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Contentid:
1291
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Title: Paige Details No Child Left Behind Implementation Progress
Body: From: OELA Newsline Paige Details No Child Left Behind Implementation Progress. (http://www.ed.gov/news/pressreleases/2004/02/02242004.html)
Source: OELA Newsline
Inputdate: 2004-02-27 12:49:00
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Title: Paige Details No Child Left Behind Implementation Progress
Body: From: OELA Newsline Paige Details No Child Left Behind Implementation Progress. (http://www.ed.gov/news/pressreleases/2004/02/02242004.html)
Source: OELA Newsline
Inputdate: 2004-02-27 12:49:00
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1292
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Title: Where are the Chinese-Speakers of the Future?
Body: From: OELA Newsline April Austin reports in The Christian Science Monitor that even though Chinese is spoken by over 850 million native speakers in the world and China is increasingly becoming a superpower, few schools in the United States are teaching Chinese. According to Austin, there have been some attempts recently to encourage the teaching of Chinese and foreign languages, such as the College Board's addition of Chinese to its Advancement Placement programs roster and the introduction of legislation that would increase the funding for the study of foreign languages. However, experts say this is not enough. The article continues on to discuss the United States' history of interest or lack of interest in China. To read the entire article, visit: http://www.csmonitor.com/2004/0210/p11s01-legn.html
Source: The Christian Science Monitor
Inputdate: 2004-02-27 12:52:00
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Title: Where are the Chinese-Speakers of the Future?
Body: From: OELA Newsline April Austin reports in The Christian Science Monitor that even though Chinese is spoken by over 850 million native speakers in the world and China is increasingly becoming a superpower, few schools in the United States are teaching Chinese. According to Austin, there have been some attempts recently to encourage the teaching of Chinese and foreign languages, such as the College Board's addition of Chinese to its Advancement Placement programs roster and the introduction of legislation that would increase the funding for the study of foreign languages. However, experts say this is not enough. The article continues on to discuss the United States' history of interest or lack of interest in China. To read the entire article, visit: http://www.csmonitor.com/2004/0210/p11s01-legn.html
Source: The Christian Science Monitor
Inputdate: 2004-02-27 12:52:00
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1293
Content Type: 1
Title: "Building on the Sound System of Spanish: Insights from the Alphabetic Spellings of English-Language Learners"
Body: From: The Reading Teacher In the February 2004 issue of The Reading Teacher, Lori A. Helman writes about how the sound system of Spanish may influence the pronunciations and writing behaviors of English language learners who come from Spanish speaking backgrounds. Helman explains the similarities and differences in consonant sounds between Spanish and English, and how English vowels may cause confusion for English language learners. Helman suggests that teachers with Spanish background knowledge should use this knowledge to better understand the writing and developmental reading of ELL's. Strategies for teachers to use when supporting their students in overcoming challenges in oral language development and in writing development are included in the article. For subscription information, contact: International Reading Association 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 URL: http://www.reading.org ["The Reading Teacher," Volume 57 (5): 452-460, February 2004.]
Source: The Reading Teacher
Inputdate: 2004-02-27 12:53:00
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Title: "Building on the Sound System of Spanish: Insights from the Alphabetic Spellings of English-Language Learners"
Body: From: The Reading Teacher In the February 2004 issue of The Reading Teacher, Lori A. Helman writes about how the sound system of Spanish may influence the pronunciations and writing behaviors of English language learners who come from Spanish speaking backgrounds. Helman explains the similarities and differences in consonant sounds between Spanish and English, and how English vowels may cause confusion for English language learners. Helman suggests that teachers with Spanish background knowledge should use this knowledge to better understand the writing and developmental reading of ELL's. Strategies for teachers to use when supporting their students in overcoming challenges in oral language development and in writing development are included in the article. For subscription information, contact: International Reading Association 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 URL: http://www.reading.org ["The Reading Teacher," Volume 57 (5): 452-460, February 2004.]
Source: The Reading Teacher
Inputdate: 2004-02-27 12:53:00
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1294
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Title: New Articles on Krashen's Website
Body: From: OELA Newsline Stephen D. Krashen has placed four new articles on his Web site. These articles are: * "The Testing Movement and Delayed Gratification" Stephen Krashen (http://www.sdkrashen.com/articles/delayed_gratification/index.html) * "How much do parents know about bilingual education and immersion? Reasons for optimism" by Augustine Garcia and Stephen Krashen (http://www.sdkrashen.com/articles/parentsknow/index.html) * "Competence in Foreign Language Writing: Progress and Lacunae" by Stephen Krashen and Sy-Ying Lee (http://www.sdkrashen.com/articles/progressinl2/index.html) * "What Do We Know about Heritage Languages? What Do We Need to Learn About Them?" by Grace Cho, Fay Shin, and Stephen Krashen (http://www.sdkrashen.com/articles/heritage_languages/index.html) * "Second Language 'Standards For Success': Out Of Touch With Language Acquisition Research": by Stephen Krashen (http://www.sdkrashen.com/articles/standards/index.html) To read the articles, visit: http://www.sdkrashen.com
Source: Stephen D. Krashen
Inputdate: 2004-02-27 12:58:00
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Title: New Articles on Krashen's Website
Body: From: OELA Newsline Stephen D. Krashen has placed four new articles on his Web site. These articles are: * "The Testing Movement and Delayed Gratification" Stephen Krashen (http://www.sdkrashen.com/articles/delayed_gratification/index.html) * "How much do parents know about bilingual education and immersion? Reasons for optimism" by Augustine Garcia and Stephen Krashen (http://www.sdkrashen.com/articles/parentsknow/index.html) * "Competence in Foreign Language Writing: Progress and Lacunae" by Stephen Krashen and Sy-Ying Lee (http://www.sdkrashen.com/articles/progressinl2/index.html) * "What Do We Know about Heritage Languages? What Do We Need to Learn About Them?" by Grace Cho, Fay Shin, and Stephen Krashen (http://www.sdkrashen.com/articles/heritage_languages/index.html) * "Second Language 'Standards For Success': Out Of Touch With Language Acquisition Research": by Stephen Krashen (http://www.sdkrashen.com/articles/standards/index.html) To read the articles, visit: http://www.sdkrashen.com
Source: Stephen D. Krashen
Inputdate: 2004-02-27 12:58:00
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Title: Culturally Responsive Teaching for Indigenous Students and More
Body: From: Regional Educational Laboratory Five digests produced by ERIC in December 2003 and focused on culturally diverse populations of students have been released by the Regional Educational Laboratory at AEL. * American Indian and Alaska Native Early Childhood Health, Development, and Education Assessment Research, by Patricia Cahape Hammer and William G. Demmert, Jr., reviews research from 1980s to today on education assessment, health and other issues related to American Indian and Alaska Native children. * Building A Native Teaching Force: Important Considerations, by Kathryn D. Manuelito, discusses challenges to native teacher preparation, and preliminary findings from a three-year study being conducted on native teacher preparation -- the Native Educators Research Project, Center for Indian Education, Arizona State University. * Culturally Responsive Teaching for American Indian Students, by Cornel Pewewardy & Patricia Cahape Hammer, summarizes research on American Indian and Alaska Native education within the context of a five-part conceptual framework developed for multicultural education. * How Schools Can Help Heal American Indian and Alaska Native Communities, by Four Arrows (Don Trent Jacobs), describes the following four goals for schools: teaching dispositions and skills, respecting children and offering a spiritually enriching curriculum, using schools as venues for adults in the community to engage with children, and global sharing. * The Use of Academic Achievement Tests and Measurements with American Indian and Alaska Native Students, by John W. Tippeconnic III, discusses American Indian and Alaska Native student test performance, use of test results, testing issues that need to be addressed, and recommended strategies for improving student test scores. The Regional Educational Laboratory at AEL supports developing school capacity, improving teaching quality, promoting school-community connections, and providing policy-relevant information services. For information about all ten Regional Educational Laboratories, please visit the REL Network on the Web: http://www.relnetwork.org/ To read these articles, visit: http://www.ael.org (To find the articles, you have to search the site with the author's last name entered in the search engine)
Source: Regional Educational Laboratory at AEL
Inputdate: 2004-02-27 13:04:00
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Title: Culturally Responsive Teaching for Indigenous Students and More
Body: From: Regional Educational Laboratory Five digests produced by ERIC in December 2003 and focused on culturally diverse populations of students have been released by the Regional Educational Laboratory at AEL. * American Indian and Alaska Native Early Childhood Health, Development, and Education Assessment Research, by Patricia Cahape Hammer and William G. Demmert, Jr., reviews research from 1980s to today on education assessment, health and other issues related to American Indian and Alaska Native children. * Building A Native Teaching Force: Important Considerations, by Kathryn D. Manuelito, discusses challenges to native teacher preparation, and preliminary findings from a three-year study being conducted on native teacher preparation -- the Native Educators Research Project, Center for Indian Education, Arizona State University. * Culturally Responsive Teaching for American Indian Students, by Cornel Pewewardy & Patricia Cahape Hammer, summarizes research on American Indian and Alaska Native education within the context of a five-part conceptual framework developed for multicultural education. * How Schools Can Help Heal American Indian and Alaska Native Communities, by Four Arrows (Don Trent Jacobs), describes the following four goals for schools: teaching dispositions and skills, respecting children and offering a spiritually enriching curriculum, using schools as venues for adults in the community to engage with children, and global sharing. * The Use of Academic Achievement Tests and Measurements with American Indian and Alaska Native Students, by John W. Tippeconnic III, discusses American Indian and Alaska Native student test performance, use of test results, testing issues that need to be addressed, and recommended strategies for improving student test scores. The Regional Educational Laboratory at AEL supports developing school capacity, improving teaching quality, promoting school-community connections, and providing policy-relevant information services. For information about all ten Regional Educational Laboratories, please visit the REL Network on the Web: http://www.relnetwork.org/ To read these articles, visit: http://www.ael.org (To find the articles, you have to search the site with the author's last name entered in the search engine)
Source: Regional Educational Laboratory at AEL
Inputdate: 2004-02-27 13:04:00
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1296
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Title: Call for New Reviewers for the Bilingual Research Journal
Body: From: OELA Newsline The Bilingual Research Journal invites interested senior faculty to apply to become new reviewers. BRJ has a strong interest in matters related to the education of language minority children and youth in the United States, grades K-12, but articles focusing on other countries and other age groups are often included. The BRJ covers topics such as bilingual education, bilingualism, and language policies in education. (e.g., language assessment, policy analysis, instructional research, language politics, biliteracy, language planning, second language learning and teaching, action research, and sociolinguistics.) Individuals interested in becoming a reviewer for the BRJ are asked to send an email with full name, title, research interests, and CV to brj@asu.edu ATTN: Josué M. González or Alfredo H. Benavides, editors. Please note that generally only senior faculty are accepted. If you are interested in publishing in the BRJ, please go to brj.asu.edu for more information regarding guidelines for submitting a manuscript.
Source: Bilingual Research Journal
Inputdate: 2004-02-27 13:05:00
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Title: Call for New Reviewers for the Bilingual Research Journal
Body: From: OELA Newsline The Bilingual Research Journal invites interested senior faculty to apply to become new reviewers. BRJ has a strong interest in matters related to the education of language minority children and youth in the United States, grades K-12, but articles focusing on other countries and other age groups are often included. The BRJ covers topics such as bilingual education, bilingualism, and language policies in education. (e.g., language assessment, policy analysis, instructional research, language politics, biliteracy, language planning, second language learning and teaching, action research, and sociolinguistics.) Individuals interested in becoming a reviewer for the BRJ are asked to send an email with full name, title, research interests, and CV to brj@asu.edu ATTN: Josué M. González or Alfredo H. Benavides, editors. Please note that generally only senior faculty are accepted. If you are interested in publishing in the BRJ, please go to brj.asu.edu for more information regarding guidelines for submitting a manuscript.
Source: Bilingual Research Journal
Inputdate: 2004-02-27 13:05:00
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1297
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Title: Call for Papers for Elementary and Secondary Education
Body: From: OELA Newsline The Academic Exchange Quarterly (AEQ), an independent, peer-reviewed journal, includes articles on all aspects of Elementary and Secondary Education on an ongoing basis. The following link provides complete submission guidelines: http://rapidintellect.com/AEQweb/ontsec.htm The print journal of AEQ has over 23,000 readers. The electronic version, available free worldwide, has the potential for hundreds of thousand potential readers. The electronic version is available from Gale's InfoTrac Expanded Academic Index. For more information, contact: Roger Passman, Ed.D. Northeastern Illinois University Teacher Education 5500 N St Louis / CLS 2057 Chicago, IL 60625 Tel: (773) 442-5354 Fax: (773) 262-9837 Email: r-passman@neiu.edu http://www.rapidintellect.com/AEQweb
Source: The Academic Exchange Quarterly
Inputdate: 2004-02-27 13:07:00
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Title: Call for Papers for Elementary and Secondary Education
Body: From: OELA Newsline The Academic Exchange Quarterly (AEQ), an independent, peer-reviewed journal, includes articles on all aspects of Elementary and Secondary Education on an ongoing basis. The following link provides complete submission guidelines: http://rapidintellect.com/AEQweb/ontsec.htm The print journal of AEQ has over 23,000 readers. The electronic version, available free worldwide, has the potential for hundreds of thousand potential readers. The electronic version is available from Gale's InfoTrac Expanded Academic Index. For more information, contact: Roger Passman, Ed.D. Northeastern Illinois University Teacher Education 5500 N St Louis / CLS 2057 Chicago, IL 60625 Tel: (773) 442-5354 Fax: (773) 262-9837 Email: r-passman@neiu.edu http://www.rapidintellect.com/AEQweb
Source: The Academic Exchange Quarterly
Inputdate: 2004-02-27 13:07:00
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Contentid:
1298
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Title: Call for Papers for Elementary and Secondary Education
Body: From: OELA Newsline The Academic Exchange Quarterly (AEQ), an independent, peer-reviewed journal, includes articles on all aspects of Elementary and Secondary Education on an ongoing basis. The following link provides complete submission guidelines: http://rapidintellect.com/AEQweb/ontsec.htm The print journal of AEQ has over 23,000 readers. The electronic version, available free worldwide, has the potential for hundreds of thousand potential readers. The electronic version is available from Gale's InfoTrac Expanded Academic Index. For more information, contact: Roger Passman, Ed.D. Northeastern Illinois University Teacher Education 5500 N St Louis / CLS 2057 Chicago, IL 60625 Tel: (773) 442-5354 Fax: (773) 262-9837 Email: r-passman@neiu.edu http://www.rapidintellect.com/AEQweb
Source: The Academic Exchange Quarterly
Inputdate: 2004-02-27 13:07:00
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Title: Call for Papers for Elementary and Secondary Education
Body: From: OELA Newsline The Academic Exchange Quarterly (AEQ), an independent, peer-reviewed journal, includes articles on all aspects of Elementary and Secondary Education on an ongoing basis. The following link provides complete submission guidelines: http://rapidintellect.com/AEQweb/ontsec.htm The print journal of AEQ has over 23,000 readers. The electronic version, available free worldwide, has the potential for hundreds of thousand potential readers. The electronic version is available from Gale's InfoTrac Expanded Academic Index. For more information, contact: Roger Passman, Ed.D. Northeastern Illinois University Teacher Education 5500 N St Louis / CLS 2057 Chicago, IL 60625 Tel: (773) 442-5354 Fax: (773) 262-9837 Email: r-passman@neiu.edu http://www.rapidintellect.com/AEQweb
Source: The Academic Exchange Quarterly
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1299
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Title: Dual Language Trainer
Body: From: Office of Bilingual Education The District of Columbia Public Schools (DCPS) is hiring two dual language trainers to assist in the implementation of a Foreign Language Assistance Program (FLAP) grant from the U.S. Department of Education. For position details and application requirements, visit: http://www.k12.dc.us/dcps/opportunities/vacancy_listing.htm Or contact: Monica Maccera Filppu Bilingual Programs Developer Office of Bilingual Education Tel: (202) 576-8850 Email: Monica.Maccera@k12.dc.us Provide in-school demonstration and coaching to teachers on all components of a standards-based dual language program including teaching and reading and writing skill in Spanish and English Conduct planning meetings with teachers to analyze student work, review classroom assessment information, and plan for co-teaching in a dual language classroom Conduct teachers study group sessions and professional development activities on components of the dual language program Serve as a member of the District of Columbia (DC) Aprende staff, working with the project coordinator and director to plan and coordinate achievement of all grant objectives Conduct and/or participate in classroom observations to engage teachers, administrators, and others to identify examples of effective dual language classroom practices Network with colleagues in District of Columbia Public Schools (DCPS) and professional organizations that support the work of educators whose focus is dual language education and biliteracy Collaborate with DC Aprenda staff on the creation of curriculum materials for use in the dual language classroom. QUALIFICATION STANDARDS: A. Bachelors degree in a related field, with a minimum of one (1) year of specialized experience equivalent to the next lower grade level. (Specialized Experience: Experience that equipped the applicant with the particular knowledge, skills, and abilities to perform successfully the duties of the position, and that is typically in or related to the work of the position to be filled. To be creditable, specialized experience must have been equivalent to at least the next lower grade level in the normal line of progression for the occupation in the organization.) AND B. A District of Columbia Public School (DCPS) teacher certification OR C. Masters degree in education or a related field, and a DCPS teacher certification. Combinations of successfully completed education and experience may be used to meet the requirements for this position. RANKING FACTORS: Please address the following ranking factor on a separate sheet of paper. Only applications that are accompanied with ranking factors attached will be considered for employment. 1. Knowledge of the rules and regulations of the DCPS system and those by which the course is governed. 2. Knowledge of all aspects of the subject matter area in order to independently prepared lessons plans, tests and classroom activities. 3. Knowledge of the linguistic and academic details specific to teaching in a dual language program. 4. Knowledge of the process for teaching literacy skills in Spanish and English. TO APPLY: Send a D.C. Government Employment Application (DC 2000) or a current resume citing vacancy announcement #04-CAO-175A to District of Columbia Public Schools, Office of Human Resources, ATTN: Recruitment Services, 825 North Capitol Street, N.E., 6th floor, Washington, D.C. 20002. For additional vacancies, visit the DCPS home page at www.k12.dc.us. Phone: (202) 442-4080, Fax: (202) 442-5519. Applications/resumes must be postmarked by the closing date and arrive within five (5) working days after the closing date.
Source: District of Columbia Public Schools
Inputdate: 2004-02-27 13:13:00
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Title: Dual Language Trainer
Body: From: Office of Bilingual Education The District of Columbia Public Schools (DCPS) is hiring two dual language trainers to assist in the implementation of a Foreign Language Assistance Program (FLAP) grant from the U.S. Department of Education. For position details and application requirements, visit: http://www.k12.dc.us/dcps/opportunities/vacancy_listing.htm Or contact: Monica Maccera Filppu Bilingual Programs Developer Office of Bilingual Education Tel: (202) 576-8850 Email: Monica.Maccera@k12.dc.us Provide in-school demonstration and coaching to teachers on all components of a standards-based dual language program including teaching and reading and writing skill in Spanish and English Conduct planning meetings with teachers to analyze student work, review classroom assessment information, and plan for co-teaching in a dual language classroom Conduct teachers study group sessions and professional development activities on components of the dual language program Serve as a member of the District of Columbia (DC) Aprende staff, working with the project coordinator and director to plan and coordinate achievement of all grant objectives Conduct and/or participate in classroom observations to engage teachers, administrators, and others to identify examples of effective dual language classroom practices Network with colleagues in District of Columbia Public Schools (DCPS) and professional organizations that support the work of educators whose focus is dual language education and biliteracy Collaborate with DC Aprenda staff on the creation of curriculum materials for use in the dual language classroom. QUALIFICATION STANDARDS: A. Bachelors degree in a related field, with a minimum of one (1) year of specialized experience equivalent to the next lower grade level. (Specialized Experience: Experience that equipped the applicant with the particular knowledge, skills, and abilities to perform successfully the duties of the position, and that is typically in or related to the work of the position to be filled. To be creditable, specialized experience must have been equivalent to at least the next lower grade level in the normal line of progression for the occupation in the organization.) AND B. A District of Columbia Public School (DCPS) teacher certification OR C. Masters degree in education or a related field, and a DCPS teacher certification. Combinations of successfully completed education and experience may be used to meet the requirements for this position. RANKING FACTORS: Please address the following ranking factor on a separate sheet of paper. Only applications that are accompanied with ranking factors attached will be considered for employment. 1. Knowledge of the rules and regulations of the DCPS system and those by which the course is governed. 2. Knowledge of all aspects of the subject matter area in order to independently prepared lessons plans, tests and classroom activities. 3. Knowledge of the linguistic and academic details specific to teaching in a dual language program. 4. Knowledge of the process for teaching literacy skills in Spanish and English. TO APPLY: Send a D.C. Government Employment Application (DC 2000) or a current resume citing vacancy announcement #04-CAO-175A to District of Columbia Public Schools, Office of Human Resources, ATTN: Recruitment Services, 825 North Capitol Street, N.E., 6th floor, Washington, D.C. 20002. For additional vacancies, visit the DCPS home page at www.k12.dc.us. Phone: (202) 442-4080, Fax: (202) 442-5519. Applications/resumes must be postmarked by the closing date and arrive within five (5) working days after the closing date.
Source: District of Columbia Public Schools
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Title: The latest WAHOO is coming out
Body: From: "Mike Jaffe"
We are about to release our latest edition of our publication, WAHOO. For those of you who are not familiar with WAHOO, it is a free magazine that targets secondary-level learners of the Japanese language. The concept is to reach out to learners of Japanese directly, and to motivate students to learn Japanese language and culture by providing various, updated, and interesting facts of Japanese culture as well as language itself. Colorful illustrations, and easy to learn Japanese lessons, and attractive information on Japan such as animation, high-tech products, movies, and so on contained in the magazine inspire students to learn more about Japanese culture and Japanese language.
WAHOO is distributed for free in packets of 20 copies to those who order it through our website. As it is not delivered through subscription, if you have received WAHOO in the past, you must order again to receive the latest volume (#3). If you need more than 20 copies, you may request another packet of 20, which will be distributed based on availability. Ordering is easy through our website. Just click on the following link and put in your information. We hope all your students enjoy the latest WAHOO and continue to enjoy studying the Japanese language, and learning about Japanese culture.
To order a packet of WAHOO go to: http://www.jflalc.org/cgi/wahoo_request.html
Best Regards,
Mike Jaffe
The Japan Foundation Los Angeles
www.jflalc.org
Source: WAHOO
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Title: The latest WAHOO is coming out
Body: From: "Mike Jaffe"
Source: WAHOO
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