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Contentid:
12669
Content Type: 1
Title: 2011 PEN World Voices Festival of International Literature in New York City
Body: From http://www.goethe.de/ins/us/ney/kue/lit/pen/enindex.htm The 2011 PEN World Voices Festival of International Literature gathers over 100 writers from 40 nations for a week packed with readings, performances and conversations. This year’s Festival, which takes place from April 25th through May 1st, includes a major voice from Germany, poet and translator Joachim Sartorius. Join him and writers from all over the world for seven days of events across the City, radiating from this year’s hub, the High Line. Learn more about the festival at http://www.pen.org/page.php/prmID/1096
Source: Goethe-Institut
Inputdate: 2011-04-17 07:30:54
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Title: 2011 PEN World Voices Festival of International Literature in New York City
Body: From http://www.goethe.de/ins/us/ney/kue/lit/pen/enindex.htm The 2011 PEN World Voices Festival of International Literature gathers over 100 writers from 40 nations for a week packed with readings, performances and conversations. This year’s Festival, which takes place from April 25th through May 1st, includes a major voice from Germany, poet and translator Joachim Sartorius. Join him and writers from all over the world for seven days of events across the City, radiating from this year’s hub, the High Line. Learn more about the festival at http://www.pen.org/page.php/prmID/1096
Source: Goethe-Institut
Inputdate: 2011-04-17 07:30:54
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Expdate: 2011-05-01 00:00:00
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12670
Content Type: 1
Title: April 2011 Issue of Reading in a Foreign Language Available Online
Body: The April 2011 issue (Volume 23, Number 1) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl In this issue, Takayuki Nakanishi and Atsuko Ueda begins with a study on the effects of extensive reading and the effect of shadowing after extensive reading. Marianne takes a qualitative perspective in examining what "just to read book" can mean by looking at the talk between a teacher and her students after reading The Cay, and Ying Guo and Alysia Roehrig follows with a look at the roles of general versus second language (L2) knowledge in L2 reading comprehension. Leah Gilner reports on a primer on the General Service List. Scott Crossleym David Allen, and Danielle McNamara examine text readability and intuitive simplification by conducting a comparison study of readability formulas, and finally Irene Kuzborska rounds off this issue by looking at links between teachers' beliefs, practices and research on reading. This issue also includes two book reviews: Zahir Mumin reviews Understanding Advanced Second-Language Reading by Elizabeth Bernhardt. And Jin Woo reviews Bringing Extensive Reading into the Classroom by Richard Day et al., (Eds.). In the last section of this issue, Cindy Brantmeier, Stacy Davis and Megan Havard has a feature on Reading in other languages: A bibliography for the scholar-teacher. Reading in a Foreign Language. RFL 23(1) is now online. 15 Apr 2011.
Source: NFLRC
Inputdate: 2011-04-17 07:32:11
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Title: April 2011 Issue of Reading in a Foreign Language Available Online
Body: The April 2011 issue (Volume 23, Number 1) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl In this issue, Takayuki Nakanishi and Atsuko Ueda begins with a study on the effects of extensive reading and the effect of shadowing after extensive reading. Marianne takes a qualitative perspective in examining what "just to read book" can mean by looking at the talk between a teacher and her students after reading The Cay, and Ying Guo and Alysia Roehrig follows with a look at the roles of general versus second language (L2) knowledge in L2 reading comprehension. Leah Gilner reports on a primer on the General Service List. Scott Crossleym David Allen, and Danielle McNamara examine text readability and intuitive simplification by conducting a comparison study of readability formulas, and finally Irene Kuzborska rounds off this issue by looking at links between teachers' beliefs, practices and research on reading. This issue also includes two book reviews: Zahir Mumin reviews Understanding Advanced Second-Language Reading by Elizabeth Bernhardt. And Jin Woo reviews Bringing Extensive Reading into the Classroom by Richard Day et al., (Eds.). In the last section of this issue, Cindy Brantmeier, Stacy Davis and Megan Havard has a feature on Reading in other languages: A bibliography for the scholar-teacher. Reading in a Foreign Language. RFL 23(1) is now online. 15 Apr 2011.
Source: NFLRC
Inputdate: 2011-04-17 07:32:11
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Contentid:
12671
Content Type: 1
Title: New Issue of Heritage Language Journal Available Online
Body: Volume 8, Number 1 of the Heritage Language Journal can be found on line at http://www.heritagelanguages.org. This issue, guest edited by Silvina Montrul (University of Illinois at Urbana-Champaign), focuses on Spanish linguistics. The papers and their authors are as follows: "Introduction: Spanish Heritage Speakers: Bridging Formal Linguistics, Psycholinguistics and Pedagogy" Silvina Montrul, University of Illinois at Urbana-Champaign "Psycholinguistic Approaches to Language Processing in Heritage Speakers" Patrick A. Bolger and Gabriela C. Zapata, University of Alberta "Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom" Melissa A. Bowles, University of Illinois at Urbana-Champaign "Transfer Effects at the Syntax-Semantics Interface: The Case of Double-que Questions in Heritage Spanish" Alejandro Cuza and Joshua Frank, Purdue University "Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology" Silvina Montrul, University of Illinois at Urbana Champaign, and Silvia Perpiñán, and University of Western Ontario "Commentary: Pedagogical Implications of Experimental SNS Research" Maria Carreira, California State University, Long Beach, and Kim Potowski, University of Illinois at Chicago
Source: NHLRC
Inputdate: 2011-04-17 07:34:14
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Title: New Issue of Heritage Language Journal Available Online
Body: Volume 8, Number 1 of the Heritage Language Journal can be found on line at http://www.heritagelanguages.org. This issue, guest edited by Silvina Montrul (University of Illinois at Urbana-Champaign), focuses on Spanish linguistics. The papers and their authors are as follows: "Introduction: Spanish Heritage Speakers: Bridging Formal Linguistics, Psycholinguistics and Pedagogy" Silvina Montrul, University of Illinois at Urbana-Champaign "Psycholinguistic Approaches to Language Processing in Heritage Speakers" Patrick A. Bolger and Gabriela C. Zapata, University of Alberta "Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom" Melissa A. Bowles, University of Illinois at Urbana-Champaign "Transfer Effects at the Syntax-Semantics Interface: The Case of Double-que Questions in Heritage Spanish" Alejandro Cuza and Joshua Frank, Purdue University "Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology" Silvina Montrul, University of Illinois at Urbana Champaign, and Silvia Perpiñán, and University of Western Ontario "Commentary: Pedagogical Implications of Experimental SNS Research" Maria Carreira, California State University, Long Beach, and Kim Potowski, University of Illinois at Chicago
Source: NHLRC
Inputdate: 2011-04-17 07:34:14
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12672
Content Type: 1
Title: Why Study Languages? Website Promotes Multilingualism
Body: The Why Study Languages website is full of materials promoting language study: for children ages 7-college, for teachers, for parents, and for career advisors. The site is designed for people in the UK, but its resources can also be used to promote language study in the United States. Visit the website at http://www.whystudylanguages.ac.uk
Source: Why Study Languages?
Inputdate: 2011-04-17 07:35:26
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Title: Why Study Languages? Website Promotes Multilingualism
Body: The Why Study Languages website is full of materials promoting language study: for children ages 7-college, for teachers, for parents, and for career advisors. The site is designed for people in the UK, but its resources can also be used to promote language study in the United States. Visit the website at http://www.whystudylanguages.ac.uk
Source: Why Study Languages?
Inputdate: 2011-04-17 07:35:26
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Contentid:
12673
Content Type: 1
Title: Book: Diagnostic Oral Skills Assessment
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54757&concordeid=430470 Diagnostic Oral Skills Assessment: Developing Flexible Guidelines for Formative Speaking Tests in EFL Classrooms Worldwide by Jo Ann Salisberg Published by Peter Lang International Academic Publishers Summary: Communicative language teaching is based on the notion that involving learners in interactive tasks where meaningful dialogue and functional language is transferred will promote learning. Curriculum development, which includes assessment, must integrate information, skills, objectives and training to meet the challenges facing the students now and in the future. Many teachers feel ill equipped to assess spoken language though they acknowledge the importance of assessing their students' communicative competence. This book describes comprehensive research undertaken to identify critical components of formative speaking tests, investigates whether diagnostic oral skills tests are available, and leads to the development of a framework for designing formative oral speaking tests which reflect previous teaching / learning in the classroom. Altogether 246 teachers, trainers, and language testing experts, and 110 students participated in the study. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54757&concordeid=430470
Source: Peter Lang Publishing Group
Inputdate: 2011-04-24 01:24:32
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Title: Book: Diagnostic Oral Skills Assessment
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54757&concordeid=430470 Diagnostic Oral Skills Assessment: Developing Flexible Guidelines for Formative Speaking Tests in EFL Classrooms Worldwide by Jo Ann Salisberg Published by Peter Lang International Academic Publishers Summary: Communicative language teaching is based on the notion that involving learners in interactive tasks where meaningful dialogue and functional language is transferred will promote learning. Curriculum development, which includes assessment, must integrate information, skills, objectives and training to meet the challenges facing the students now and in the future. Many teachers feel ill equipped to assess spoken language though they acknowledge the importance of assessing their students' communicative competence. This book describes comprehensive research undertaken to identify critical components of formative speaking tests, investigates whether diagnostic oral skills tests are available, and leads to the development of a framework for designing formative oral speaking tests which reflect previous teaching / learning in the classroom. Altogether 246 teachers, trainers, and language testing experts, and 110 students participated in the study. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54757&concordeid=430470
Source: Peter Lang Publishing Group
Inputdate: 2011-04-24 01:24:32
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Contentid:
12674
Content Type: 1
Title: Book: Towards an Understanding of Language Learner Self-Concept
Body: From http://www.springer.com/education+%26+language/book/978-90-481-9568-8?changeHeader Towards and Understanding of Language Learner Self-Concept By Sarah Mercer Publisher: Springer Summary: This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning. Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-90-481-9568-8?changeHeader
Source: Springer
Inputdate: 2011-04-24 01:25:24
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Title: Book: Towards an Understanding of Language Learner Self-Concept
Body: From http://www.springer.com/education+%26+language/book/978-90-481-9568-8?changeHeader Towards and Understanding of Language Learner Self-Concept By Sarah Mercer Publisher: Springer Summary: This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning. Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-90-481-9568-8?changeHeader
Source: Springer
Inputdate: 2011-04-24 01:25:24
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Contentid:
12675
Content Type: 1
Title: Book: The Language and Intercultural Communication Reader
Body: From http://www.routledge.com/books/details/9780415549134 The Language and Intercultural Communication Reader Edited by Zhu Hua Published by Routledge, Taylor & Francis Group Description: Reflecting the international nature of the field, this reader covers a wide range of language and cultural contexts: Arabic, Chinese, English (British, American, Australian and South African), Greek, Hebrew, Japanese, Samoan and Spanish. Divided into six parts, it covers: Culture, language and thought; Cultural approaches to discourse and pragmatics; Communication patterns across cultures; Teaching and learning cultural variations of language use; Interculturality and Intercultural Communication in professional contexts. With twenty two readings by eminent authorities in the field as well as cutting-edge materials representing current developments, the book explores the breadth and depth of the subject as well as providing an essential overview for both students and researchers. Visit the publisher’s website at http://www.routledge.com/books/details/9780415549134
Source: Routledge
Inputdate: 2011-04-24 01:26:26
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Title: Book: The Language and Intercultural Communication Reader
Body: From http://www.routledge.com/books/details/9780415549134 The Language and Intercultural Communication Reader Edited by Zhu Hua Published by Routledge, Taylor & Francis Group Description: Reflecting the international nature of the field, this reader covers a wide range of language and cultural contexts: Arabic, Chinese, English (British, American, Australian and South African), Greek, Hebrew, Japanese, Samoan and Spanish. Divided into six parts, it covers: Culture, language and thought; Cultural approaches to discourse and pragmatics; Communication patterns across cultures; Teaching and learning cultural variations of language use; Interculturality and Intercultural Communication in professional contexts. With twenty two readings by eminent authorities in the field as well as cutting-edge materials representing current developments, the book explores the breadth and depth of the subject as well as providing an essential overview for both students and researchers. Visit the publisher’s website at http://www.routledge.com/books/details/9780415549134
Source: Routledge
Inputdate: 2011-04-24 01:26:26
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Contentid:
12676
Content Type: 1
Title: Call for Papers: Boston University Conference on Language Development
Body: From http://www.bu.edu/bucld THE 36th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 4-6, 2011 Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspective will be fully considered. Eligible topics include: Bilingualism, Cognition and Language, Creoles and Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input and Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception and Production. DEADLINE: All submissions must be received by 8:00 PM EDT, May 15, 2011. View the full call for papers at http://www.bu.edu/bucld
Source: Boston University
Inputdate: 2011-04-24 01:27:25
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Expdate: 2011-05-15 00:00:00
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Title: Call for Papers: Boston University Conference on Language Development
Body: From http://www.bu.edu/bucld THE 36th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 4-6, 2011 Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspective will be fully considered. Eligible topics include: Bilingualism, Cognition and Language, Creoles and Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input and Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception and Production. DEADLINE: All submissions must be received by 8:00 PM EDT, May 15, 2011. View the full call for papers at http://www.bu.edu/bucld
Source: Boston University
Inputdate: 2011-04-24 01:27:25
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12677
Content Type: 1
Title: Call for Proposals: 2012 Northeast Conference on the Teaching of Foreign Languages
Body: The 2012 Northeast Conference on the Teaching of Foreign Languages will be in Baltimore on April 20-23, 2012. The call for workshop and session proposals is now open, and the theme is "Global Identities." You can see the submission guidelines and submit a proposal at http://www.nectfl.net/proposal/proposal.cfm The deadline for submissions is June 3, 2011
Source: NECTFL
Inputdate: 2011-04-24 01:28:42
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Expdate: 2011-06-03 00:00:00
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Title: Call for Proposals: 2012 Northeast Conference on the Teaching of Foreign Languages
Body: The 2012 Northeast Conference on the Teaching of Foreign Languages will be in Baltimore on April 20-23, 2012. The call for workshop and session proposals is now open, and the theme is "Global Identities." You can see the submission guidelines and submit a proposal at http://www.nectfl.net/proposal/proposal.cfm The deadline for submissions is June 3, 2011
Source: NECTFL
Inputdate: 2011-04-24 01:28:42
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12678
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Title: Call for Proposals: 2011 NYS TESOL Annual Conference
Body: The deadline is fast approaching for proposals for the 2011 NYS TESOL Annual Conference to be held on October 28-29 at the Marriott Hotel in Melville, NY. The theme of this year's conference is Enhancing English Learning: Connecting Communities through Collaboration. The deadline for proposal submission is Saturday, April 30, 2011. To read the submission guidelines and to complete an electronic proposal form, visit the NYS TESOL website: http://www.nystesol.org/annualconf If you have questions, please contact Joe Tillman at proposalchair at nystesol dot org Tillman, J. [nystesol-l] Deadline Fast Approaching - Call for Proposals - 2011 NYS TESOL Annual Conference. NYSTESOL-L listserv (nystesol-l@nystesol.org, 22 Apr 2011).
Source: NYSTESOL
Inputdate: 2011-04-24 01:29:41
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Expdate: 2011-04-30 00:00:00
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Title: Call for Proposals: 2011 NYS TESOL Annual Conference
Body: The deadline is fast approaching for proposals for the 2011 NYS TESOL Annual Conference to be held on October 28-29 at the Marriott Hotel in Melville, NY. The theme of this year's conference is Enhancing English Learning: Connecting Communities through Collaboration. The deadline for proposal submission is Saturday, April 30, 2011. To read the submission guidelines and to complete an electronic proposal form, visit the NYS TESOL website: http://www.nystesol.org/annualconf If you have questions, please contact Joe Tillman at proposalchair at nystesol dot org Tillman, J. [nystesol-l] Deadline Fast Approaching - Call for Proposals - 2011 NYS TESOL Annual Conference. NYSTESOL-L listserv (nystesol-l@nystesol.org, 22 Apr 2011).
Source: NYSTESOL
Inputdate: 2011-04-24 01:29:41
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