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11975
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Title: Ellis Island Resources
Body: Ellis Island Closes (November 12, 1954) More than 12 million immigrants were processed through Ellis Island between 1892 and 1924, after which it was used as a detention and deportation center. There are several resources from Annenberg Media that can help you use this event to discuss the differences in immigration policy then and now. Start with four courses for high school teachers. First, gain a global economic perspective on the forces driving immigration with Inside the Global Economy, program 5, “Labor and Capital Mobility.” http://www.learner.org/resources/series86.html “Boundaries and Borderlands,” program 2 of The Power of Place: Geography for the 21st Century, offers a close-up view of migrant issues through one woman's story. And “Population Geography,” program 21, looks at motives for migration from and within Mexico and the effects of U.S. border policy. http://www.learner.org/resources/series180.html Program 11 of The Constitution: That Delicate Balance focuses on immigration reform through interviews with retired U.S. Court of Appeals Judge Arlin Adams, Notre Dame President Emeritus Reverend Theodore Hesburgh, and immigration officials and journalists. http://www.learner.org/resources/series72.html For a literature connection, American Passages: A Literary Survey, http://www.learner.org/resources/series164.html, explores American history, conceptions of race, and immigrant issues through literature, in program 2, “Exploring Borderlands,” program 9, “Social Realism,” and program 12, “Migrant Struggle.” On the series Web site, see Coming to America: Immigrants at Ellis Island http://www.learner.org/amerpass/unit09/context_activ-3.html, then use search terms "immigrant" and "immigration" to find historical images and other artifacts in the archive. http://www.learner.org/amerpass/slideshow/archive_search.php For K-5 professional development, Social Studies in Action: A Methodology Workshop K-5, workshop 3, “Exploring Unity and Diversity,” develops a mini-lesson on immigration and citizenship based on primary source documents and Howard Gardner’s theory of multiple intelligences. http://www.learner.org/workshops/socialstudies/session3/index.html For K-12 professional development, in program 24 of Social Studies in Action: A Teaching Practices Library, K-12, a 10th-grade class engages in group work to explore economic, political, and environmental circumstances that cause people to emigrate to the U.S. from Latin America. http://www.learner.org/resources/series166.html. Find additional resources on the series Web site at http://www.learner.org/libraries/socialstudies/9_12/weir/index.html. For literature lessons related to the experience of immigrants, see Teaching Multicultural Literature: A Workshop for the Middle Grades, http://www.learner.org/resources/series203.html and The Expanding Canon: Teaching Multicultural Literature in High School http://www.learner.org/resources/series178.html. At the elementary level, Teaching Reading 3-5 Workshop, http://www.learner.org/resources/series204.html, focuses on Latino immigration in Maria Ruiz-Blanco's third-grade classroom. http://www.learner.org/workshops/teachreading35/classrooms/cv2.html.
Source: Annenberg Media Update
Inputdate: 2010-11-07 04:24:24
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Title: Ellis Island Resources
Body: Ellis Island Closes (November 12, 1954) More than 12 million immigrants were processed through Ellis Island between 1892 and 1924, after which it was used as a detention and deportation center. There are several resources from Annenberg Media that can help you use this event to discuss the differences in immigration policy then and now. Start with four courses for high school teachers. First, gain a global economic perspective on the forces driving immigration with Inside the Global Economy, program 5, “Labor and Capital Mobility.” http://www.learner.org/resources/series86.html “Boundaries and Borderlands,” program 2 of The Power of Place: Geography for the 21st Century, offers a close-up view of migrant issues through one woman's story. And “Population Geography,” program 21, looks at motives for migration from and within Mexico and the effects of U.S. border policy. http://www.learner.org/resources/series180.html Program 11 of The Constitution: That Delicate Balance focuses on immigration reform through interviews with retired U.S. Court of Appeals Judge Arlin Adams, Notre Dame President Emeritus Reverend Theodore Hesburgh, and immigration officials and journalists. http://www.learner.org/resources/series72.html For a literature connection, American Passages: A Literary Survey, http://www.learner.org/resources/series164.html, explores American history, conceptions of race, and immigrant issues through literature, in program 2, “Exploring Borderlands,” program 9, “Social Realism,” and program 12, “Migrant Struggle.” On the series Web site, see Coming to America: Immigrants at Ellis Island http://www.learner.org/amerpass/unit09/context_activ-3.html, then use search terms "immigrant" and "immigration" to find historical images and other artifacts in the archive. http://www.learner.org/amerpass/slideshow/archive_search.php For K-5 professional development, Social Studies in Action: A Methodology Workshop K-5, workshop 3, “Exploring Unity and Diversity,” develops a mini-lesson on immigration and citizenship based on primary source documents and Howard Gardner’s theory of multiple intelligences. http://www.learner.org/workshops/socialstudies/session3/index.html For K-12 professional development, in program 24 of Social Studies in Action: A Teaching Practices Library, K-12, a 10th-grade class engages in group work to explore economic, political, and environmental circumstances that cause people to emigrate to the U.S. from Latin America. http://www.learner.org/resources/series166.html. Find additional resources on the series Web site at http://www.learner.org/libraries/socialstudies/9_12/weir/index.html. For literature lessons related to the experience of immigrants, see Teaching Multicultural Literature: A Workshop for the Middle Grades, http://www.learner.org/resources/series203.html and The Expanding Canon: Teaching Multicultural Literature in High School http://www.learner.org/resources/series178.html. At the elementary level, Teaching Reading 3-5 Workshop, http://www.learner.org/resources/series204.html, focuses on Latino immigration in Maria Ruiz-Blanco's third-grade classroom. http://www.learner.org/workshops/teachreading35/classrooms/cv2.html.
Source: Annenberg Media Update
Inputdate: 2010-11-07 04:24:24
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11976
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Title: REL West’s New Study Examines Mobility Rates of Arizona English Language Learners
Body: REL West’s study, Patterns of Student Mobility Among English Language Learner Students in Arizona Public Schools , looked at three types of student mobility to determine what proportion of Arizona public school students and English language learner students are mobile, whether mobility varies by education level, whether mobility is greater within or between districts, and how district size is related to mobility rates within and between districts. The study also sought to determine whether mobility in Arizona public schools is similar to findings elsewhere showing an association between student mobility and student characteristics such as special education status and race/ethnicity. For more information, see the report at: http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=236
Source: NCELA List
Inputdate: 2010-11-07 04:25:09
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Title: REL West’s New Study Examines Mobility Rates of Arizona English Language Learners
Body: REL West’s study, Patterns of Student Mobility Among English Language Learner Students in Arizona Public Schools , looked at three types of student mobility to determine what proportion of Arizona public school students and English language learner students are mobile, whether mobility varies by education level, whether mobility is greater within or between districts, and how district size is related to mobility rates within and between districts. The study also sought to determine whether mobility in Arizona public schools is similar to findings elsewhere showing an association between student mobility and student characteristics such as special education status and race/ethnicity. For more information, see the report at: http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=236
Source: NCELA List
Inputdate: 2010-11-07 04:25:09
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11977
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Title: Center for Applied Linguistics (CAL) Training of Trainers Institutes Fall 2010: Teaching Reading to Students Learning English
Body: Given the overwhelming response to the Training of Trainers Institutes on teaching reading to students learning English, CAL is conducting additional trainings this fall. The trainings are designed to help professional developers provide teachers with an understanding of how reading instruction may differ based on students’ first languages and effective instructional strategies for working with these students. The 3-day institutes are based on CAL’s research-based professional development program, What’s Different About Teaching Reading to Students Learning English? Final three-day Training of Trainers Institute of 2010 will take place in Washington D.C. as follows: Monday-Wednesday, December 6-8, 9:00 AM-4:00 PM For more information and to register, please go to the CAL Website: http://www.cal.org/solutions/profdev/workshops/training.html For specialists or teachers unable to attend the training in Washington DC, contact CAL for information on hosting the training in your state, district or school Visit CAL Solutions home page: http://www.cal.org/solutions
Source: NCELA List
Inputdate: 2010-11-07 04:26:12
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Title: Center for Applied Linguistics (CAL) Training of Trainers Institutes Fall 2010: Teaching Reading to Students Learning English
Body: Given the overwhelming response to the Training of Trainers Institutes on teaching reading to students learning English, CAL is conducting additional trainings this fall. The trainings are designed to help professional developers provide teachers with an understanding of how reading instruction may differ based on students’ first languages and effective instructional strategies for working with these students. The 3-day institutes are based on CAL’s research-based professional development program, What’s Different About Teaching Reading to Students Learning English? Final three-day Training of Trainers Institute of 2010 will take place in Washington D.C. as follows: Monday-Wednesday, December 6-8, 9:00 AM-4:00 PM For more information and to register, please go to the CAL Website: http://www.cal.org/solutions/profdev/workshops/training.html For specialists or teachers unable to attend the training in Washington DC, contact CAL for information on hosting the training in your state, district or school Visit CAL Solutions home page: http://www.cal.org/solutions
Source: NCELA List
Inputdate: 2010-11-07 04:26:12
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Contentid:
11978
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Title: Enter the ACTFL National Video Podcast Contest
Body: Enter the ACTFL National Video Podcast Contest - Students Can be the Stars of Discover Languages Month! This year’s theme is “Why I am a 21st Century Learner.” Open to currently enrolled world language students (individuals and groups, grades K-16). All entries will be displayed for the world to see. Selected winners can win up to $500, will be announced online at the ACTFL website, and featured in The Language Educator During Discover Languages Month in February! Time to get creative and speak up for world language learning. Deadline for submission is Monday, Dec. 20, 2010. See the full contest details and link to last year's winners on the ACTFL webpage at: http://www.actfl.org/i4a/pages/index.cfm?pageID=4754 .
Source: ACTFL
Inputdate: 2010-11-07 04:26:51
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Expdate: 2010-12-20 00:00:00
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Title: Enter the ACTFL National Video Podcast Contest
Body: Enter the ACTFL National Video Podcast Contest - Students Can be the Stars of Discover Languages Month! This year’s theme is “Why I am a 21st Century Learner.” Open to currently enrolled world language students (individuals and groups, grades K-16). All entries will be displayed for the world to see. Selected winners can win up to $500, will be announced online at the ACTFL website, and featured in The Language Educator During Discover Languages Month in February! Time to get creative and speak up for world language learning. Deadline for submission is Monday, Dec. 20, 2010. See the full contest details and link to last year's winners on the ACTFL webpage at: http://www.actfl.org/i4a/pages/index.cfm?pageID=4754 .
Source: ACTFL
Inputdate: 2010-11-07 04:26:51
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11979
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Title: Being Multilingual: Multilingualism Blog
Body: From http://linguistlist.org/issues/21/21-4227.html Madalena Cruz-Ferreira, the author of the new Being Multilingual Blog, invites you to visit her new online resource: http://beingmultilingual.blogspot.com The aim of this blog is to discuss what it means to be multilingual and what is involved in the regular use of several languages. Multilingualism is often misunderstood, and often correlated with either over-ability or disability. Myths and misconceptions about multilingualism have consequences at home, in school and in clinic. In addition, the languages used by multilinguals are the usual focus of attention. The author’s focus is the people: multilingualism is not about what several languages can do to people, it is about what people can do with several languages.
Source: LINGUIST List
Inputdate: 2010-11-07 04:27:23
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Title: Being Multilingual: Multilingualism Blog
Body: From http://linguistlist.org/issues/21/21-4227.html Madalena Cruz-Ferreira, the author of the new Being Multilingual Blog, invites you to visit her new online resource: http://beingmultilingual.blogspot.com The aim of this blog is to discuss what it means to be multilingual and what is involved in the regular use of several languages. Multilingualism is often misunderstood, and often correlated with either over-ability or disability. Myths and misconceptions about multilingualism have consequences at home, in school and in clinic. In addition, the languages used by multilinguals are the usual focus of attention. The author’s focus is the people: multilingualism is not about what several languages can do to people, it is about what people can do with several languages.
Source: LINGUIST List
Inputdate: 2010-11-07 04:27:23
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Contentid:
11980
Content Type: 1
Title: Essay Competition: Images of American and European Culture
Body: From http://www.goethe.de/ins/cz/prj/fas/enindex.htm What ideas do young people today have about culture on this side of the Atlantic and on the other? Does America still fascinate young Europeans? What do young Americans know about European culture? Does it interest them at all? Are you between 18 and 25 years of age and a German, French, Polish, Czech or American citizen? Then enter our Essay Competition and take this opportunity to talk about these and related issues with young people from the USA, France, Poland, the Czech Republic and Germany in Berlin! Submission Deadline: December 10, 2010. Learn more about the contest at http://www.goethe.de/ins/cz/prj/fas/wet/enindex.htm
Source: Goethe-Institut
Inputdate: 2010-11-07 04:28:30
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Expdate: 2010-12-10 00:00:00
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Title: Essay Competition: Images of American and European Culture
Body: From http://www.goethe.de/ins/cz/prj/fas/enindex.htm What ideas do young people today have about culture on this side of the Atlantic and on the other? Does America still fascinate young Europeans? What do young Americans know about European culture? Does it interest them at all? Are you between 18 and 25 years of age and a German, French, Polish, Czech or American citizen? Then enter our Essay Competition and take this opportunity to talk about these and related issues with young people from the USA, France, Poland, the Czech Republic and Germany in Berlin! Submission Deadline: December 10, 2010. Learn more about the contest at http://www.goethe.de/ins/cz/prj/fas/wet/enindex.htm
Source: Goethe-Institut
Inputdate: 2010-11-07 04:28:30
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11981
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Title: Book: CALL in Limited Technology Contexts
Body: From https://calico.org/page.php?id=505 CALL in Limited Technology Contexts Edited by Joy Egbert Published by CALICO See the table of contents and ordering information at https://calico.org/page.php?id=516
Source: CALICO
Inputdate: 2010-11-10 10:47:20
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Publishdate: 2010-11-15 00:00:00
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Title: Book: CALL in Limited Technology Contexts
Body: From https://calico.org/page.php?id=505 CALL in Limited Technology Contexts Edited by Joy Egbert Published by CALICO See the table of contents and ordering information at https://calico.org/page.php?id=516
Source: CALICO
Inputdate: 2010-11-10 10:47:20
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11982
Content Type: 1
Title: Book: Task-Based Language Learning and Teaching with Technology
Body: From http://www.continuumbooks.com/books/detail.aspx?BookId=136573&SubjectId=989&Subject2Id=1569 Task-Based Language Learning and Teaching with Technology Edited by Michael Thomas and Hayo Reinders Published by Continuum Description: This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices. The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. Visit the publisher’s website at http://www.continuumbooks.com/books/detail.aspx?BookId=136573&SubjectId=989&Subject2Id=1569
Source: Continuum
Inputdate: 2010-11-10 10:47:54
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Title: Book: Task-Based Language Learning and Teaching with Technology
Body: From http://www.continuumbooks.com/books/detail.aspx?BookId=136573&SubjectId=989&Subject2Id=1569 Task-Based Language Learning and Teaching with Technology Edited by Michael Thomas and Hayo Reinders Published by Continuum Description: This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices. The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. Visit the publisher’s website at http://www.continuumbooks.com/books/detail.aspx?BookId=136573&SubjectId=989&Subject2Id=1569
Source: Continuum
Inputdate: 2010-11-10 10:47:54
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11983
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Title: Book: Systemization in Foreign Language Teaching
Body: From http://www.routledge.com/books/details/9780415361934 Systemization in Foreign Language Teaching: Monitoring Content Progression By Wilfried Decoo Publisher: Routledge, Tayler & Francis Group Description: Foreign language learning is a progressive endeavor. Whatever the method, the learner should advance from one point to another, constantly improving. Growing proficiency entails growing language content. Content is complex, displaying many dimensions. Syllabus designers, textbook authors, and teachers often struggle with the monitoring of content. Computer-assisted systemization helps to handle it in a manageable framework. Besides inventorying content, it ensures more balanced selections, calculated progression, and controlled reiteration of previously learned material. It gauges the usability of authentic material in relation to the level attained. During the teaching process, it allows the instant selection of items needed for a communicative situation, focus on forms, or particular exercises. This book first describes the theoretical background for systemization, including a historical overview, with special attention to the Common European Framework and the new Profiles and Referentials. Next the practical steps for computer-assisted implementation with examples taken from French and English, but applicable to any language. Visit the publisher’s website at http://www.routledge.com/books/details/9780415361934
Source: Routledge
Inputdate: 2010-11-10 10:48:45
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Title: Book: Systemization in Foreign Language Teaching
Body: From http://www.routledge.com/books/details/9780415361934 Systemization in Foreign Language Teaching: Monitoring Content Progression By Wilfried Decoo Publisher: Routledge, Tayler & Francis Group Description: Foreign language learning is a progressive endeavor. Whatever the method, the learner should advance from one point to another, constantly improving. Growing proficiency entails growing language content. Content is complex, displaying many dimensions. Syllabus designers, textbook authors, and teachers often struggle with the monitoring of content. Computer-assisted systemization helps to handle it in a manageable framework. Besides inventorying content, it ensures more balanced selections, calculated progression, and controlled reiteration of previously learned material. It gauges the usability of authentic material in relation to the level attained. During the teaching process, it allows the instant selection of items needed for a communicative situation, focus on forms, or particular exercises. This book first describes the theoretical background for systemization, including a historical overview, with special attention to the Common European Framework and the new Profiles and Referentials. Next the practical steps for computer-assisted implementation with examples taken from French and English, but applicable to any language. Visit the publisher’s website at http://www.routledge.com/books/details/9780415361934
Source: Routledge
Inputdate: 2010-11-10 10:48:45
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11984
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Title: Call for Papers: Second Language Acquisition Graduate Student Symposium
Body: From http://www.uiowa.edu/~flaregra/symp11/index.html Call for Papers 2011 SLA Graduate Student Symposium Methodologies in SLA April 29-30, 2011 The UCC Conference Center, University of Iowa Co-hosted by University of Wisconsin-Madison The theme of the 2011 symposium is Methodologies in SLA. Submissions may address the conference theme or any area related to current and future trends in SLA research including, but not limited to: generative, psycholinguistic, and social approaches, technology in language teaching, and implications of SLA research for instruction. The organizers seek proposals, both theoretical and empirical, from graduate student researchers that reflect the differing perspectives and methods currently used in SLA research. The research may be interdisciplinary in nature. Submissions based on pilot studies, pre-dissertation studies, or work-in-progress projects will be considered, as well as completed projects. Please submit abstracts by December 30, 2010 View the full call for papers at http://www.uiowa.edu/~flaregra/symp11/call.html
Source: University of Iowa
Inputdate: 2010-11-10 10:49:37
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Title: Call for Papers: Second Language Acquisition Graduate Student Symposium
Body: From http://www.uiowa.edu/~flaregra/symp11/index.html Call for Papers 2011 SLA Graduate Student Symposium Methodologies in SLA April 29-30, 2011 The UCC Conference Center, University of Iowa Co-hosted by University of Wisconsin-Madison The theme of the 2011 symposium is Methodologies in SLA. Submissions may address the conference theme or any area related to current and future trends in SLA research including, but not limited to: generative, psycholinguistic, and social approaches, technology in language teaching, and implications of SLA research for instruction. The organizers seek proposals, both theoretical and empirical, from graduate student researchers that reflect the differing perspectives and methods currently used in SLA research. The research may be interdisciplinary in nature. Submissions based on pilot studies, pre-dissertation studies, or work-in-progress projects will be considered, as well as completed projects. Please submit abstracts by December 30, 2010 View the full call for papers at http://www.uiowa.edu/~flaregra/symp11/call.html
Source: University of Iowa
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