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Contentid:
13019
Content Type: 1
Title: Article: Projects Using Technology for English Language Learners
Body: From http://blogs.edweek.org/edweek/DigitalEducation/2011/06/american_immigrants_digital_na.html American Immigrants, Digital Natives By Ian Quillen June 29, 2011 Project-based learning has been a subject du jour at this year's annual ISTE conference. But while building real-world, collaborative skills is certainly a desired focus for many tech-friendly educators, is it possible to do when those students are English-language learners? It can be, so long as you measure expectations, said Vicki Reed, a digital-integration specialist at Lancaster County, Pa.'s, Hempfield High School, in a presentation Wednesday afternoon. And in cases where secondary students of many nationalities are learning English together for the first time, she said it's sometimes necessary to find material that addresses language deficiencies while remaining interesting to a high school student. For example, using digital cameras, students took pictures of their new school environment and labeled the landscape in English. As their English proficiency advanced, they'd move on to projects like a virtual tour of their home countries using Google Earth, and eventually to video projects where they introduce themselves to their other teachers. Read the full article at http://blogs.edweek.org/edweek/DigitalEducation/2011/06/american_immigrants_digital_na.html
Source: Education Week
Inputdate: 2011-07-10 09:08:52
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Title: Article: Projects Using Technology for English Language Learners
Body: From http://blogs.edweek.org/edweek/DigitalEducation/2011/06/american_immigrants_digital_na.html American Immigrants, Digital Natives By Ian Quillen June 29, 2011 Project-based learning has been a subject du jour at this year's annual ISTE conference. But while building real-world, collaborative skills is certainly a desired focus for many tech-friendly educators, is it possible to do when those students are English-language learners? It can be, so long as you measure expectations, said Vicki Reed, a digital-integration specialist at Lancaster County, Pa.'s, Hempfield High School, in a presentation Wednesday afternoon. And in cases where secondary students of many nationalities are learning English together for the first time, she said it's sometimes necessary to find material that addresses language deficiencies while remaining interesting to a high school student. For example, using digital cameras, students took pictures of their new school environment and labeled the landscape in English. As their English proficiency advanced, they'd move on to projects like a virtual tour of their home countries using Google Earth, and eventually to video projects where they introduce themselves to their other teachers. Read the full article at http://blogs.edweek.org/edweek/DigitalEducation/2011/06/american_immigrants_digital_na.html
Source: Education Week
Inputdate: 2011-07-10 09:08:52
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Contentid:
13020
Content Type: 1
Title: ManyBooks: Public Domain Books Online
Body: The ManyBooks website is a repository for electronic versions of electronic books. Go to http://www.manybooks.net/language.php to browse by language.
Source: ManyBooks
Inputdate: 2011-07-10 09:09:42
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Title: ManyBooks: Public Domain Books Online
Body: The ManyBooks website is a repository for electronic versions of electronic books. Go to http://www.manybooks.net/language.php to browse by language.
Source: ManyBooks
Inputdate: 2011-07-10 09:09:42
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13021
Content Type: 1
Title: New Resource on English Language Learners with Disabilities
Body: For nonnative speakers, the English language is a point of access to information, education, employment, and other opportunities. Whether an English language course or program is accessible will determine whether students with disabilities will also reap these benefits. The AWAY Topics offers English language instructors and administrators resources on including students with disabilities in their programs, including tips for inclusive course design, perspectives from English language learners with disabilities, and facts every English program administrator should know. It also guides people with disabilities on how to access English language learning opportunities at home, abroad or online. The AWAY Topics is published by the National Clearinghouse on Disability and Exchange, which is administered by Mobility International USA and sponsored by the U.S. Department of State. Request free copies of the latest AWAY Topics to share with your colleagues or visit the MIUSA website for a free download: http://www.miusa.org/publications/books/awaytopics4
Source: MIUSA
Inputdate: 2011-07-10 09:10:35
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Title: New Resource on English Language Learners with Disabilities
Body: For nonnative speakers, the English language is a point of access to information, education, employment, and other opportunities. Whether an English language course or program is accessible will determine whether students with disabilities will also reap these benefits. The AWAY Topics offers English language instructors and administrators resources on including students with disabilities in their programs, including tips for inclusive course design, perspectives from English language learners with disabilities, and facts every English program administrator should know. It also guides people with disabilities on how to access English language learning opportunities at home, abroad or online. The AWAY Topics is published by the National Clearinghouse on Disability and Exchange, which is administered by Mobility International USA and sponsored by the U.S. Department of State. Request free copies of the latest AWAY Topics to share with your colleagues or visit the MIUSA website for a free download: http://www.miusa.org/publications/books/awaytopics4
Source: MIUSA
Inputdate: 2011-07-10 09:10:35
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Contentid:
13022
Content Type: 1
Title: Film in Language Teaching Association
Body: From http://www.filta.org.uk/index.html Film in Language Teaching Association (FILTA) is an association of language teachers, film educators and researchers. FILTA was formed for the purpose of providing a forum for the exchange of information related to the use of film in language teaching. They are also concerned with issues dealing with education, instruction and training in multimodal literacy and its application to language learning. You must be invited to join the network; to be invited go to their website at http://www.filta.org.uk/index.html and fill in the appropriate form.
Source: Film in Language Teaching Association
Inputdate: 2011-07-10 09:11:47
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Title: Film in Language Teaching Association
Body: From http://www.filta.org.uk/index.html Film in Language Teaching Association (FILTA) is an association of language teachers, film educators and researchers. FILTA was formed for the purpose of providing a forum for the exchange of information related to the use of film in language teaching. They are also concerned with issues dealing with education, instruction and training in multimodal literacy and its application to language learning. You must be invited to join the network; to be invited go to their website at http://www.filta.org.uk/index.html and fill in the appropriate form.
Source: Film in Language Teaching Association
Inputdate: 2011-07-10 09:11:47
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Contentid:
13023
Content Type: 1
Title: Book: Speaking and Instructed Foreign Language Acquisition
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694119 Speaking and Instructed Foreign Language Acquisition by Ewa Waniek-Klimczak, Mirosaw Pawlak, and Jan Majer published by Multilingual Matters Summary: Developing the ability to speak in a foreign language is an arduous task. This is because it involves the mastery of different language subsystems, simultaneous focus on comprehension and production, and the impact of a range of social factors. This challenge is further compounded in situations in which learners have limited access to the target language. Thus, there is a need to explore issues related to teaching, learning and testing speaking with a view to translating the guidelines based on theoretical positions and research findings into feasible and context-specific pedagogical recommendations. This is the rationale behind this book, which considers speaking from leading theoretical perspectives, investigates individual variables which affect its development, and reports the results of studies focusing on different aspects of its instructed acquisition. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694119
Source: Multilingual Matters
Inputdate: 2011-07-16 08:18:39
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Publishdate: 2011-07-18 00:00:00
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Title: Book: Speaking and Instructed Foreign Language Acquisition
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694119 Speaking and Instructed Foreign Language Acquisition by Ewa Waniek-Klimczak, Mirosaw Pawlak, and Jan Majer published by Multilingual Matters Summary: Developing the ability to speak in a foreign language is an arduous task. This is because it involves the mastery of different language subsystems, simultaneous focus on comprehension and production, and the impact of a range of social factors. This challenge is further compounded in situations in which learners have limited access to the target language. Thus, there is a need to explore issues related to teaching, learning and testing speaking with a view to translating the guidelines based on theoretical positions and research findings into feasible and context-specific pedagogical recommendations. This is the rationale behind this book, which considers speaking from leading theoretical perspectives, investigates individual variables which affect its development, and reports the results of studies focusing on different aspects of its instructed acquisition. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694119
Source: Multilingual Matters
Inputdate: 2011-07-16 08:18:39
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Contentid:
13024
Content Type: 1
Title: Book: Immersion Education
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694027 Immersion Education: Practices, Policies, Possibilities by Donna Christian, Tara Williams Fortune, and Diane J. Tedick published by Multilingual Matters Summary: This volume builds on Fortune and Tedick’s 2008 Pathways to Multilingualism: Evolving Perspectives on Immersion Education and showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous programs. Contributors present new research and reflect on possibilities for strengthening practices and policies in immersion education. Questions explored include: What possibilities for program design exist in charter programs for both two-way and indigenous models? How do studies on learner outcomes lead to possibilities for improvements in program implementation? How do existing policies and practices affect struggling immersion learners and what possibilities can be imagined to better serve such learners? In addressing such questions, the volume invites readers to consider the possibilities of immersion education to enrich the language development and educational achievement of future generations of learners. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694027
Source: Multilingual Matters
Inputdate: 2011-07-16 08:23:28
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Title: Book: Immersion Education
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694027 Immersion Education: Practices, Policies, Possibilities by Donna Christian, Tara Williams Fortune, and Diane J. Tedick published by Multilingual Matters Summary: This volume builds on Fortune and Tedick’s 2008 Pathways to Multilingualism: Evolving Perspectives on Immersion Education and showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous programs. Contributors present new research and reflect on possibilities for strengthening practices and policies in immersion education. Questions explored include: What possibilities for program design exist in charter programs for both two-way and indigenous models? How do studies on learner outcomes lead to possibilities for improvements in program implementation? How do existing policies and practices affect struggling immersion learners and what possibilities can be imagined to better serve such learners? In addressing such questions, the volume invites readers to consider the possibilities of immersion education to enrich the language development and educational achievement of future generations of learners. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694027
Source: Multilingual Matters
Inputdate: 2011-07-16 08:23:28
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Contentid:
13025
Content Type: 1
Title: Access to Cambridge Journals Free for Six Weeks
Body: Cambridge University Press has made all articles published in Cambridge Journals in 2009 and 2010 free to access for 6 weeks, from 15th July until 30th August 2011. To access simply visit journals.cambridge.org http://cup.msgfocus.com/c/1dU7REFRuDKHZJbk Walsh, M. ANN: Access to Cambridge Journals free for 6 weeks. H-AFRICA listserv (H-AFRICA@H-NET.MSU.EDU, 15 Jul 2011). You can browse journals by subject at http://journals.cambridge.org/action/bySubjectArea?sessionId=99E0A61503AB9C440DCE10F355292D93.tomcat1
Source: H-AFRICA
Inputdate: 2011-07-16 08:25:07
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Expdate: 2011-09-30 00:00:00
Publishdate: 2011-07-18 00:00:00
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Content Type: 1
Title: Access to Cambridge Journals Free for Six Weeks
Body: Cambridge University Press has made all articles published in Cambridge Journals in 2009 and 2010 free to access for 6 weeks, from 15th July until 30th August 2011. To access simply visit journals.cambridge.org http://cup.msgfocus.com/c/1dU7REFRuDKHZJbk Walsh, M. ANN: Access to Cambridge Journals free for 6 weeks. H-AFRICA listserv (H-AFRICA@H-NET.MSU.EDU, 15 Jul 2011). You can browse journals by subject at http://journals.cambridge.org/action/bySubjectArea?sessionId=99E0A61503AB9C440DCE10F355292D93.tomcat1
Source: H-AFRICA
Inputdate: 2011-07-16 08:25:07
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Contentid:
13026
Content Type: 1
Title: Call for Papers for a Special Theme Issue of the Journal of American Indian
Body: Call for Papers for a Special Theme Issue of the Journal of American Indian Education: Commemorating the 20th Anniversary of the Native American Language Act 1990/1992 The editors of the Journal of American Indian Education invite contributions to a Special Theme Issue of the journal to commemorate the 20th anniversary of the Native American Languages Act (NALA) of 1990/1992. NALA, developed by grassroots Native language activists and educators, established the federal government’s role in preserving and protecting Native American languages. The policy also established a grant program which serves as the primary federal resource for community and school-based Native language revitalization programs. NALA has also served as a foundation for more recent federal and state levels policies encouraging Native language education. We seek papers that explore NALA-supported community-based and school-based language revitalization programs and NALA’s impact more generally on the Native language revitalization movement locally, nationally and internationally. We also welcome papers that explore the antecedents of NALA and the Esther Martinez Native American Languages Preservation Act of 2006. What are the promising language practices and programs that are reversing Native language shift and supporting Native language maintenance? How can we build on federal policies like NALA and the Esther Martinez Native American Languages Preservation Act for greater support of Native languages? What has the past twenty years taught us about creating sustainable Native language revitalization efforts? What are the ongoing challenges? Submissions may be theoretically and empirically based or address more general issues of policy, practice and program development and evaluation. Submissions should be submitted no later than October 1, 2011. All manuscripts will be peer- reviewed. Submissions may be full length manuscripts (32 double-spaced pages or 7500-8000 words in length) or follow the Reports from the Field format (20 double-spaced pages or 5000 words, including references). Manuscripts should be formatted in Microsoft Word and blinded for anonymous peer review. On separate pages, please provide a 150-word abstract, 50-word author biographical statement, and author name(s), affiliation(s), and contact information (including email addresses). Please see the Contributor Information on the inside back cover of this issue for further guidelines. All manuscripts should be submitted electronically to jaie at asu dot edu and Larisa.Warhol at asu dot edu. Please contact JAIE Associate Editor, Larisa Warhol (Larisa.Warhol at asu dot edu) with questions or inquiries. Cash Cash, P. [ILAT] Call for Papers for a Special Theme Issue of the Journal of American Indian (fwd). ILAT listserv (ILAT@LISTSERV.ARIZONA.EDU, 11 Jul 2011).
Source: ILAT
Inputdate: 2011-07-17 07:13:36
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Expdate: 2011-10-01 00:00:00
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Title: Call for Papers for a Special Theme Issue of the Journal of American Indian
Body: Call for Papers for a Special Theme Issue of the Journal of American Indian Education: Commemorating the 20th Anniversary of the Native American Language Act 1990/1992 The editors of the Journal of American Indian Education invite contributions to a Special Theme Issue of the journal to commemorate the 20th anniversary of the Native American Languages Act (NALA) of 1990/1992. NALA, developed by grassroots Native language activists and educators, established the federal government’s role in preserving and protecting Native American languages. The policy also established a grant program which serves as the primary federal resource for community and school-based Native language revitalization programs. NALA has also served as a foundation for more recent federal and state levels policies encouraging Native language education. We seek papers that explore NALA-supported community-based and school-based language revitalization programs and NALA’s impact more generally on the Native language revitalization movement locally, nationally and internationally. We also welcome papers that explore the antecedents of NALA and the Esther Martinez Native American Languages Preservation Act of 2006. What are the promising language practices and programs that are reversing Native language shift and supporting Native language maintenance? How can we build on federal policies like NALA and the Esther Martinez Native American Languages Preservation Act for greater support of Native languages? What has the past twenty years taught us about creating sustainable Native language revitalization efforts? What are the ongoing challenges? Submissions may be theoretically and empirically based or address more general issues of policy, practice and program development and evaluation. Submissions should be submitted no later than October 1, 2011. All manuscripts will be peer- reviewed. Submissions may be full length manuscripts (32 double-spaced pages or 7500-8000 words in length) or follow the Reports from the Field format (20 double-spaced pages or 5000 words, including references). Manuscripts should be formatted in Microsoft Word and blinded for anonymous peer review. On separate pages, please provide a 150-word abstract, 50-word author biographical statement, and author name(s), affiliation(s), and contact information (including email addresses). Please see the Contributor Information on the inside back cover of this issue for further guidelines. All manuscripts should be submitted electronically to jaie at asu dot edu and Larisa.Warhol at asu dot edu. Please contact JAIE Associate Editor, Larisa Warhol (Larisa.Warhol at asu dot edu) with questions or inquiries. Cash Cash, P. [ILAT] Call for Papers for a Special Theme Issue of the Journal of American Indian (fwd). ILAT listserv (ILAT@LISTSERV.ARIZONA.EDU, 11 Jul 2011).
Source: ILAT
Inputdate: 2011-07-17 07:13:36
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Contentid:
13027
Content Type: 1
Title: Call for Proposals: Language Testing Research Colloquium
Body: The Language Testing Research Colloquium (LTRC) is the annual conference of the International Language Testing Association (ILTA). The 34th LTRC will take place from Tuesday, April 3 to Thursday, April 5, 2012, at the Hyatt Regency Hotel in Princeton, New Jersey. Pre-Conference Workshops will take place on Sunday April 1 and Monday, April 2. This year's event will be hosted by Educational Testing Service (ETS). The theme of LTRC 2012 is Assessment and Learning: Bridging Diverse Disciplines and Domains. Preference will be given to proposals that are clearly related to one of the areas listed below. · Interplay amongst classroom teaching, formative assessments and summative assessments · Interface between language assessment, language learning and computer technologies · Key research issues and practices in language assessments for younger learners · Key research issues and practices in language assessments across diverse contexts and domains · Potential applications of theories, innovations and practices in other disciplines (e.g., SLA, psycholinguistics, cognitive psychology, educational measurement) to language assessment Proposals are solicited for presentations in the following categories: 1) Research Papers 2) Symposia (please note the new guidelines for these) 3) “Work in Progress” sessions 4) Posters All proposals must be submitted via an ILTA website specifically set up for on-line submissions. The submission website will be launched by July 30, 2011. No email, fax, or regular mail submissions will be accepted. Important deadlines: · Receipt of proposals: 10 p.m., October 15, 2011, Eastern Standard Time, U.S. · Notification of acceptance or non-acceptance: December 15, 2011. The full Call for Proposals is available at: http://www.ets.org/ltrc2012 . For further enquiries, please contact: LTRC2012 at ets dot org. Xi, X. [LTEST-L] Call for Proposals -- LTRC 2012. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 15 Jul 2011).
Source: LTEST-L
Inputdate: 2011-07-17 07:14:58
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Expdate: 2011-07-30 00:00:00
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Title: Call for Proposals: Language Testing Research Colloquium
Body: The Language Testing Research Colloquium (LTRC) is the annual conference of the International Language Testing Association (ILTA). The 34th LTRC will take place from Tuesday, April 3 to Thursday, April 5, 2012, at the Hyatt Regency Hotel in Princeton, New Jersey. Pre-Conference Workshops will take place on Sunday April 1 and Monday, April 2. This year's event will be hosted by Educational Testing Service (ETS). The theme of LTRC 2012 is Assessment and Learning: Bridging Diverse Disciplines and Domains. Preference will be given to proposals that are clearly related to one of the areas listed below. · Interplay amongst classroom teaching, formative assessments and summative assessments · Interface between language assessment, language learning and computer technologies · Key research issues and practices in language assessments for younger learners · Key research issues and practices in language assessments across diverse contexts and domains · Potential applications of theories, innovations and practices in other disciplines (e.g., SLA, psycholinguistics, cognitive psychology, educational measurement) to language assessment Proposals are solicited for presentations in the following categories: 1) Research Papers 2) Symposia (please note the new guidelines for these) 3) “Work in Progress” sessions 4) Posters All proposals must be submitted via an ILTA website specifically set up for on-line submissions. The submission website will be launched by July 30, 2011. No email, fax, or regular mail submissions will be accepted. Important deadlines: · Receipt of proposals: 10 p.m., October 15, 2011, Eastern Standard Time, U.S. · Notification of acceptance or non-acceptance: December 15, 2011. The full Call for Proposals is available at: http://www.ets.org/ltrc2012 . For further enquiries, please contact: LTRC2012 at ets dot org. Xi, X. [LTEST-L] Call for Proposals -- LTRC 2012. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 15 Jul 2011).
Source: LTEST-L
Inputdate: 2011-07-17 07:14:58
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Contentid:
13028
Content Type: 1
Title: NYSAFLT Annual Conference
Body: From http://conference.nysaflt.org/2011 The New York State Association of Foreign Language Teachers Annual Conference will be October 14-16 in Rochester, New York. The conference theme is “Best of Language Learning: People, Programs, and Practices, that Inspire.” Learn more at the conference website: http://conference.nysaflt.org/2011
Source: NYSAFLT
Inputdate: 2011-07-17 09:42:37
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Expdate: 2011-07-16 00:00:00
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Title: NYSAFLT Annual Conference
Body: From http://conference.nysaflt.org/2011 The New York State Association of Foreign Language Teachers Annual Conference will be October 14-16 in Rochester, New York. The conference theme is “Best of Language Learning: People, Programs, and Practices, that Inspire.” Learn more at the conference website: http://conference.nysaflt.org/2011
Source: NYSAFLT
Inputdate: 2011-07-17 09:42:37
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Expdate: 2011-07-16 00:00:00
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