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Title: NABE Journal Released Online
Body: From: OELA Newsline NABE Journal Released Online The National Association of Bilingual Education (NABE) Journal of Research and Practice (NJRP) is now available online at http://njrp.tamu.edu. As one of NABEs officially sponsored publications, the NJRP has as a central mission to help advance the research-based knowledge of the field of bilingual and ESL education. Volume 2 of the NJRP serves as an archival record of articles written by major bilingual education and ESL education invited experts and many other contributing authors who presented at the NABE 2003 Conference. The collection of 14 articles represents information linking research and practice to increase the knowledge base of scholars and practitioners in the field of bilingual and ESL education. Among the authors are Virginia Collier and Wayne Thomas; Alfredo Benavides and Eva Midobuche; and Eugene Garcia and his team of collaborators, that is, Yu-Min Ku and Marco Bravo. Some of the themes covered by these authors are professional development for supporting bilingual and ESL educators, the role of research-based knowledge including a summary report of Collier and Thomas longitudinal findings, parental involvement and placement of bilingual children. This second volume discusses the effect of high-quality bilingual and ESL education for increasing developmental and academic achievement outcomes for all English language learners. To read this issue, visit: http://njrp.tamu.edu/2004.htm For more information about NABE, visit: http://www.nabe.org
Source: NABE
Inputdate: 2004-02-19 20:03:00
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Title: NABE Journal Released Online
Body: From: OELA Newsline NABE Journal Released Online The National Association of Bilingual Education (NABE) Journal of Research and Practice (NJRP) is now available online at http://njrp.tamu.edu. As one of NABEs officially sponsored publications, the NJRP has as a central mission to help advance the research-based knowledge of the field of bilingual and ESL education. Volume 2 of the NJRP serves as an archival record of articles written by major bilingual education and ESL education invited experts and many other contributing authors who presented at the NABE 2003 Conference. The collection of 14 articles represents information linking research and practice to increase the knowledge base of scholars and practitioners in the field of bilingual and ESL education. Among the authors are Virginia Collier and Wayne Thomas; Alfredo Benavides and Eva Midobuche; and Eugene Garcia and his team of collaborators, that is, Yu-Min Ku and Marco Bravo. Some of the themes covered by these authors are professional development for supporting bilingual and ESL educators, the role of research-based knowledge including a summary report of Collier and Thomas longitudinal findings, parental involvement and placement of bilingual children. This second volume discusses the effect of high-quality bilingual and ESL education for increasing developmental and academic achievement outcomes for all English language learners. To read this issue, visit: http://njrp.tamu.edu/2004.htm For more information about NABE, visit: http://www.nabe.org
Source: NABE
Inputdate: 2004-02-19 20:03:00
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1239
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Title: New CAL Brochure Advocates for Multilingual Society
Body: From: OELA Newsline New CAL Brochure Advocates for Multilingual Society The Center for Applied Linguistics (CAL) has a new brochure that promotes language learning. "Working Together to Build a Multilingual Society" is a companion piece to two other related brochures on their Web site, "Why, How, and When Should My Child Learn a Second Language?" and "Why Start and Maintain an SNS (Spanish for Native Speakers) Program." The Working Together brochure discusses the benefits of a multilingual society and offers tips to educators and parents to help set up or enhance a multilingual environment in schools and homes. It can also be used as a means to advocate for school language programs. The brochure is available online at: http://www.cal.org/resources/brochures/multilingual_brochure.pdf To request up to 10 individual copies of any of these brochures free of charge, contact: Lisa Biggs Center for Applied Linguistics 4646 40th St., NW Washington, DC 20016 202-362-0700 Email: lisa@cal.org
Source: Center for Applied Linguistics
Inputdate: 2004-02-19 20:07:00
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Title: New CAL Brochure Advocates for Multilingual Society
Body: From: OELA Newsline New CAL Brochure Advocates for Multilingual Society The Center for Applied Linguistics (CAL) has a new brochure that promotes language learning. "Working Together to Build a Multilingual Society" is a companion piece to two other related brochures on their Web site, "Why, How, and When Should My Child Learn a Second Language?" and "Why Start and Maintain an SNS (Spanish for Native Speakers) Program." The Working Together brochure discusses the benefits of a multilingual society and offers tips to educators and parents to help set up or enhance a multilingual environment in schools and homes. It can also be used as a means to advocate for school language programs. The brochure is available online at: http://www.cal.org/resources/brochures/multilingual_brochure.pdf To request up to 10 individual copies of any of these brochures free of charge, contact: Lisa Biggs Center for Applied Linguistics 4646 40th St., NW Washington, DC 20016 202-362-0700 Email: lisa@cal.org
Source: Center for Applied Linguistics
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Title: New Digests on CAL Web Site
Body: From: OELA Newsline New Digests on CAL Web Site The Center for Applied Linguistics (CAL) has released several new digests on their Web site. The digests include: * "Think Aloud Protocols:Teaching Reading Processes to Young Bilingual Students" by Magaly Lavadenz (http://www.cal.org/resources/digest/0314lavadenz.html) * "Culture in Second Language Teaching" by Elizabeth Peterson and Bronwyn Coltrane (http://www.cal.org/resources/digest/0309peterson.html) * "Cultural Diversity and Language Socialization in the Early Years" by Eunjin Park and Kendall King (http://www.cal.org/resources/digest/0313park.html) * "Establishing an Effective Newcomer Program" by Deborah J. Short and Beverly A. Boyson (http://www.cal.org/resources/digest/0312short.html) * "Second Language Acquisition and Technology: A Review of the Research" by Jean W. LeLoup and Robert Ponterio (http://www.cal.org/resources/digest/0311leloup.html) * "Teaching Foreign Languages to Children Through Video" by Nancy Rhodes and Ingrid Puhfahl (http://www.cal.org/resources/digest/0310pufahl.html) * "Action Research" by Richard Donato (http://www.cal.org/resources/digest/0308donato.html) * "Curricular Models for University African Language Programs" by David Dwyer (http://www.cal.org/resources/digest/0307dwyer.html) * "Research Insights on Second Language Writing Instruction" by Ilona Leki (http://www.cal.org/resources/digest/0306leki.html) For a complete list of CAL digests, visit: http://www.cal.org/resources/digest/
Source: Center for Applied Linguistics
Inputdate: 2004-02-19 20:14:00
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Title: New Digests on CAL Web Site
Body: From: OELA Newsline New Digests on CAL Web Site The Center for Applied Linguistics (CAL) has released several new digests on their Web site. The digests include: * "Think Aloud Protocols:Teaching Reading Processes to Young Bilingual Students" by Magaly Lavadenz (http://www.cal.org/resources/digest/0314lavadenz.html) * "Culture in Second Language Teaching" by Elizabeth Peterson and Bronwyn Coltrane (http://www.cal.org/resources/digest/0309peterson.html) * "Cultural Diversity and Language Socialization in the Early Years" by Eunjin Park and Kendall King (http://www.cal.org/resources/digest/0313park.html) * "Establishing an Effective Newcomer Program" by Deborah J. Short and Beverly A. Boyson (http://www.cal.org/resources/digest/0312short.html) * "Second Language Acquisition and Technology: A Review of the Research" by Jean W. LeLoup and Robert Ponterio (http://www.cal.org/resources/digest/0311leloup.html) * "Teaching Foreign Languages to Children Through Video" by Nancy Rhodes and Ingrid Puhfahl (http://www.cal.org/resources/digest/0310pufahl.html) * "Action Research" by Richard Donato (http://www.cal.org/resources/digest/0308donato.html) * "Curricular Models for University African Language Programs" by David Dwyer (http://www.cal.org/resources/digest/0307dwyer.html) * "Research Insights on Second Language Writing Instruction" by Ilona Leki (http://www.cal.org/resources/digest/0306leki.html) For a complete list of CAL digests, visit: http://www.cal.org/resources/digest/
Source: Center for Applied Linguistics
Inputdate: 2004-02-19 20:14:00
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1241
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Title: New NCLRC Language Resource Newsletter
Body: From: OELA Newsline The National Capital Language Resource Center's (NCLRC) bimonthly online newsletter posts current research findings, effective teaching methods, and professional development opportunities for foreign language educators. The February issue of the "NCLRC Language Resource" has articles on: * "Building On The Strengths Of Multiple Intelligences In Foreign Language Classrooms," by Dr. M.H. Haley (http://www.nclrc.org/caidlr81.htm#no1) * "Language Lesson: Observe and Analyze: Photos and Culture" by A. Williams (http://www.nclrc.org/caidlr81.htm#ll) * "Professional Development, Conferences, And Funding Opportunities," by A. Spokane and E. Amoah-Ntim (http://www.nclrc.org/caidlr81.htm#profdev) Sections of this issue include: Stephanie's Diary, NCLRC Reports and Materials from ACTFL 2003 (Part III), Ask Dora: Answers to Your Questions on Languages, Web Sites for Teachers, Why Don't You...Watch A Movie? Dear Yana, Extra! Extra!! and Other Announcements. Announcements from NCLRC include the NCLRC Summer Institute schedule and the online availability of "Elementary Immersion Learning Strategies Resource Guide (http://www.nclrc.org/meloni/). For more information about NCLRC, visit: http://www.nclrc.org/ To read this issue, visit: http://www.nclrc.org/caidlr81.htm
Source: National Capital Language Resource Center
Inputdate: 2004-02-19 20:15:00
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Title: New NCLRC Language Resource Newsletter
Body: From: OELA Newsline The National Capital Language Resource Center's (NCLRC) bimonthly online newsletter posts current research findings, effective teaching methods, and professional development opportunities for foreign language educators. The February issue of the "NCLRC Language Resource" has articles on: * "Building On The Strengths Of Multiple Intelligences In Foreign Language Classrooms," by Dr. M.H. Haley (http://www.nclrc.org/caidlr81.htm#no1) * "Language Lesson: Observe and Analyze: Photos and Culture" by A. Williams (http://www.nclrc.org/caidlr81.htm#ll) * "Professional Development, Conferences, And Funding Opportunities," by A. Spokane and E. Amoah-Ntim (http://www.nclrc.org/caidlr81.htm#profdev) Sections of this issue include: Stephanie's Diary, NCLRC Reports and Materials from ACTFL 2003 (Part III), Ask Dora: Answers to Your Questions on Languages, Web Sites for Teachers, Why Don't You...Watch A Movie? Dear Yana, Extra! Extra!! and Other Announcements. Announcements from NCLRC include the NCLRC Summer Institute schedule and the online availability of "Elementary Immersion Learning Strategies Resource Guide (http://www.nclrc.org/meloni/). For more information about NCLRC, visit: http://www.nclrc.org/ To read this issue, visit: http://www.nclrc.org/caidlr81.htm
Source: National Capital Language Resource Center
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1242
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Title: New Publication from RER
Body: From: OELA Newsline New Publication from RER Winter 2003, Volume 73 (4) The following is a list of the articles included in the most recent issue of Review of Educational Research (RER): - "Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence" by H. Lee Swanson, G. Trainin, D. M. Necoechea, D. D. Hammill. The authors discuss "a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities." According to the authors, their findings suggest that educators have overstated the significance of phonological awareness and rapid naming measures in explaining reading performance. RER is a quarterly publication of the American Educational Research Association (AERA). For more information, contact: AERA information: 1230 17th Street, NW Washington, DC 20036-3078 http://www.aera.net/
Source: Review of Educational Research
Inputdate: 2004-02-19 20:17:00
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Title: New Publication from RER
Body: From: OELA Newsline New Publication from RER Winter 2003, Volume 73 (4) The following is a list of the articles included in the most recent issue of Review of Educational Research (RER): - "Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence" by H. Lee Swanson, G. Trainin, D. M. Necoechea, D. D. Hammill. The authors discuss "a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities." According to the authors, their findings suggest that educators have overstated the significance of phonological awareness and rapid naming measures in explaining reading performance. RER is a quarterly publication of the American Educational Research Association (AERA). For more information, contact: AERA information: 1230 17th Street, NW Washington, DC 20036-3078 http://www.aera.net/
Source: Review of Educational Research
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1243
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Title: Claiming Opportunities: A Handbook for Improving Education for English Language Learners through Comprehensive School Reform
Body: From: OELA Newsline The Education Alliance recently released "Claiming Opportunities: A Handbook for Improving Education for English Language Learners through Comprehensive School Reform." The aim of this publication is to address the needs of English language learners (ELLs) within Comprehensive School Reform (CSR) because, according to the authors, despite the concurrent growth of ELLs and CSR, this area has been inadequately considered. The handbook provides information, strategies, resources, and tools for using No Child Left Behind's Comprehensive School Reform program as an opportunity to make schools more responsive to and responsible to ELLs. For information on ordering this resource, contact: Joshua Araujo Email: Joshua_Araujo@brown.edu To view the complete handbook, visit: http://www.alliance.brown.edu/pubs/claiming_opportunities/index.shtml
Source: The Education Alliance
Inputdate: 2004-02-19 20:19:00
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Title: Claiming Opportunities: A Handbook for Improving Education for English Language Learners through Comprehensive School Reform
Body: From: OELA Newsline The Education Alliance recently released "Claiming Opportunities: A Handbook for Improving Education for English Language Learners through Comprehensive School Reform." The aim of this publication is to address the needs of English language learners (ELLs) within Comprehensive School Reform (CSR) because, according to the authors, despite the concurrent growth of ELLs and CSR, this area has been inadequately considered. The handbook provides information, strategies, resources, and tools for using No Child Left Behind's Comprehensive School Reform program as an opportunity to make schools more responsive to and responsible to ELLs. For information on ordering this resource, contact: Joshua Araujo Email: Joshua_Araujo@brown.edu To view the complete handbook, visit: http://www.alliance.brown.edu/pubs/claiming_opportunities/index.shtml
Source: The Education Alliance
Inputdate: 2004-02-19 20:19:00
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Title: A Look at the Progress of English Learner Students
Body: From: OELA Newsline The state of California's legislative analyst office recently released a report titled "A Look at the Progress of English Learner Students" by Elizabeth G. Hill. This report summarizes California's student achievement measured by the 2002 California English Language Development Test. This test evaluates the rate at which students' English skills improve. The report indicates that student progress is slow as a whole, however, some groups are making rapid progress. To read the study, visit: http://www.lao.ca.gov/2004/english_learners/021204_english_learners. pdf
Source: Elizabeth G. Hill
Inputdate: 2004-02-19 20:21:00
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Title: A Look at the Progress of English Learner Students
Body: From: OELA Newsline The state of California's legislative analyst office recently released a report titled "A Look at the Progress of English Learner Students" by Elizabeth G. Hill. This report summarizes California's student achievement measured by the 2002 California English Language Development Test. This test evaluates the rate at which students' English skills improve. The report indicates that student progress is slow as a whole, however, some groups are making rapid progress. To read the study, visit: http://www.lao.ca.gov/2004/english_learners/021204_english_learners. pdf
Source: Elizabeth G. Hill
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Title: The Education Alliance's Work
Body: From: OELA Newsline The work of The Education Alliance is featured in the January, 2004, issue of "Perspectives," a publication of the Massachusetts Association for Supervision and Curriculum Developers. Maria Wilson-Portuondo, Jane Yedlin, and Stephanie Feger, all staff members of the Alliance, contributed to the theme-based issue of "Immersion or Submersion" focusing on how schools are responding to changes in bilingual education policy in Massachusetts through strategies to improve instruction for English language learners. Maria Wilson-Portuondo focused on the need to understand the learning needs of ELLs and address the challenge of distinguishing language difficulties from a disability. New legislation is placing ELLs in the mainstream faster than in the past. Many mainstream teachers have received little or no preparation in working with this population and as a result schools may experience an increase in inappropriate referrals to special education. Jane Yedlin's article drew on her study of classroom discourse and children's writing development in a first grade English as a second language classroom. The article focuses on the verbal strategies used by a skillful first grade teacher to scaffold English language learners' language and literacy development. The article concludes that although literacy is at center stage these days, we must be aware that literacy begins with language and that children who have not been helped to understand and participate in high quality classroom talk are foreclosed from high achievement in reading and writing. Finally, Stephanie Feger teamed up with Ana Vasconcelos from Lowell Public Schools to present how the district has taken a proactive stance to new policies by embarking on a plan that emphasizes professional development and building teacher knowledge of classroom practices that include both language and content objectives for instruction. To learn more about this issue, go to the publications section of the MASCD web site: http://www.mec.edu/mascd/pubs.htm
Source: Perspectives
Inputdate: 2004-02-19 20:23:00
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Title: The Education Alliance's Work
Body: From: OELA Newsline The work of The Education Alliance is featured in the January, 2004, issue of "Perspectives," a publication of the Massachusetts Association for Supervision and Curriculum Developers. Maria Wilson-Portuondo, Jane Yedlin, and Stephanie Feger, all staff members of the Alliance, contributed to the theme-based issue of "Immersion or Submersion" focusing on how schools are responding to changes in bilingual education policy in Massachusetts through strategies to improve instruction for English language learners. Maria Wilson-Portuondo focused on the need to understand the learning needs of ELLs and address the challenge of distinguishing language difficulties from a disability. New legislation is placing ELLs in the mainstream faster than in the past. Many mainstream teachers have received little or no preparation in working with this population and as a result schools may experience an increase in inappropriate referrals to special education. Jane Yedlin's article drew on her study of classroom discourse and children's writing development in a first grade English as a second language classroom. The article focuses on the verbal strategies used by a skillful first grade teacher to scaffold English language learners' language and literacy development. The article concludes that although literacy is at center stage these days, we must be aware that literacy begins with language and that children who have not been helped to understand and participate in high quality classroom talk are foreclosed from high achievement in reading and writing. Finally, Stephanie Feger teamed up with Ana Vasconcelos from Lowell Public Schools to present how the district has taken a proactive stance to new policies by embarking on a plan that emphasizes professional development and building teacher knowledge of classroom practices that include both language and content objectives for instruction. To learn more about this issue, go to the publications section of the MASCD web site: http://www.mec.edu/mascd/pubs.htm
Source: Perspectives
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Title: Vietnamese Americans: An Interdisciplinary Curriculum and Resource Guide
Body: From: OELA Newsline Tolerance.org has released a curriculum guide that discusses the complexities of Vietnamese Americans "and encourages users to bridge cultural gaps through awareness of shared experiences." Meant for students in grades 7 and above, the curriculum guide includes: * A Brief History of Vietnamese Americans (http://www.tolerance.org/teach/expand/vietnamese/history.html) * Timelines (http://www.tolerance.org/teach/expand/vietnamese/timelines.html) * Maps and Facts (http://www.tolerance.org/teach/expand/vietnamese/maps.html) * Lesson Plans (http://www.tolerance.org/teach/expand/vietnamese/lessons.html) For more information, visit: http://www.tolerance.org/teach/expand/vietnamese/
Source: Tolerance.org
Inputdate: 2004-02-19 20:24:00
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Title: Vietnamese Americans: An Interdisciplinary Curriculum and Resource Guide
Body: From: OELA Newsline Tolerance.org has released a curriculum guide that discusses the complexities of Vietnamese Americans "and encourages users to bridge cultural gaps through awareness of shared experiences." Meant for students in grades 7 and above, the curriculum guide includes: * A Brief History of Vietnamese Americans (http://www.tolerance.org/teach/expand/vietnamese/history.html) * Timelines (http://www.tolerance.org/teach/expand/vietnamese/timelines.html) * Maps and Facts (http://www.tolerance.org/teach/expand/vietnamese/maps.html) * Lesson Plans (http://www.tolerance.org/teach/expand/vietnamese/lessons.html) For more information, visit: http://www.tolerance.org/teach/expand/vietnamese/
Source: Tolerance.org
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Title: Imagining Multilingual Schools
Body: From: OELA Newsline Imagining Multilingual Schools: An International Symposium on Language in Education September 30 - October 2, 2004 Teachers College Columbia University New York City, NY Educators and policy makers from around the world will be at Columbia University's Teachers College to share their visions and designs for multilingual schools in the 21st century. All twenty-five speakers for the international symposium, Imagining Multilingual Schools, have been invited to participate. The audience will be limited to 125 to ensure active dialogue among participants. Among the scholars invited to this symposium are Hugo Baetens-Beardsmore (Belgium), Jasone Cenoz (Basque Country, Spain), Jim Cummins (Canada), Viv Edwards (United Kingdom), Fred Genesee (Canada), Nancy Hornberger (US), Luis Enrique Lopez-Hurtado (Bolivia), Teresa McCarty (US), Ajit Mohanty (India), Tope Omoniyi (Nigeria and UK), Robert Phillipson (Denmark), Richard Ruiz (US), Elana Shohamy (Israel), Josefina Tinajero (US), Tove Skutnabb-Kangas (Denmark and Finland), Guadalupe Valdés (Stanford University), Li Wei (United Kingdom). Some of the questions to be addressed include: * What role does school play in developing students' multilingualism and multilingual literacies? * How do school systems throughout the world organize themselves to ensure the development of students multilingualism? * What are the differences and commonalities in the multilingual schooling of immigrant students, indigenous peoples, traditional minorities, and majority populations? * What issues arise as schools develop multilingual educational programs and how do teachers and parents support the development of multilingualism? * How can we move education for multilingual competence higher up on policy agendas? There will also be special panels and cultural events. In addition, New York City offers its multilingual energy and creativity as the backdrop to the symposium. The symposium is being co-chaired by Professors Ofelia García and María Torres-Guzmán of Columbia University´s Teachers College. It is organized by the Bilingual Education Program and the new Center for Multiple Languages and Literacies (CMLL) of Teachers College, Columbia University. The Center for Applied Linguistics and the National Association for Bilingual Education are co-sponsoring the event with Teachers College. Multilingual Matters is offering support. For further information, visit: http://www.tc.columbia.edu/ceoi/languagesymposium.html
Source: Columbia University, NY
Inputdate: 2004-02-19 20:26:00
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Title: Imagining Multilingual Schools
Body: From: OELA Newsline Imagining Multilingual Schools: An International Symposium on Language in Education September 30 - October 2, 2004 Teachers College Columbia University New York City, NY Educators and policy makers from around the world will be at Columbia University's Teachers College to share their visions and designs for multilingual schools in the 21st century. All twenty-five speakers for the international symposium, Imagining Multilingual Schools, have been invited to participate. The audience will be limited to 125 to ensure active dialogue among participants. Among the scholars invited to this symposium are Hugo Baetens-Beardsmore (Belgium), Jasone Cenoz (Basque Country, Spain), Jim Cummins (Canada), Viv Edwards (United Kingdom), Fred Genesee (Canada), Nancy Hornberger (US), Luis Enrique Lopez-Hurtado (Bolivia), Teresa McCarty (US), Ajit Mohanty (India), Tope Omoniyi (Nigeria and UK), Robert Phillipson (Denmark), Richard Ruiz (US), Elana Shohamy (Israel), Josefina Tinajero (US), Tove Skutnabb-Kangas (Denmark and Finland), Guadalupe Valdés (Stanford University), Li Wei (United Kingdom). Some of the questions to be addressed include: * What role does school play in developing students' multilingualism and multilingual literacies? * How do school systems throughout the world organize themselves to ensure the development of students multilingualism? * What are the differences and commonalities in the multilingual schooling of immigrant students, indigenous peoples, traditional minorities, and majority populations? * What issues arise as schools develop multilingual educational programs and how do teachers and parents support the development of multilingualism? * How can we move education for multilingual competence higher up on policy agendas? There will also be special panels and cultural events. In addition, New York City offers its multilingual energy and creativity as the backdrop to the symposium. The symposium is being co-chaired by Professors Ofelia García and María Torres-Guzmán of Columbia University´s Teachers College. It is organized by the Bilingual Education Program and the new Center for Multiple Languages and Literacies (CMLL) of Teachers College, Columbia University. The Center for Applied Linguistics and the National Association for Bilingual Education are co-sponsoring the event with Teachers College. Multilingual Matters is offering support. For further information, visit: http://www.tc.columbia.edu/ceoi/languagesymposium.html
Source: Columbia University, NY
Inputdate: 2004-02-19 20:26:00
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