Contents
Displaying 12801-12810 of 28843 results.
Contentid:
13049
Content Type: 1
Title: Article: English Language Learners in Crete, Nebraska
Body: From http://www.omaha.com/article/20110706/NEWS01/707069937 Language a barrier on test scores By Joe Dejka July 6, 2011 When parents descended on the Crete Public Schools for parent-teacher conferences last school year, 22 Spanish translators hired by the district were there to greet them. “It's incredibly important,” Superintendent Kyle McGowan said. “We don't want language to be a barrier.” Breaking down the language barrier is one facet of the small Nebraska district's approach to raising Hispanic achievement as its minority population grows sharply, largely drawn by employment at a local meatpacking plant. A new government report suggests that Crete is on the right track. The report reveals the language barrier as a key reason why the nation's Hispanic students continue to score lower than their white peers on national math and reading tests. An achievement gap has persisted relatively unchanged over the past two decades nationally. At the same time, both whites and Hispanics have improved their scores steadily, if slightly, according to the report from the U.S. Department of Education. McGowan said his district has chosen to confront the language challenges rather than make excuses. “We could say, ‘Gee, we have too many parents not speaking English, how can we have parent-teacher conferences?' Or we could go out and get 22 translators,” he said. “We could complain about kids coming to kindergarten and not speaking English, or we can serve 186 children in early childhood programs.” Read the full article at http://www.omaha.com/article/20110706/NEWS01/707069937
Source: Omaha World-Herald
Inputdate: 2011-07-17 11:08:55
Lastmodifieddate: 2011-07-17 11:08:55
Expdate:
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article: English Language Learners in Crete, Nebraska
Body: From http://www.omaha.com/article/20110706/NEWS01/707069937 Language a barrier on test scores By Joe Dejka July 6, 2011 When parents descended on the Crete Public Schools for parent-teacher conferences last school year, 22 Spanish translators hired by the district were there to greet them. “It's incredibly important,” Superintendent Kyle McGowan said. “We don't want language to be a barrier.” Breaking down the language barrier is one facet of the small Nebraska district's approach to raising Hispanic achievement as its minority population grows sharply, largely drawn by employment at a local meatpacking plant. A new government report suggests that Crete is on the right track. The report reveals the language barrier as a key reason why the nation's Hispanic students continue to score lower than their white peers on national math and reading tests. An achievement gap has persisted relatively unchanged over the past two decades nationally. At the same time, both whites and Hispanics have improved their scores steadily, if slightly, according to the report from the U.S. Department of Education. McGowan said his district has chosen to confront the language challenges rather than make excuses. “We could say, ‘Gee, we have too many parents not speaking English, how can we have parent-teacher conferences?' Or we could go out and get 22 translators,” he said. “We could complain about kids coming to kindergarten and not speaking English, or we can serve 186 children in early childhood programs.” Read the full article at http://www.omaha.com/article/20110706/NEWS01/707069937
Source: Omaha World-Herald
Inputdate: 2011-07-17 11:08:55
Lastmodifieddate: 2011-07-17 11:08:55
Expdate:
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13050
Content Type: 1
Title: U.S. Department of Education to Public Meeting on Assessments for Students with Disabilities and English Learners
Body: U.S. Department of Education to Hold Race to the Top Assessment Public Meeting on Creating Valid, Reliable and Fair Assessments for Students with Disabilities and English Learners Date: August 10, 2011 Time: 9 a.m. to 3:30 p.m. EDT Location: U.S. Department of Education, 400 Maryland Ave. S.W, Washington, D.C. The U.S. Department of Education will host the third in a series of public meetings related to the Race to the Top Assessment (RTTA) grants on Wednesday, Aug. 10, at the U.S. Department of Education in Washington, D.C. This meeting will convene representatives from both RTTA consortia and a panel of experts to discuss addressing the needs of students with disabilities and English learners as they work to develop next-generation assessment systems. The RTTA program (http://www2.ed.gov/programs/racetothetop-assessment/index.html ), part of the American Recovery and Reinvestment Act, awarded grants to the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC), which together comprise 45 states and the District of Columbia. The two consortia are developing comprehensive assessment systems in English language arts and mathematics for grades 3 through 8 and high school, aligned to the Common Core State Standards. The improved assessments, which will be implemented in the 2014-15 school year, will measure whether students have the knowledge and skills necessary to graduate from high school ready for success in college and careers. The new assessment systems will include all English learners and students with disabilities, except for a small percentage of students with the most significant cognitive disabilities who may be eligible for a different assessment based on alternate academic achievement standards. The consortia are committed to ensuring the assessments are valid, reliable and fair for all students. The Aug. 10 meeting will help PARCC, SBAC and the Department address key questions from the consortia about how to improve the accessibility of assessment systems. Future meetings on the RTTA program may include such topics as developing assessments that share or translate content and data across different technology platforms; setting achievement standards and performance levels; defining college and career readiness; and creating a uniform growth model. Funding to support these meetings is provided by The William and Flora Hewlett Foundation. Members of the public and the media interested in attending must go to http://usdoedregistration.ed.gov/profile/web/index.cfm?PKWebId=0x970befe to register. If you experience problems accessing the registration site, contact special.events@ed.gov. Read the press release on ed.gov at http://www.ed.gov/news/media-advisories/us-department-education-hold-race-top-assessment-public-meeting-creating-valid US Department of Education: Public Meeting on Assessments for English learners and students with disabilities. NCELA List listserv (NCELA@HERMES.GWU.EDU, 13 Jul 2011).
Source: NCELA List
Inputdate: 2011-07-17 11:10:09
Lastmodifieddate: 2011-07-17 11:10:09
Expdate: 2011-08-10 00:00:00
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: U.S. Department of Education to Public Meeting on Assessments for Students with Disabilities and English Learners
Body: U.S. Department of Education to Hold Race to the Top Assessment Public Meeting on Creating Valid, Reliable and Fair Assessments for Students with Disabilities and English Learners Date: August 10, 2011 Time: 9 a.m. to 3:30 p.m. EDT Location: U.S. Department of Education, 400 Maryland Ave. S.W, Washington, D.C. The U.S. Department of Education will host the third in a series of public meetings related to the Race to the Top Assessment (RTTA) grants on Wednesday, Aug. 10, at the U.S. Department of Education in Washington, D.C. This meeting will convene representatives from both RTTA consortia and a panel of experts to discuss addressing the needs of students with disabilities and English learners as they work to develop next-generation assessment systems. The RTTA program (http://www2.ed.gov/programs/racetothetop-assessment/index.html ), part of the American Recovery and Reinvestment Act, awarded grants to the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC), which together comprise 45 states and the District of Columbia. The two consortia are developing comprehensive assessment systems in English language arts and mathematics for grades 3 through 8 and high school, aligned to the Common Core State Standards. The improved assessments, which will be implemented in the 2014-15 school year, will measure whether students have the knowledge and skills necessary to graduate from high school ready for success in college and careers. The new assessment systems will include all English learners and students with disabilities, except for a small percentage of students with the most significant cognitive disabilities who may be eligible for a different assessment based on alternate academic achievement standards. The consortia are committed to ensuring the assessments are valid, reliable and fair for all students. The Aug. 10 meeting will help PARCC, SBAC and the Department address key questions from the consortia about how to improve the accessibility of assessment systems. Future meetings on the RTTA program may include such topics as developing assessments that share or translate content and data across different technology platforms; setting achievement standards and performance levels; defining college and career readiness; and creating a uniform growth model. Funding to support these meetings is provided by The William and Flora Hewlett Foundation. Members of the public and the media interested in attending must go to http://usdoedregistration.ed.gov/profile/web/index.cfm?PKWebId=0x970befe to register. If you experience problems accessing the registration site, contact special.events@ed.gov. Read the press release on ed.gov at http://www.ed.gov/news/media-advisories/us-department-education-hold-race-top-assessment-public-meeting-creating-valid US Department of Education: Public Meeting on Assessments for English learners and students with disabilities. NCELA List listserv (NCELA@HERMES.GWU.EDU, 13 Jul 2011).
Source: NCELA List
Inputdate: 2011-07-17 11:10:09
Lastmodifieddate: 2011-07-17 11:10:09
Expdate: 2011-08-10 00:00:00
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13051
Content Type: 1
Title: Final Issue of NCLRC’s Culture Club Newsletter
Body: Due to budget cuts, the July 2011 issue of Culture Club is the final issue. Catch movie and book reviews, interviews with teenagers, contests, and an article “The French Writers of New England” among other resources at http://nclrc.org/cultureclub/current_directory.html
Source: NCLRC
Inputdate: 2011-07-17 11:13:12
Lastmodifieddate: 2011-07-17 11:13:12
Expdate:
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Final Issue of NCLRC’s Culture Club Newsletter
Body: Due to budget cuts, the July 2011 issue of Culture Club is the final issue. Catch movie and book reviews, interviews with teenagers, contests, and an article “The French Writers of New England” among other resources at http://nclrc.org/cultureclub/current_directory.html
Source: NCLRC
Inputdate: 2011-07-17 11:13:12
Lastmodifieddate: 2011-07-17 11:13:12
Expdate:
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13052
Content Type: 1
Title: July 2011 NCLRC Language Resource Newsletter
Body: From http://nclrc.org The July 2011 National Capitol Language Resource Center newsletter is out. The theme this month is “Teacher Shortages and Program Sustainability.” To that end: Jacqueline Van Houten and Ruta Cout ask “Is Teacher Shortage Really the Issue?” Janet Nolan shares what Multilingual Chicago is doing to foster heritage languages in her article, “In Our Hands – A National Treasure.” Rita Oleksak and Kate Krotzer share experiences with a program that strengthens teachers, and therefore programs, in Glastonbury CT. Aileen Bach provides guidance on how to use “…Assessments to Promote Sustainability in Foreign Language Programs.” John Ross shares some ideas and advice about the burdgeoning market for foreign language Apps in “Yea, There’s an App for That, but…” YANA shares bits and pieces of conversations about the state of foreign language study, how we got here, and what might the future be. Access the newsletter online at http://www.nclrc.org/newsletter.html
Source: NCLRC
Inputdate: 2011-07-17 11:14:18
Lastmodifieddate: 2011-07-17 11:14:18
Expdate:
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: July 2011 NCLRC Language Resource Newsletter
Body: From http://nclrc.org The July 2011 National Capitol Language Resource Center newsletter is out. The theme this month is “Teacher Shortages and Program Sustainability.” To that end: Jacqueline Van Houten and Ruta Cout ask “Is Teacher Shortage Really the Issue?” Janet Nolan shares what Multilingual Chicago is doing to foster heritage languages in her article, “In Our Hands – A National Treasure.” Rita Oleksak and Kate Krotzer share experiences with a program that strengthens teachers, and therefore programs, in Glastonbury CT. Aileen Bach provides guidance on how to use “…Assessments to Promote Sustainability in Foreign Language Programs.” John Ross shares some ideas and advice about the burdgeoning market for foreign language Apps in “Yea, There’s an App for That, but…” YANA shares bits and pieces of conversations about the state of foreign language study, how we got here, and what might the future be. Access the newsletter online at http://www.nclrc.org/newsletter.html
Source: NCLRC
Inputdate: 2011-07-17 11:14:18
Lastmodifieddate: 2011-07-17 11:14:18
Expdate:
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13053
Content Type: 1
Title: Activities To Energize Your Class
Body: From http://evasimkesyan.edublogs.org From the A Journey in TEFL blog: Energisers are great activities and can save lives when you feel your students are not in the lesson anymore. These quick games can be used to bring your students back to classroom. A little bit movement, mingle, laughter will break the ice, will help to get rid of the boredom. Maybe the focus is not directly on the language but still you can adapt these games according your students’ needs and levels. Read descriptions of 5 energizing games at http://evasimkesyan.edublogs.org/2011/07/13/need-energy/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+AJourneyInTefl+%28A+Journey+in+TEFL%29
Source: A Journey in TEFL
Inputdate: 2011-07-17 11:15:09
Lastmodifieddate: 2011-07-17 11:15:09
Expdate:
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Activities To Energize Your Class
Body: From http://evasimkesyan.edublogs.org From the A Journey in TEFL blog: Energisers are great activities and can save lives when you feel your students are not in the lesson anymore. These quick games can be used to bring your students back to classroom. A little bit movement, mingle, laughter will break the ice, will help to get rid of the boredom. Maybe the focus is not directly on the language but still you can adapt these games according your students’ needs and levels. Read descriptions of 5 energizing games at http://evasimkesyan.edublogs.org/2011/07/13/need-energy/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+AJourneyInTefl+%28A+Journey+in+TEFL%29
Source: A Journey in TEFL
Inputdate: 2011-07-17 11:15:09
Lastmodifieddate: 2011-07-17 11:15:09
Expdate:
Publishdate: 2011-07-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13054
Content Type: 1
Title: Book: Pedagogy of Multiliteracies: Rewriting Goldilocks
Body: From http://www.routledge.com/books/details/9780415887106 Pedagogy of Multiliteracies: Rewriting Goldilocks By Heather Lotherington Published by Routledge, Taylor & Francis Group Description: Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners’ interest in Goldilocks and the Three Bears, Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers’ trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom. Visit the publisher’s website at http://www.routledge.com/books/details/9780415887106
Source: Routledge
Inputdate: 2011-07-24 02:33:56
Lastmodifieddate: 2011-07-24 02:33:56
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Pedagogy of Multiliteracies: Rewriting Goldilocks
Body: From http://www.routledge.com/books/details/9780415887106 Pedagogy of Multiliteracies: Rewriting Goldilocks By Heather Lotherington Published by Routledge, Taylor & Francis Group Description: Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners’ interest in Goldilocks and the Three Bears, Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers’ trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom. Visit the publisher’s website at http://www.routledge.com/books/details/9780415887106
Source: Routledge
Inputdate: 2011-07-24 02:33:56
Lastmodifieddate: 2011-07-24 02:33:56
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13055
Content Type: 1
Title: Free Download: Portfolios to Assess Literacy and Second Language: An Annotated Bibliography
Body: From http://library.nald.ca/item/9452 Portfolios to Assess Literacy and Second Language: An Annotated Bibliography By: Sarah Elaine Eaton Published by the National Adult Literacy Database The author notes that the practice of using portfolios for second-language teaching has increased in popularity while, almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy. However, there is little collaboration between practitioners in each of the two fields. This annotated bibliography is an attempt to collect, select and share resources that may be helpful to professionals working in both sectors, including teaching professionals and researchers who specialize in second-language teaching, language arts and first- and second-language literacy. The author has divided the sources reviewed into three categories: practical classroom resources; video and multimedia resources; and scholarly articles and related research materials. Download the bibliography at http://library.nald.ca/item/9452 . Read a review of it at http://drsaraheaton.wordpress.com/2011/07/05/portfolios-to-assess-literacy-and-second-languages-an-annotated-bibliography
Source: NALD
Inputdate: 2011-07-24 02:35:01
Lastmodifieddate: 2011-07-24 02:35:01
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Free Download: Portfolios to Assess Literacy and Second Language: An Annotated Bibliography
Body: From http://library.nald.ca/item/9452 Portfolios to Assess Literacy and Second Language: An Annotated Bibliography By: Sarah Elaine Eaton Published by the National Adult Literacy Database The author notes that the practice of using portfolios for second-language teaching has increased in popularity while, almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy. However, there is little collaboration between practitioners in each of the two fields. This annotated bibliography is an attempt to collect, select and share resources that may be helpful to professionals working in both sectors, including teaching professionals and researchers who specialize in second-language teaching, language arts and first- and second-language literacy. The author has divided the sources reviewed into three categories: practical classroom resources; video and multimedia resources; and scholarly articles and related research materials. Download the bibliography at http://library.nald.ca/item/9452 . Read a review of it at http://drsaraheaton.wordpress.com/2011/07/05/portfolios-to-assess-literacy-and-second-languages-an-annotated-bibliography
Source: NALD
Inputdate: 2011-07-24 02:35:01
Lastmodifieddate: 2011-07-24 02:35:01
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13056
Content Type: 1
Title: Book: Growing Up with Two Languages
Body: From http://www.routledge.com/books/details/9780415598521 Growing Up with Two Languages A Practical Guide for the Bilingual Family, 3rd Edition By Una Cunningham Published by Routledge Description: The lives of many families involve contact with more than one language and culture on a daily basis. Growing Up with Two Languages is aimed at the many parents and professionals who feel uncertain about the best way to go about helping children gain maximum benefit from the multilingual situation. This best-selling guide is illustrated by glimpses of life from interviews with fifty families from all around the world. The trials and rewards of life with two languages and cultures are discussed in detail, and followed by practical advice on how to support the child’s linguistic development. Features of this third edition include: a dedicated website with new and updated Internet resources a new chapter giving the perspective of adults who have themselves grown up with more than one language a new chapter presenting research into bilingual language acquisition with information about further reading new and updated first-hand advice and examples throughout. Visit the publisher’s website at http://www.routledge.com/books/details/9780415598521
Source: Routledge
Inputdate: 2011-07-24 02:36:03
Lastmodifieddate: 2011-07-24 02:36:03
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Growing Up with Two Languages
Body: From http://www.routledge.com/books/details/9780415598521 Growing Up with Two Languages A Practical Guide for the Bilingual Family, 3rd Edition By Una Cunningham Published by Routledge Description: The lives of many families involve contact with more than one language and culture on a daily basis. Growing Up with Two Languages is aimed at the many parents and professionals who feel uncertain about the best way to go about helping children gain maximum benefit from the multilingual situation. This best-selling guide is illustrated by glimpses of life from interviews with fifty families from all around the world. The trials and rewards of life with two languages and cultures are discussed in detail, and followed by practical advice on how to support the child’s linguistic development. Features of this third edition include: a dedicated website with new and updated Internet resources a new chapter giving the perspective of adults who have themselves grown up with more than one language a new chapter presenting research into bilingual language acquisition with information about further reading new and updated first-hand advice and examples throughout. Visit the publisher’s website at http://www.routledge.com/books/details/9780415598521
Source: Routledge
Inputdate: 2011-07-24 02:36:03
Lastmodifieddate: 2011-07-24 02:36:03
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13057
Content Type: 1
Title: Call for Papers: 10th Annual Conference of the Igbo Studies Association
Body: The Igbo Studies Association (ISA) extends a special invitation to scholars and professionals working on all aspects of studies on the Igbo of southern Nigeria for its next annual conference to be held from April 12 - 14, 2012, at Howard University, USA. In light of profound changes in recent decades and the serious challenges facing the Igbo & Igbo diasporic communities at the intersections of globalization, population movements, gender, science, technology, and socio-economic development, the 10th Annual Meeting will examine the general theme – Uwa Ndi Igbo – (the Igbo World) and its variations. The organizers welcome both local and international specialists/intellectuals at all stages in their careers to facilitate discussion and dialogue across disciplines and between scholars and professionals. The deadline for submitting paper, as well as panel, proposals is November 30, 2011. View the full call for papers at http://www.h-net.org/announce/show.cgi?ID=186664
Source: H-AFRICA
Inputdate: 2011-07-24 02:36:59
Lastmodifieddate: 2011-07-24 02:36:59
Expdate: 2011-11-30 00:00:00
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: 10th Annual Conference of the Igbo Studies Association
Body: The Igbo Studies Association (ISA) extends a special invitation to scholars and professionals working on all aspects of studies on the Igbo of southern Nigeria for its next annual conference to be held from April 12 - 14, 2012, at Howard University, USA. In light of profound changes in recent decades and the serious challenges facing the Igbo & Igbo diasporic communities at the intersections of globalization, population movements, gender, science, technology, and socio-economic development, the 10th Annual Meeting will examine the general theme – Uwa Ndi Igbo – (the Igbo World) and its variations. The organizers welcome both local and international specialists/intellectuals at all stages in their careers to facilitate discussion and dialogue across disciplines and between scholars and professionals. The deadline for submitting paper, as well as panel, proposals is November 30, 2011. View the full call for papers at http://www.h-net.org/announce/show.cgi?ID=186664
Source: H-AFRICA
Inputdate: 2011-07-24 02:36:59
Lastmodifieddate: 2011-07-24 02:36:59
Expdate: 2011-11-30 00:00:00
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13058
Content Type: 1
Title: Call for Papers: Multiple Perceptual Frames in English Language Teaching and Research
Body: From http://linguistlist.org/issues/22/22-2949.html The Centre for Applied Linguistics Research CALR is pleased to announce a call for papers for its upcoming refereed online journal on Multiple Perceptual Frames in English Language Teaching and Research. Traditional approaches to English Language teaching have not resulted in sufficient preparation for the learner (CALR, 2011). More experimentation with anthropological, sociocultural, pragmatic and interactional frames may advance new perceptions and methodologies that can improve learners' experience in the English Language. The main themes include, but are not limited to: - Theoretical grounding - Pragmatics - Sociolinguistics - Functional linguistics - Teaching strategies Specific areas of interest: - Research extending knowledge associated with learning, understanding and applying the English Language. - Research broadening horizons of English Language studies through reflecting on novice experiences and practices. Deadline for submission of full paper is August 30, 2011 View the full call for papers at http://linguistlist.org/issues/22/22-2949.html
Source: LINGUIST List
Inputdate: 2011-07-24 02:38:04
Lastmodifieddate: 2011-07-24 02:38:04
Expdate: 2011-08-30 00:00:00
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: Multiple Perceptual Frames in English Language Teaching and Research
Body: From http://linguistlist.org/issues/22/22-2949.html The Centre for Applied Linguistics Research CALR is pleased to announce a call for papers for its upcoming refereed online journal on Multiple Perceptual Frames in English Language Teaching and Research. Traditional approaches to English Language teaching have not resulted in sufficient preparation for the learner (CALR, 2011). More experimentation with anthropological, sociocultural, pragmatic and interactional frames may advance new perceptions and methodologies that can improve learners' experience in the English Language. The main themes include, but are not limited to: - Theoretical grounding - Pragmatics - Sociolinguistics - Functional linguistics - Teaching strategies Specific areas of interest: - Research extending knowledge associated with learning, understanding and applying the English Language. - Research broadening horizons of English Language studies through reflecting on novice experiences and practices. Deadline for submission of full paper is August 30, 2011 View the full call for papers at http://linguistlist.org/issues/22/22-2949.html
Source: LINGUIST List
Inputdate: 2011-07-24 02:38:04
Lastmodifieddate: 2011-07-24 02:38:04
Expdate: 2011-08-30 00:00:00
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
