Contents
Displaying 12831-12840 of 28843 results.
Contentid:
13079
Content Type: 1
Title: Article and Response: Supporting English Language Learners
Body: From http://www.educationnews.org/ednews_today/158641.html#comment-4456l Matthew Lynch: Supporting English Language Learners July 13, 2011 While a student is learning a functional level of English at school, many other factors play a role outside the classroom. Like most skills, language is not learned in a vacuum. If the student’s parents speak no English, and are not in the process of learning English themselves, there will be little reinforcement at home to support the language learning process. The lack of regular “practice” of the language outside the classroom results in limited opportunities to apply what the student has learned. Read the full article at http://www.educationnews.org/ednews_today/158641.html#comment-4456l Scroll down and read the comments, and go to http://everythingesl-everythingesl.blogspot.com/2011/07/matthew-lynch-published-article-today.html to read a response to this article.
Source: Various
Inputdate: 2011-07-24 03:03:23
Lastmodifieddate: 2011-07-24 03:03:23
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article and Response: Supporting English Language Learners
Body: From http://www.educationnews.org/ednews_today/158641.html#comment-4456l Matthew Lynch: Supporting English Language Learners July 13, 2011 While a student is learning a functional level of English at school, many other factors play a role outside the classroom. Like most skills, language is not learned in a vacuum. If the student’s parents speak no English, and are not in the process of learning English themselves, there will be little reinforcement at home to support the language learning process. The lack of regular “practice” of the language outside the classroom results in limited opportunities to apply what the student has learned. Read the full article at http://www.educationnews.org/ednews_today/158641.html#comment-4456l Scroll down and read the comments, and go to http://everythingesl-everythingesl.blogspot.com/2011/07/matthew-lynch-published-article-today.html to read a response to this article.
Source: Various
Inputdate: 2011-07-24 03:03:23
Lastmodifieddate: 2011-07-24 03:03:23
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13080
Content Type: 1
Title: Article: Teachers in Middle of Debate over Immigrant Kids
Body: From http://www.eschoolnews.com/2011/07/07/teachers-in-middle-of-debate-over-immigrant-kids Teachers in middle of debate over immigrant kids Many teachers less concerned about law, more about kids' potential July 7, 2011 When an award-winning journalist recently revealed he’s an illegal immigrant, two of the key players in his tale turned out to be educators who helped keep his secret. It’s the kind of story teachers and principals scattered across the country know well. With some 11 million illegal immigrants in the U.S., educators increasingly find themselves caught between their obligation to educate each child and conflicting guidance, or simply no direction at all, about whether to help such students beyond the classroom. Ultimately, the adults in each classroom have to decide for themselves how far they will go. Read the full article at http://www.eschoolnews.com/2011/07/07/teachers-in-middle-of-debate-over-immigrant-kids
Source: eSchool News
Inputdate: 2011-07-24 03:04:08
Lastmodifieddate: 2011-07-24 03:04:08
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article: Teachers in Middle of Debate over Immigrant Kids
Body: From http://www.eschoolnews.com/2011/07/07/teachers-in-middle-of-debate-over-immigrant-kids Teachers in middle of debate over immigrant kids Many teachers less concerned about law, more about kids' potential July 7, 2011 When an award-winning journalist recently revealed he’s an illegal immigrant, two of the key players in his tale turned out to be educators who helped keep his secret. It’s the kind of story teachers and principals scattered across the country know well. With some 11 million illegal immigrants in the U.S., educators increasingly find themselves caught between their obligation to educate each child and conflicting guidance, or simply no direction at all, about whether to help such students beyond the classroom. Ultimately, the adults in each classroom have to decide for themselves how far they will go. Read the full article at http://www.eschoolnews.com/2011/07/07/teachers-in-middle-of-debate-over-immigrant-kids
Source: eSchool News
Inputdate: 2011-07-24 03:04:08
Lastmodifieddate: 2011-07-24 03:04:08
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13081
Content Type: 1
Title: English Language Teaching Books Available for Download from British Council
Body: From http://www.teachingenglish.org.uk/transform A range of ELT publications is available in pdf to download from the British Council’s website. These include Milestones - a series of classic ELT texts published online as part of the British Council’s 75th anniversary celebrations. Browse the available books at http://www.teachingenglish.org.uk/transform/books
Source: British Council
Inputdate: 2011-07-24 03:05:06
Lastmodifieddate: 2011-07-24 03:05:06
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: English Language Teaching Books Available for Download from British Council
Body: From http://www.teachingenglish.org.uk/transform A range of ELT publications is available in pdf to download from the British Council’s website. These include Milestones - a series of classic ELT texts published online as part of the British Council’s 75th anniversary celebrations. Browse the available books at http://www.teachingenglish.org.uk/transform/books
Source: British Council
Inputdate: 2011-07-24 03:05:06
Lastmodifieddate: 2011-07-24 03:05:06
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13082
Content Type: 1
Title: Ideas for Beginning the School Year
Body: School will be beginning for many of us soon, and teachers are sharing plenty of great ideas for starting the school year. We will be sharing some of them this week and in coming weeks. From the MoreTPRS listserv: I usually take the first day to hand out my rules, keeping in mind that the students have already (or will obtain) obtained rules from several other teachers. The first real activity that my students engage in is learning everyone's first name. So, I start with the first student, who says, after I have repeated this about 20 times to the class, "Je m'appelle _____." ( "My name is _____." ) The second student says the same thing, and then tells the rest of the class, "Il s'appelle _____," while pointing to the student in front of him. (I have only male students, and the "Il s'appelle" means "His name is...." ) We continue until the very end, where the last student, bless his heart, must tell his name in French and then repeat everyone else's first name, in French. Of course, he has heard their names many times by then. I used to think that this activity might be too much for the students, but they always seem to like it! We do this in a light-hearted way and do not hesitate to remind those students who seem to forget of everyone's first name. After that, I like to spend a bit of time asking my students why they chose to study French. After explaining class rules, I hand out my rules, all typed on one page. My school does not tolerate much student noise in class. Sometimes acting silly while telling TPRS-style stories is too much for students. Therefore, now I usually start with a list of frequently used vocab. We act that out because the students must, in my opinion, know the basics like Stand up, sit down, be quiet, please, thank you, etc. Rubinstein, B. [moretprs] Re: First days of class. MoreTPRS listserv (moretprs@yahoogroups.com, 7 Jul 2011). --- What I do (which is totally borrowed from other TPRS teachers): I do PQA (Personalized Questions/Answers), or whatever name it goes by for different people. I have a template for a desk name card (cardstock paper folded in half). On one part kids write their name and the other part they draw a picture. The picture varies by class based on what we will study in our first chapter. (Spanish 3 is all about past tense so they draw something they liked to do when they were kids--I'm the only TPRS'er in my school.) Then I just chat with them about their pictures, writing all the new words on the board as I use them. I try to talk to/about 4 or 5 kids a day. I use the name cards to give a seating chart on the 2nd day. They come in and find their name and sit there. I give my syllabus out about the 4th day of class--that way on the first day or 2 I'm not one of 100 teachers who bore them with nothing but rules. I have an activity that I do with our behavior incentive program that leads into the syllabus. Ferguson, K. [moretprs] Re: First days of class. MoreTPRS listserv (moretprs@yahoogroups.com, 8 Jul 2011). Learn more about TPRS techniques and how PQA fits at Ben Slavic’s website: http://benslavic.com/resources/workshop-handouts.html --- Several teachers recommend two books: Positive Classroom Discipline by Fred Jones (http://www.fredjones.com/books-video/Books_Videos-home.html ) and The First Days of School by Harry and Rosemary Wong (http://www.effectiveteaching.com ). --- Read another idea for using personal images on the first day of class on the Collablogatorium blog: http://collablogatorium.blogspot.com/2011/07/icebreakers-not-sleeping-pills.html
Source: Various
Inputdate: 2011-07-24 03:06:25
Lastmodifieddate: 2011-07-24 03:06:25
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Ideas for Beginning the School Year
Body: School will be beginning for many of us soon, and teachers are sharing plenty of great ideas for starting the school year. We will be sharing some of them this week and in coming weeks. From the MoreTPRS listserv: I usually take the first day to hand out my rules, keeping in mind that the students have already (or will obtain) obtained rules from several other teachers. The first real activity that my students engage in is learning everyone's first name. So, I start with the first student, who says, after I have repeated this about 20 times to the class, "Je m'appelle _____." ( "My name is _____." ) The second student says the same thing, and then tells the rest of the class, "Il s'appelle _____," while pointing to the student in front of him. (I have only male students, and the "Il s'appelle" means "His name is...." ) We continue until the very end, where the last student, bless his heart, must tell his name in French and then repeat everyone else's first name, in French. Of course, he has heard their names many times by then. I used to think that this activity might be too much for the students, but they always seem to like it! We do this in a light-hearted way and do not hesitate to remind those students who seem to forget of everyone's first name. After that, I like to spend a bit of time asking my students why they chose to study French. After explaining class rules, I hand out my rules, all typed on one page. My school does not tolerate much student noise in class. Sometimes acting silly while telling TPRS-style stories is too much for students. Therefore, now I usually start with a list of frequently used vocab. We act that out because the students must, in my opinion, know the basics like Stand up, sit down, be quiet, please, thank you, etc. Rubinstein, B. [moretprs] Re: First days of class. MoreTPRS listserv (moretprs@yahoogroups.com, 7 Jul 2011). --- What I do (which is totally borrowed from other TPRS teachers): I do PQA (Personalized Questions/Answers), or whatever name it goes by for different people. I have a template for a desk name card (cardstock paper folded in half). On one part kids write their name and the other part they draw a picture. The picture varies by class based on what we will study in our first chapter. (Spanish 3 is all about past tense so they draw something they liked to do when they were kids--I'm the only TPRS'er in my school.) Then I just chat with them about their pictures, writing all the new words on the board as I use them. I try to talk to/about 4 or 5 kids a day. I use the name cards to give a seating chart on the 2nd day. They come in and find their name and sit there. I give my syllabus out about the 4th day of class--that way on the first day or 2 I'm not one of 100 teachers who bore them with nothing but rules. I have an activity that I do with our behavior incentive program that leads into the syllabus. Ferguson, K. [moretprs] Re: First days of class. MoreTPRS listserv (moretprs@yahoogroups.com, 8 Jul 2011). Learn more about TPRS techniques and how PQA fits at Ben Slavic’s website: http://benslavic.com/resources/workshop-handouts.html --- Several teachers recommend two books: Positive Classroom Discipline by Fred Jones (http://www.fredjones.com/books-video/Books_Videos-home.html ) and The First Days of School by Harry and Rosemary Wong (http://www.effectiveteaching.com ). --- Read another idea for using personal images on the first day of class on the Collablogatorium blog: http://collablogatorium.blogspot.com/2011/07/icebreakers-not-sleeping-pills.html
Source: Various
Inputdate: 2011-07-24 03:06:25
Lastmodifieddate: 2011-07-24 03:06:25
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13083
Content Type: 1
Title: MakeBeliefsComix.com Starts New Feature to Help Special Needs Teachers, Students
Body: MakeBeliefsComix.com, the free online comic strip generator, has launched a new Special Needs Section to help educators, educational therapists and parents use the site to enable children with a wide array of disabilities communicate more effectively and express their ideas by creating comic strips online. (See http://www.makebeliefscomix.com/Special-Needs ) Creating comic strips is a fun way to encourage writing and reading. The new section provides examples of how educators use the site with children who are on the Autism Spectrum, who are deaf/hearing impaired, who have head injuries/brain tumors, stutter, are struggling writers, or have physical and mental disabilities. The content is based on suggestions and input from users who share what they have learned in using the site. The site also provides a Teacher Resources section (http://www.makebeliefscomix.com/How-to-Play/Educators ) that offers educators 21 ideas on how to use comic strips in the classroom to improve student writing and English skills. There are blank comic templates that can be printed and completed by hand, in addition to more than 100 printables on a variety of subjects. In addition to English, comic strips can also be written in Spanish, French, Italian, Portuguese, Latin, German and Italian, offering and a useful tool for students who know or are learning new languages. Zimmerman, B. [moretprs] MakeBeliefsComix.com Starts New Feature to Help Special Needs Teachers, Students. MoreTPRS listserv (moretprs@yahoogroups.com, 22 Jul 2011).
Source: MoreTPRS
Inputdate: 2011-07-24 03:07:34
Lastmodifieddate: 2011-07-24 03:07:34
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: MakeBeliefsComix.com Starts New Feature to Help Special Needs Teachers, Students
Body: MakeBeliefsComix.com, the free online comic strip generator, has launched a new Special Needs Section to help educators, educational therapists and parents use the site to enable children with a wide array of disabilities communicate more effectively and express their ideas by creating comic strips online. (See http://www.makebeliefscomix.com/Special-Needs ) Creating comic strips is a fun way to encourage writing and reading. The new section provides examples of how educators use the site with children who are on the Autism Spectrum, who are deaf/hearing impaired, who have head injuries/brain tumors, stutter, are struggling writers, or have physical and mental disabilities. The content is based on suggestions and input from users who share what they have learned in using the site. The site also provides a Teacher Resources section (http://www.makebeliefscomix.com/How-to-Play/Educators ) that offers educators 21 ideas on how to use comic strips in the classroom to improve student writing and English skills. There are blank comic templates that can be printed and completed by hand, in addition to more than 100 printables on a variety of subjects. In addition to English, comic strips can also be written in Spanish, French, Italian, Portuguese, Latin, German and Italian, offering and a useful tool for students who know or are learning new languages. Zimmerman, B. [moretprs] MakeBeliefsComix.com Starts New Feature to Help Special Needs Teachers, Students. MoreTPRS listserv (moretprs@yahoogroups.com, 22 Jul 2011).
Source: MoreTPRS
Inputdate: 2011-07-24 03:07:34
Lastmodifieddate: 2011-07-24 03:07:34
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13084
Content Type: 1
Title: Share Your Students’ Digital Stories
Body: Here are two sites where your students can share their non-English digital stories and browse others’ stories. For stories created using Storybird, a wiki has been set up where you can share and enjoy stories written by and for teachers and learners of French, German, Spanish and Italian. The wiki is available at http://mfl-storybirds.wikispaces.com (learn more about Storybird at http://storybird.com and at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=10171 ). For stories created using other applications, there is another wiki: http://mfl-digitalstories.wikispaces.com/home
Source: Various
Inputdate: 2011-07-24 03:08:46
Lastmodifieddate: 2011-07-24 03:08:46
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Share Your Students’ Digital Stories
Body: Here are two sites where your students can share their non-English digital stories and browse others’ stories. For stories created using Storybird, a wiki has been set up where you can share and enjoy stories written by and for teachers and learners of French, German, Spanish and Italian. The wiki is available at http://mfl-storybirds.wikispaces.com (learn more about Storybird at http://storybird.com and at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=10171 ). For stories created using other applications, there is another wiki: http://mfl-digitalstories.wikispaces.com/home
Source: Various
Inputdate: 2011-07-24 03:08:46
Lastmodifieddate: 2011-07-24 03:08:46
Expdate:
Publishdate: 2011-07-25 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13085
Content Type: 1
Title: Book: Reaching Out to Latino Families of English Language Learners
Body: From http://www.ascd.org/publications/books/110005.aspx Reaching Out to Latino Families of English Language Learners is an ASCD book written by David Campos, Rocio Delgado, and Mary Esther Soto Huerta and published in July 2011. You can view the table of contents, read parts the book online, and purchase the book at http://www.ascd.org/publications/books/110005.aspx A study guide to accompany the book is available at http://www.ascd.org/publications/books/110005/chapters/An-ASCD-Study-Guide-for-Reaching-Out-to-Latino-Families-of-English-Language-Learners.aspx
Source: ASCD
Inputdate: 2011-07-27 10:04:12
Lastmodifieddate: 2011-07-27 10:04:12
Expdate:
Publishdate: 2011-08-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Reaching Out to Latino Families of English Language Learners
Body: From http://www.ascd.org/publications/books/110005.aspx Reaching Out to Latino Families of English Language Learners is an ASCD book written by David Campos, Rocio Delgado, and Mary Esther Soto Huerta and published in July 2011. You can view the table of contents, read parts the book online, and purchase the book at http://www.ascd.org/publications/books/110005.aspx A study guide to accompany the book is available at http://www.ascd.org/publications/books/110005/chapters/An-ASCD-Study-Guide-for-Reaching-Out-to-Latino-Families-of-English-Language-Learners.aspx
Source: ASCD
Inputdate: 2011-07-27 10:04:12
Lastmodifieddate: 2011-07-27 10:04:12
Expdate:
Publishdate: 2011-08-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13086
Content Type: 1
Title: Book: L2 Interactional Competence and Development
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694058 L2 Interactional Competence and Development by John Hellermann, Simona Pekarek Doehler, and Joan Kelly Hall published by Multilingual Matters Summary: Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to participate competently and creatively in their L2 encounters? And how useful is conversation analysis in capturing the specific development of individuals’ interactional competencies in specific practices across time? Rather than treating participants in L2 interactions as deficient speakers, the book begins with the assumption that those who interact using a second language possess interactional competencies. The studies set out to identify what these competencies are and how they change across time. By doing so, they address some of the difficult and yet unresolved issues that arise when it comes to comparing actions or practices across different moments in time. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694058
Source: Multilingual Matters
Inputdate: 2011-07-27 10:05:12
Lastmodifieddate: 2011-07-27 10:05:12
Expdate:
Publishdate: 2011-08-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: L2 Interactional Competence and Development
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694058 L2 Interactional Competence and Development by John Hellermann, Simona Pekarek Doehler, and Joan Kelly Hall published by Multilingual Matters Summary: Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to participate competently and creatively in their L2 encounters? And how useful is conversation analysis in capturing the specific development of individuals’ interactional competencies in specific practices across time? Rather than treating participants in L2 interactions as deficient speakers, the book begins with the assumption that those who interact using a second language possess interactional competencies. The studies set out to identify what these competencies are and how they change across time. By doing so, they address some of the difficult and yet unresolved issues that arise when it comes to comparing actions or practices across different moments in time. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694058
Source: Multilingual Matters
Inputdate: 2011-07-27 10:05:12
Lastmodifieddate: 2011-07-27 10:05:12
Expdate:
Publishdate: 2011-08-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13087
Content Type: 1
Title: Call for Proposals: California Language Teachers’ Association Conference 2012
Body: From http://www.clta.net/conference CLTA Conference 2012 Theme: Not the End but the Beginning - A Multicultural, Multilingual World March 15-18, 2012 Airport Hilton Los Angeles, California CLTA gives the presenters of a workshop a $100.00 honorarium, one free registration without meals and $1.00 per attendee for copying handouts. All workshops take place on Thursday and Friday before the conference begins on Saturday. For each interest session, CLTA offers a free registration without meals as well as $30.00 to offset the cost of copying handouts. Proposal deadline: August 15, 2011 Submit a proposal online at http://www.clta.net/conference/proposal.html
Source: CLTA
Inputdate: 2011-07-27 10:06:07
Lastmodifieddate: 2011-07-27 10:06:07
Expdate: 2011-08-15 00:00:00
Publishdate: 2011-08-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Proposals: California Language Teachers’ Association Conference 2012
Body: From http://www.clta.net/conference CLTA Conference 2012 Theme: Not the End but the Beginning - A Multicultural, Multilingual World March 15-18, 2012 Airport Hilton Los Angeles, California CLTA gives the presenters of a workshop a $100.00 honorarium, one free registration without meals and $1.00 per attendee for copying handouts. All workshops take place on Thursday and Friday before the conference begins on Saturday. For each interest session, CLTA offers a free registration without meals as well as $30.00 to offset the cost of copying handouts. Proposal deadline: August 15, 2011 Submit a proposal online at http://www.clta.net/conference/proposal.html
Source: CLTA
Inputdate: 2011-07-27 10:06:07
Lastmodifieddate: 2011-07-27 10:06:07
Expdate: 2011-08-15 00:00:00
Publishdate: 2011-08-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13088
Content Type: 1
Title: NCELA Call for Papers for the Fall Quarterly Review
Body: NCELA Call for Papers for the Fall Quarterly Review AccELLerate! is the quarterly review of the National Clearinghouse for English Language Acquisition; we strive to include topics of interest to stakeholders in the education of English learners. The fall 2011 issue will focus on topics related to two of the discretionary grants issued through the U.S. Department of Education's Office of English Language Acquisition (OELA): the National Professional Development (NPD) and the Native American and Alaska Native Children in School (NA/AN) programs. NPD grants focus on preservice and inservice development of teachers prepared to work with EL students in programs that meet their needs, while NA/AN grants focus on improving the educational outcomes of Native American and Alaska Native children by helping them meet the same rigorous standards for academic achievement that all children are expected to meet. This call for contributions invites articles from ESL, bilingual education, and content-area teachers, state and local administrators, researchers, and others who work with these programs and/or these populations; in particular, we invite current and former recipients of NPD and NA/AN grants. Topics relevant to the issues may include (but are not limited to): use of students’ heritage language and culture; parent involvement/home school relations; PD activities that incorporate and affirm students’ background and culture; and PD activities that have been found to be especially successful for preservice and inservice teachers. Preference is given to manuscripts that are well-prepared, well-organized, and well-written. Three categories of papers are published in the quarterly review. (1) Full-length articles (approximately 1,000 words including all references, tables, and figures) should provide objective synthesis and interpretation of a subject of importance to the field or report original research. (2) Success Stories (about 500 words) describe successful projects and programs or provide brief reports of new observations, concepts, or methodologies. (3) Teachers’ Gems of Wisdom (about 250 words) share professional insights and best practices in teaching ELs. Papers that have been published or are under consideration for publication elsewhere in an accessible, retrievable form are not acceptable for submission to the review on grounds of prior publication. However, summaries of previously published work may be submitted. To submit an article * All submissions should include complete contact information (phone number and email) for the primary author and a short biography with the name, title, and affiliation of each author. * All articles will be reviewed carefully; NCELA may request revisions by the author(s) and/or may make needed revisions. A submission does not guarantee publication; revising an article does not guarantee publication. * Submissions for a full-length article will include the title of the article and an abstract of no more than 250 words. Submissions must be received by August 15; authors will be contacted by August 19 to write a full article by September 30. * Submissions for a Success Story or Teachers' Gems of Wisdom will include the title of the submission and the full article. Submissions must be received by August 24. * Complete submissions should be sent to Natalia Romanova, editor, at romanova at gwu dot edu. * All authors will be notified of the publication status of their articles by October 20, 2011. Manuscript preparation guidelines All articles should be submitted electronically in MSWord format. For writing and editorial style, authors should follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009), except for citations. Please note that, in order to improve the readability of the publication for a broad audience, references are cited in the text in bracketed numbers, with the references following each article in the same numerical o
Source: NCELA List
Inputdate: 2011-07-27 10:08:30
Lastmodifieddate: 2011-07-27 10:08:30
Expdate: 2011-10-20 00:00:00
Publishdate: 2011-08-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: NCELA Call for Papers for the Fall Quarterly Review
Body: NCELA Call for Papers for the Fall Quarterly Review AccELLerate! is the quarterly review of the National Clearinghouse for English Language Acquisition; we strive to include topics of interest to stakeholders in the education of English learners. The fall 2011 issue will focus on topics related to two of the discretionary grants issued through the U.S. Department of Education's Office of English Language Acquisition (OELA): the National Professional Development (NPD) and the Native American and Alaska Native Children in School (NA/AN) programs. NPD grants focus on preservice and inservice development of teachers prepared to work with EL students in programs that meet their needs, while NA/AN grants focus on improving the educational outcomes of Native American and Alaska Native children by helping them meet the same rigorous standards for academic achievement that all children are expected to meet. This call for contributions invites articles from ESL, bilingual education, and content-area teachers, state and local administrators, researchers, and others who work with these programs and/or these populations; in particular, we invite current and former recipients of NPD and NA/AN grants. Topics relevant to the issues may include (but are not limited to): use of students’ heritage language and culture; parent involvement/home school relations; PD activities that incorporate and affirm students’ background and culture; and PD activities that have been found to be especially successful for preservice and inservice teachers. Preference is given to manuscripts that are well-prepared, well-organized, and well-written. Three categories of papers are published in the quarterly review. (1) Full-length articles (approximately 1,000 words including all references, tables, and figures) should provide objective synthesis and interpretation of a subject of importance to the field or report original research. (2) Success Stories (about 500 words) describe successful projects and programs or provide brief reports of new observations, concepts, or methodologies. (3) Teachers’ Gems of Wisdom (about 250 words) share professional insights and best practices in teaching ELs. Papers that have been published or are under consideration for publication elsewhere in an accessible, retrievable form are not acceptable for submission to the review on grounds of prior publication. However, summaries of previously published work may be submitted. To submit an article * All submissions should include complete contact information (phone number and email) for the primary author and a short biography with the name, title, and affiliation of each author. * All articles will be reviewed carefully; NCELA may request revisions by the author(s) and/or may make needed revisions. A submission does not guarantee publication; revising an article does not guarantee publication. * Submissions for a full-length article will include the title of the article and an abstract of no more than 250 words. Submissions must be received by August 15; authors will be contacted by August 19 to write a full article by September 30. * Submissions for a Success Story or Teachers' Gems of Wisdom will include the title of the submission and the full article. Submissions must be received by August 24. * Complete submissions should be sent to Natalia Romanova, editor, at romanova at gwu dot edu. * All authors will be notified of the publication status of their articles by October 20, 2011. Manuscript preparation guidelines All articles should be submitted electronically in MSWord format. For writing and editorial style, authors should follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009), except for citations. Please note that, in order to improve the readability of the publication for a broad audience, references are cited in the text in bracketed numbers, with the references following each article in the same numerical o
Source: NCELA List
Inputdate: 2011-07-27 10:08:30
Lastmodifieddate: 2011-07-27 10:08:30
Expdate: 2011-10-20 00:00:00
Publishdate: 2011-08-01 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
