not Always an Easy Fit
- Irish Program Bouts Racism towards Immigrants
- Officials Discuss Approaches to Teaching English
- Volunteer ESL Teachers Helps Students
- Wallace Elementary Takes New Approach to Teaching ESL Students
- Working Hard for Success: The Story of an Immigrant in America
III. Research, Publications, and Resources
- Descriptive Study of Services to LEP Students and LEP Students with Disabilities
- El Rebumbio Aids English Teachers
- Free Registration for Online Sessions
- Latest Issue of NABE News on Preserving Indigenous Languages
- Mexican Website Offers Aid to Mothers
- Online Reading Strategies of Second Language Learners
- Outreach and People with Disabilities from Diverse Cultures: A
Review of the Literature
- Poverty Rate and Lack of Health Insurance Declines among Children of Immigrants
- Precollege Program Benefits ESL Students
- Reading in a Foreign Language
- Services Struggling To Keep Up With ESL Lesson Requests
- Using Literature in the Secondary Content Classroom
- Well-Known Spanish Writers on the Web
IV. Education Conferences and Institutes
- 2004 Iowa Culture and Language Conference (ICLC)
- 33rd Annual NABE Conference
- Hispanic Educational Summit 2004
- Seminars and Institutes for School Teachers: Summer 2004
Source: OELA
Inputdate: 2004-01-23 14:23:00
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Title: OELA Newsline - January 20, 2004
Body: From: "OELA Newsline"
Source: OELA
Inputdate: 2004-01-23 14:23:00
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Title: Preserving Indigenous Languages
Body: From: NABE Newsletter The November/December issue of NABE News focuses on the topic: "Preserving Indigenous Bilingual Education: Ensuring Success in the Battle to Save Native Languages." Articles within this issue include: * "Saving Lakota" by Bryan B. Charging Cloud * "Native Languages: The Connections Between the Past, the Present, and the Future" by Christine Sims, University of New Mexico * "National Indian Education Association Awarded Language Planning Grant" by Robin Butterfield, President, National Indian Education Association * "New Awards Program to Honor Exemplary School and Business Partnerships" by The Council for Corporate and School Partnerships * "Native Language Immersion in Early Childhood; A Hawaiian Model for Meeting the Challenge" by Namaka Rawlins, Director, Yaha Punana Leo, Inc., and William H. Wilson, Ka Haka Yula O Keyelikolan, Hawaiian Language Medium College, University of Hawaii at Hilo * "Educational Reality of Southeast Asian American English Learners: Experiences and Challenges" by Phoumy Sayavong NABE News is a publication of the National Association for Bilingual Education (NABE) and is free to all NABE members. For more information about membership or NABE News, contact NABEs National Office at: 1030 15th Street, NW, Suite 470 Washington, DC 20005 Phone: (202) 898-1829 Email: nabe@nabe.org http://www.nabe.org
Source: NABE
Inputdate: 2004-01-23 14:27:00
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Title: Preserving Indigenous Languages
Body: From: NABE Newsletter The November/December issue of NABE News focuses on the topic: "Preserving Indigenous Bilingual Education: Ensuring Success in the Battle to Save Native Languages." Articles within this issue include: * "Saving Lakota" by Bryan B. Charging Cloud * "Native Languages: The Connections Between the Past, the Present, and the Future" by Christine Sims, University of New Mexico * "National Indian Education Association Awarded Language Planning Grant" by Robin Butterfield, President, National Indian Education Association * "New Awards Program to Honor Exemplary School and Business Partnerships" by The Council for Corporate and School Partnerships * "Native Language Immersion in Early Childhood; A Hawaiian Model for Meeting the Challenge" by Namaka Rawlins, Director, Yaha Punana Leo, Inc., and William H. Wilson, Ka Haka Yula O Keyelikolan, Hawaiian Language Medium College, University of Hawaii at Hilo * "Educational Reality of Southeast Asian American English Learners: Experiences and Challenges" by Phoumy Sayavong NABE News is a publication of the National Association for Bilingual Education (NABE) and is free to all NABE members. For more information about membership or NABE News, contact NABEs National Office at: 1030 15th Street, NW, Suite 470 Washington, DC 20005 Phone: (202) 898-1829 Email: nabe@nabe.org http://www.nabe.org
Source: NABE
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Title: Free Registration for Online Sessions
Body: From: OELA Newsletter [Source: ESL MiniConference Quick News Alert] Electronic Village (EV) Online Sessions 2004 run from January 26 to March 5, 2004. Registration will be accepted January 12-26, 2004. The EV Online sessions are held before the TESOL Convention and some in conjunction with Interest Section Academic Sessions or Strands. However, membership in TESOL is not necessary, nor attendance at TESOL 2004, to take part. The following sessions will be offered: * English for everybody; all gain, no loss? -- moderators: Professor Ulrich Bliesener, Jane Hoelker, Joyce Kling, Keiko Abé-Ford, Christine Coombe, Valerie S. Jakar * Real English Online Video - moderators: Elizabeth Hanson-Smith, Michael Marzio * TESOL Drama Presents: Let's Put on a Play - moderators: Nigel Caplan, Gary Carkin, Judy Trupin * Becoming a Webhead - moderators: Dafne Gonzalez, Teresa Almeida d'Eça, Susanne Nyrop, Maria Jordano * Creating interactive online language lessons with Macromedia Flash MX - moderator: Marmo Soemarmo * Assessing and Teaching Oral Communication Skills - moderators: Rebecca Dauer, Christine Parkhurst * A Basic Workshop for using the Internet in class - moderator: JoAnn Miller * Creating and using weblogs in ESL/EFL - moderators: Anne Davis, Sandy Peters, Aaron Campbell, Joe Luft For registration information and session descriptions, visit: http://www.geocities.com/tesol_evonline/
Source: OELA
Inputdate: 2004-01-23 14:30:00
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Title: Free Registration for Online Sessions
Body: From: OELA Newsletter [Source: ESL MiniConference Quick News Alert] Electronic Village (EV) Online Sessions 2004 run from January 26 to March 5, 2004. Registration will be accepted January 12-26, 2004. The EV Online sessions are held before the TESOL Convention and some in conjunction with Interest Section Academic Sessions or Strands. However, membership in TESOL is not necessary, nor attendance at TESOL 2004, to take part. The following sessions will be offered: * English for everybody; all gain, no loss? -- moderators: Professor Ulrich Bliesener, Jane Hoelker, Joyce Kling, Keiko Abé-Ford, Christine Coombe, Valerie S. Jakar * Real English Online Video - moderators: Elizabeth Hanson-Smith, Michael Marzio * TESOL Drama Presents: Let's Put on a Play - moderators: Nigel Caplan, Gary Carkin, Judy Trupin * Becoming a Webhead - moderators: Dafne Gonzalez, Teresa Almeida d'Eça, Susanne Nyrop, Maria Jordano * Creating interactive online language lessons with Macromedia Flash MX - moderator: Marmo Soemarmo * Assessing and Teaching Oral Communication Skills - moderators: Rebecca Dauer, Christine Parkhurst * A Basic Workshop for using the Internet in class - moderator: JoAnn Miller * Creating and using weblogs in ESL/EFL - moderators: Anne Davis, Sandy Peters, Aaron Campbell, Joe Luft For registration information and session descriptions, visit: http://www.geocities.com/tesol_evonline/
Source: OELA
Inputdate: 2004-01-23 14:30:00
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Title: Descriptive Study of Services to LEP Students and LEP Students with Disabilities
Body: From: OELA Newsline NCELA now has pdf versions of the Descriptive Study of Services to LEP Students and LEP Students with Disabilities on its website. The goals of the study included: the numbers of characteristics of limited English proficient (LEP) students in grades K-12 and those LEP students with disabilities who receive special education services (SpEd-LEP); the policies and practices related to the identification of LEP and SpEd-LEP students; the instructional services that those students receive; the background and training of instructional staff who work with those students; the extent to which instruction for those students is aligned with State standards; and the policies and practices in place that define thoise students participation in Statewide assessments. Data were collected from the 2001-2002 school year. Sections of the study include the following: * Volume I: Research Report. A. M. Zehler, H. L. Fleischman, P. J. Hopstock, T. G. Stephenson, M. Pendzick, & S. Sapru. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/volI_research_fulltxt.pdf) * Volume II: Methodology. A. M. Zehler, P. J. Hopstock, H. L. Fleischman, & T. G. Stephenson. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/volII_methodology.pdf) * Volume III: Report on Case Study Interviews. A. M. Zehler, J. Voight, P. J. Hopstock, S. Sapru, & M. Pendzick (eds). (http://www.ncela.gwu.edu/library/descriptivestudyfiles/volIII_casestudy_interviews.pdf) * Policy Report: Summary of Findings Related to LEP and SpEd-LEP Students. A. M. Zehler, H. L. Fleischman, P. J. Hopstock, T. G. Stephenson, M. Pendzick, & S. Sapru. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/policy_report.pdf) * Special Topic Report #1: Native Languages of LEP Students. P. J. Hopstock & T. G. Stephenson. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/native_languages1.pdf) * Special Topic Report #2: Analysis of Office for Civil Rights (OCR) Data Related to LEP Students. P. J. Hopstock & T. G. Stephenson. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/OCR2.pdf) * Special Topic Report #3: Issues in Studying Learning Outcomes for LEP Students. P. J. Hopstock. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/outcomes3.pdf) * Special Topic Report #4: Findings on Special Education LEP Students. A. M. Zehler, H. L. Fleischman, P. J. Hopstock, M. Pendzick, & T. G. Stephenson. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/special_ed4.pdf) To view the study, visit: http://www.ncela.gwu.edu/library/descriptivestudyfiles/index.htm
Source: NCELA
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Title: Descriptive Study of Services to LEP Students and LEP Students with Disabilities
Body: From: OELA Newsline NCELA now has pdf versions of the Descriptive Study of Services to LEP Students and LEP Students with Disabilities on its website. The goals of the study included: the numbers of characteristics of limited English proficient (LEP) students in grades K-12 and those LEP students with disabilities who receive special education services (SpEd-LEP); the policies and practices related to the identification of LEP and SpEd-LEP students; the instructional services that those students receive; the background and training of instructional staff who work with those students; the extent to which instruction for those students is aligned with State standards; and the policies and practices in place that define thoise students participation in Statewide assessments. Data were collected from the 2001-2002 school year. Sections of the study include the following: * Volume I: Research Report. A. M. Zehler, H. L. Fleischman, P. J. Hopstock, T. G. Stephenson, M. Pendzick, & S. Sapru. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/volI_research_fulltxt.pdf) * Volume II: Methodology. A. M. Zehler, P. J. Hopstock, H. L. Fleischman, & T. G. Stephenson. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/volII_methodology.pdf) * Volume III: Report on Case Study Interviews. A. M. Zehler, J. Voight, P. J. Hopstock, S. Sapru, & M. Pendzick (eds). (http://www.ncela.gwu.edu/library/descriptivestudyfiles/volIII_casestudy_interviews.pdf) * Policy Report: Summary of Findings Related to LEP and SpEd-LEP Students. A. M. Zehler, H. L. Fleischman, P. J. Hopstock, T. G. Stephenson, M. Pendzick, & S. Sapru. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/policy_report.pdf) * Special Topic Report #1: Native Languages of LEP Students. P. J. Hopstock & T. G. Stephenson. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/native_languages1.pdf) * Special Topic Report #2: Analysis of Office for Civil Rights (OCR) Data Related to LEP Students. P. J. Hopstock & T. G. Stephenson. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/OCR2.pdf) * Special Topic Report #3: Issues in Studying Learning Outcomes for LEP Students. P. J. Hopstock. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/outcomes3.pdf) * Special Topic Report #4: Findings on Special Education LEP Students. A. M. Zehler, H. L. Fleischman, P. J. Hopstock, M. Pendzick, & T. G. Stephenson. (http://www.ncela.gwu.edu/library/descriptivestudyfiles/special_ed4.pdf) To view the study, visit: http://www.ncela.gwu.edu/library/descriptivestudyfiles/index.htm
Source: NCELA
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Title: Online Reading Strategies of Second Language Learners
Body: From: OELA Newsline In the November 2003 issue of The Reading Matrix, Neil Anderson examines online reading strategies used by second language learners. He also examines the differences between the online reading strategies of ESL readers and those of English-as-a-foreign-language readers. Anderson presents the top twelve and bottom twelve reading strategies used by second language learners. In his study, Anderson did not find any significant differences between online reading strategies used by ESL and EFL students. Anderson states, the only differences appear to be in problem solving strategies. Anderson emphasizes that metacognitive online reading strategies play an important role for ESL and EFL readers. To read the full study, visit: http://www.readingmatrix.com/articles/anderson/article.pdf
Source: Neil Anderson
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Title: Online Reading Strategies of Second Language Learners
Body: From: OELA Newsline In the November 2003 issue of The Reading Matrix, Neil Anderson examines online reading strategies used by second language learners. He also examines the differences between the online reading strategies of ESL readers and those of English-as-a-foreign-language readers. Anderson presents the top twelve and bottom twelve reading strategies used by second language learners. In his study, Anderson did not find any significant differences between online reading strategies used by ESL and EFL students. Anderson states, the only differences appear to be in problem solving strategies. Anderson emphasizes that metacognitive online reading strategies play an important role for ESL and EFL readers. To read the full study, visit: http://www.readingmatrix.com/articles/anderson/article.pdf
Source: Neil Anderson
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Title: Outreach and People with Disabilities from Diverse Cultures: A Review of the Literature
Body: From: OELA Newsline [Source: January, 2004, issue of E-News: The Electronic Newsletter of the National Institute for Urban School Improvement] This report from the National Council on Disability Cultural Diversity Initiative discusses the barriers that hamper the full participation in many aspects of society of people with disabilities who are also from diverse cultures. According to the publication, a growing body of research on this issue indicates that barriers include the lack of culturally appropriate outreach, language and communication barriers, attitudinal barriers, and the shortage of individuals from diverse cultures in the disability services professions. For over a decade, the National Council on Disability (NCD) has worked to make national disability policies, laws, programs, and services more responsive to people with disabilities from the broad array of cultures that enrich our country. As a part of its Cultural Diversity Initiative (CDI), NCD sought to answer fundamental questions about outreach: What is it? What are current outreach definitions, themes, models, and challenges? What is the state of disability/diversity outreach at the national level by the federal government? To view the report, visit: http://www.ncd.gov/newsroom/advisory/cultural/cdi_litreview.html
Source: National Council on Disability Cultural Diversity Initiative
Inputdate: 2004-01-23 14:36:00
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Title: Outreach and People with Disabilities from Diverse Cultures: A Review of the Literature
Body: From: OELA Newsline [Source: January, 2004, issue of E-News: The Electronic Newsletter of the National Institute for Urban School Improvement] This report from the National Council on Disability Cultural Diversity Initiative discusses the barriers that hamper the full participation in many aspects of society of people with disabilities who are also from diverse cultures. According to the publication, a growing body of research on this issue indicates that barriers include the lack of culturally appropriate outreach, language and communication barriers, attitudinal barriers, and the shortage of individuals from diverse cultures in the disability services professions. For over a decade, the National Council on Disability (NCD) has worked to make national disability policies, laws, programs, and services more responsive to people with disabilities from the broad array of cultures that enrich our country. As a part of its Cultural Diversity Initiative (CDI), NCD sought to answer fundamental questions about outreach: What is it? What are current outreach definitions, themes, models, and challenges? What is the state of disability/diversity outreach at the national level by the federal government? To view the report, visit: http://www.ncd.gov/newsroom/advisory/cultural/cdi_litreview.html
Source: National Council on Disability Cultural Diversity Initiative
Inputdate: 2004-01-23 14:36:00
Lastmodifieddate: 2004-01-23 14:36:00
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Publishdate:
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Active: 1
Emailed: 1
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