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Contentid:
13299
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Title: Children's Books Forever - Free Children's eBooks in Twelve Languages
Body: From http://www.freetech4teachers.com/2011/09/childrens-books-forever-free-childrens.html Children's Books Forever hosts free children's ebooks that you can view online and or download to your local computer. As Children's Books Forever points out, the books are suitable for use on SmartBoards. There are books available in twelve languages: English, Afrikaans, Danish, Dutch, Finnish, French, German, Indonesian, Japanese, Norwegian, Spanish, and Swedish. Visit the Children’s Books Forever website at http://www.childrensbooksforever.com Read some ideas for how to use this website at http://ilearntechnology.com/?p=4232
Source: Various
Inputdate: 2011-09-11 01:05:18
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Title: Children's Books Forever - Free Children's eBooks in Twelve Languages
Body: From http://www.freetech4teachers.com/2011/09/childrens-books-forever-free-childrens.html Children's Books Forever hosts free children's ebooks that you can view online and or download to your local computer. As Children's Books Forever points out, the books are suitable for use on SmartBoards. There are books available in twelve languages: English, Afrikaans, Danish, Dutch, Finnish, French, German, Indonesian, Japanese, Norwegian, Spanish, and Swedish. Visit the Children’s Books Forever website at http://www.childrensbooksforever.com Read some ideas for how to use this website at http://ilearntechnology.com/?p=4232
Source: Various
Inputdate: 2011-09-11 01:05:18
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13300
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Title: Create Fake Facebook Pages
Body: You or your students may want to create Facebook pages in your target language for famous people, or fictitious people from a target country, or even about yourselves. Here are four resources for doing so: http://www.myfakewall.com http://docs.google.com/previewtemplate?id=1-nCxDCLcEAuge4wac5I5F_83GH9QNZpXpKCGMRl2utk&mode=public&pli=1 http://thewallmachine.com http://www.classtools.net/fb/home/page And here are two blog entries reviewing the above sites: http://www.freetech4teachers.com/2011/07/three-ways-to-create-fake-facebook.html http://www.freetech4teachers.com/2011/08/classtools-fakebook-create-fictitious.html
Source: Various
Inputdate: 2011-09-11 01:06:35
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Title: Create Fake Facebook Pages
Body: You or your students may want to create Facebook pages in your target language for famous people, or fictitious people from a target country, or even about yourselves. Here are four resources for doing so: http://www.myfakewall.com http://docs.google.com/previewtemplate?id=1-nCxDCLcEAuge4wac5I5F_83GH9QNZpXpKCGMRl2utk&mode=public&pli=1 http://thewallmachine.com http://www.classtools.net/fb/home/page And here are two blog entries reviewing the above sites: http://www.freetech4teachers.com/2011/07/three-ways-to-create-fake-facebook.html http://www.freetech4teachers.com/2011/08/classtools-fakebook-create-fictitious.html
Source: Various
Inputdate: 2011-09-11 01:06:35
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13301
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Title: PocketCultures: Explore Life in Other Countries
Body: From http://pocketcultures.com/about-pocketcultures PocketCultures is an independent site which aims to increase connections, awareness and understanding between different cultures. The site consists of 3 different sections: Blogs of the World Here we feature high quality, well written blogs from different countries. They may be written by locals or expats, but all are accounts from people living in a particular country. So instead of reading a third party view, you can read it from people who experience the country first hand. Topics of the World Here we publish articles and links about specific aspects of world cultures. Cultures is a vague word, so we decided to break it down into topics such as food, science, music, language… – anything relating to the culture of a particular country. People of the World Real life stories and interviews from all kinds of people around the world, especially those living across cultures: cross-cultural relationships, multicultural families, living abroad, global perspectives. Explore this website at http://pocketcultures.com
Source: PocketCultures
Inputdate: 2011-09-11 01:07:40
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Title: PocketCultures: Explore Life in Other Countries
Body: From http://pocketcultures.com/about-pocketcultures PocketCultures is an independent site which aims to increase connections, awareness and understanding between different cultures. The site consists of 3 different sections: Blogs of the World Here we feature high quality, well written blogs from different countries. They may be written by locals or expats, but all are accounts from people living in a particular country. So instead of reading a third party view, you can read it from people who experience the country first hand. Topics of the World Here we publish articles and links about specific aspects of world cultures. Cultures is a vague word, so we decided to break it down into topics such as food, science, music, language… – anything relating to the culture of a particular country. People of the World Real life stories and interviews from all kinds of people around the world, especially those living across cultures: cross-cultural relationships, multicultural families, living abroad, global perspectives. Explore this website at http://pocketcultures.com
Source: PocketCultures
Inputdate: 2011-09-11 01:07:40
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Contentid:
13302
Content Type: 1
Title: Book: A Taste for Corpora
Body: From http://benjamins.com/#catalog/books/scl.45 A Taste for Corpora Edited by Fanny Meunier, Sylvie De Cock, Gaëtanelle Gilquin and Magali Paquot Published by the John Benjamins Publishing Company Description: The eleven contributions to this volume, written by expert corpus linguists, tackle corpora from a wide range of perspectives and aim to shed light on the numerous linguistic and pedagogical uses to which corpora can be put. They present cutting-edge research in the authors’ respective domain of expertise and suggest directions for future research. The main focus of the book is on learner corpora, but it also includes reflections on the role of other types of corpora, such as native corpora, expert users corpora, parallel corpora or corpora of New Englishes. For readers who are already familiar with corpora, this volume offers an informed account of the key role that corpus data play in applied linguistics today. As for readers who are new to corpus linguistics, the overview of approaches, methods and domains of applications presented will undoubtedly help them develop their own taste for corpora. Visit the publisher’s website at http://benjamins.com/#catalog/books/scl.45
Source: John Benjamins Publishing Company
Inputdate: 2011-09-15 08:16:52
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Title: Book: A Taste for Corpora
Body: From http://benjamins.com/#catalog/books/scl.45 A Taste for Corpora Edited by Fanny Meunier, Sylvie De Cock, Gaëtanelle Gilquin and Magali Paquot Published by the John Benjamins Publishing Company Description: The eleven contributions to this volume, written by expert corpus linguists, tackle corpora from a wide range of perspectives and aim to shed light on the numerous linguistic and pedagogical uses to which corpora can be put. They present cutting-edge research in the authors’ respective domain of expertise and suggest directions for future research. The main focus of the book is on learner corpora, but it also includes reflections on the role of other types of corpora, such as native corpora, expert users corpora, parallel corpora or corpora of New Englishes. For readers who are already familiar with corpora, this volume offers an informed account of the key role that corpus data play in applied linguistics today. As for readers who are new to corpus linguistics, the overview of approaches, methods and domains of applications presented will undoubtedly help them develop their own taste for corpora. Visit the publisher’s website at http://benjamins.com/#catalog/books/scl.45
Source: John Benjamins Publishing Company
Inputdate: 2011-09-15 08:16:52
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Contentid:
13303
Content Type: 1
Title: Book: Bilingualism in the USA
Body: From http://benjamins.com/#catalog/books/sibil.44 Bilingualism in the USA: The case of the Chicano-Latino community by Fredric Field published by the John Benjamins Publishing Company Description: This text provides an overview of bi- and multilingualism as a worldwide phenomenon. It features comprehensive discussions of many of the linguistic, social, political, and educational issues found in an increasingly multilingual nation and world. To this end, the book takes the Chicano-Latino community of Southern California, where Spanish-English bilingualism has over a century and a half of history, and presents a detailed case study, thereby situating the community in a much broader social context. Spanish is the second most-widely spoken language in the U.S. after English, yet, for the most part, its speakers form a language minority that essentially lacks the social, political, and educational support necessary to derive the many cognitive, socioeconomic, and educational benefits that proficient bilingualism can provide. The issues facing Spanish-English bilinguals in the Los Angeles area are relevant to nearly every bi- and multilingual community irrespective of nation, language, and/or ethnicity. Visit the publisher’s website at http://benjamins.com/#catalog/books/sibil.44
Source: John Benjamins Publishing Company
Inputdate: 2011-09-15 08:18:04
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Title: Book: Bilingualism in the USA
Body: From http://benjamins.com/#catalog/books/sibil.44 Bilingualism in the USA: The case of the Chicano-Latino community by Fredric Field published by the John Benjamins Publishing Company Description: This text provides an overview of bi- and multilingualism as a worldwide phenomenon. It features comprehensive discussions of many of the linguistic, social, political, and educational issues found in an increasingly multilingual nation and world. To this end, the book takes the Chicano-Latino community of Southern California, where Spanish-English bilingualism has over a century and a half of history, and presents a detailed case study, thereby situating the community in a much broader social context. Spanish is the second most-widely spoken language in the U.S. after English, yet, for the most part, its speakers form a language minority that essentially lacks the social, political, and educational support necessary to derive the many cognitive, socioeconomic, and educational benefits that proficient bilingualism can provide. The issues facing Spanish-English bilinguals in the Los Angeles area are relevant to nearly every bi- and multilingual community irrespective of nation, language, and/or ethnicity. Visit the publisher’s website at http://benjamins.com/#catalog/books/sibil.44
Source: John Benjamins Publishing Company
Inputdate: 2011-09-15 08:18:04
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Contentid:
13304
Content Type: 1
Title: September 2011 Issue of the School of Russian and Asian Studies Newsletter
Body: From http://www.sras.org/september_2011 Deadlines for next semester's study abroad programs are coming up October 15. Take the chance to move ahead, the chance to expand your perceptions and your knowledge of the world, and the chance to better prepare yourself for the future. This month's back-to-school edition of the SRAS newsletter offers lots of information on these programs, on the unmet demand for foreign languages in the US, and lots and lots on Russian culture, language, politics, and more. Access the newsletter online at http://www.sras.org/september_2011
Source: SRAS
Inputdate: 2011-09-15 08:20:42
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Title: September 2011 Issue of the School of Russian and Asian Studies Newsletter
Body: From http://www.sras.org/september_2011 Deadlines for next semester's study abroad programs are coming up October 15. Take the chance to move ahead, the chance to expand your perceptions and your knowledge of the world, and the chance to better prepare yourself for the future. This month's back-to-school edition of the SRAS newsletter offers lots of information on these programs, on the unmet demand for foreign languages in the US, and lots and lots on Russian culture, language, politics, and more. Access the newsletter online at http://www.sras.org/september_2011
Source: SRAS
Inputdate: 2011-09-15 08:20:42
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13305
Content Type: 1
Title: Extended Call for Papers: Intercultural Competence and Foreign/Second Language Immersive Environments
Body: From http://cercll.arizona.edu/doku.php/development/conferences/2012_icc CALL FOR PAPERS – EXTENDED DEADLINE September 23, 2011 Intercultural Competence and Foreign/Second Language Immersive Environments Third International Conference on the Development and Assessment of Intercultural Competence Tucson, AZ Westward Look Resort January 26-29, 2012 Proposals are accepted for papers, panels and pre- and post-conference workshops. View the full call for proposals at http://cercll.arizona.edu/doku.php/development/conferences/2012_icc/callforpapers Learn more about the conference at http://cercll.arizona.edu/doku.php/development/conferences/2012_icc
Source: CERCLL
Inputdate: 2011-09-15 08:33:06
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Expdate: 2011-09-23 00:00:00
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Title: Extended Call for Papers: Intercultural Competence and Foreign/Second Language Immersive Environments
Body: From http://cercll.arizona.edu/doku.php/development/conferences/2012_icc CALL FOR PAPERS – EXTENDED DEADLINE September 23, 2011 Intercultural Competence and Foreign/Second Language Immersive Environments Third International Conference on the Development and Assessment of Intercultural Competence Tucson, AZ Westward Look Resort January 26-29, 2012 Proposals are accepted for papers, panels and pre- and post-conference workshops. View the full call for proposals at http://cercll.arizona.edu/doku.php/development/conferences/2012_icc/callforpapers Learn more about the conference at http://cercll.arizona.edu/doku.php/development/conferences/2012_icc
Source: CERCLL
Inputdate: 2011-09-15 08:33:06
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13306
Content Type: 1
Title: Call for Contributions to Edited Volume: Signed Languages as Second Language
Body: CALL FOR CONTRIBUTIONS TO EDITED VOLUME Signed languages as second language: International perspectives on teaching and learning Editors: Dr David McKee, Dr Russell S Rosen, Dr Rachel Locker McKee Overview of volume The practice and profession of signed language teaching and learning has emerged internationally since the 1980s, supported by the growth of sign applied linguistics research and increasing provision for the training of sign language teachers, interpreters and other signing professionals in many countries. The teaching of signed languages as second languages has proliferated at all levels, from informal community contexts to university degree programs. In common with other minority languages that have been rapidly promoted in educational domains, signed language pedagogy in much of the world has grown from a basis of practical experience, informal mentoring, and the influence of available teaching materials, rather than from a body of research and formal training in language teaching practices. While signed language learning has a high popular profile, theories and practices from second language perspectives developed by researchers and practitioners in this field are under-documented in the applied linguistics literature. Much of this knowledge has been developed and transmitted within face-to-face contexts such as conferences and courses attended by signed language users, which is appropriate, but leaves an ephemeral record of that body of knowledge. Research in signed language teaching and learning as second languages is a vital area of enquiry, because its effectiveness underpins many advances made by Deaf people worldwide, in terms of language recognition and access to participation in society. It is therefore an important domain of activity that is ripe for further documentation. This volume will allow established and emerging researchers and practitioners in the field of signed language-as-second language teaching and learning to document and showcase international perspectives and best practices. Contributions should be based on analysis of experience, or data-based research, and may employ different research orientations and methodologies. Authors are invited to contribute scholarly work on the following themes: History of Signed Language Teaching and Learning Historical studies on sign language teaching and learning Learning and Acquisition of Signed Languages Second language acquisition of signed languages Student learning processes and strategies Teaching Effective teaching strategies or interventions The role of first and second languages in signed language classrooms Curriculum Curriculum design for particular (cultural, institutional) contexts or learner audiences Materials and media for signed language teaching and learning Effectiveness studies of different curricula Assessment Assessment and testing strategies or interventions Training and Professional Development Issues in the training and professional development of sign language teachers Social impacts of sign language teaching, on: Deaf people as teachers, learners, society or communities Considerations and issues for the future of signed language teaching and learning Abstracts due 20 Dec 2011 ABSTRACTS The deadline for abstracts for this volume is December 20, 2011. Abstracts must not exceed two pages in length (with at least 11-point font). Electronic submissions should be sent to the email address below. Send abstracts and inquiries to: Dr. David McKee School of Linguistics and Applied Language Studies Victoria University of Wellington PO Box 600, Wellington 6140 NEW ZEALAND david dot mckee at vuw dot ac dot nz McKee, D. Call for Papers. Linguists interested in signed languages listserv (SLLING-L@listserv.valenciacollege.edu, 11 Sep 2011).
Source: Linguists Interested in Signed Languages Listserv
Inputdate: 2011-09-15 08:35:32
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Expdate: 2011-12-20 00:00:00
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Title: Call for Contributions to Edited Volume: Signed Languages as Second Language
Body: CALL FOR CONTRIBUTIONS TO EDITED VOLUME Signed languages as second language: International perspectives on teaching and learning Editors: Dr David McKee, Dr Russell S Rosen, Dr Rachel Locker McKee Overview of volume The practice and profession of signed language teaching and learning has emerged internationally since the 1980s, supported by the growth of sign applied linguistics research and increasing provision for the training of sign language teachers, interpreters and other signing professionals in many countries. The teaching of signed languages as second languages has proliferated at all levels, from informal community contexts to university degree programs. In common with other minority languages that have been rapidly promoted in educational domains, signed language pedagogy in much of the world has grown from a basis of practical experience, informal mentoring, and the influence of available teaching materials, rather than from a body of research and formal training in language teaching practices. While signed language learning has a high popular profile, theories and practices from second language perspectives developed by researchers and practitioners in this field are under-documented in the applied linguistics literature. Much of this knowledge has been developed and transmitted within face-to-face contexts such as conferences and courses attended by signed language users, which is appropriate, but leaves an ephemeral record of that body of knowledge. Research in signed language teaching and learning as second languages is a vital area of enquiry, because its effectiveness underpins many advances made by Deaf people worldwide, in terms of language recognition and access to participation in society. It is therefore an important domain of activity that is ripe for further documentation. This volume will allow established and emerging researchers and practitioners in the field of signed language-as-second language teaching and learning to document and showcase international perspectives and best practices. Contributions should be based on analysis of experience, or data-based research, and may employ different research orientations and methodologies. Authors are invited to contribute scholarly work on the following themes: History of Signed Language Teaching and Learning Historical studies on sign language teaching and learning Learning and Acquisition of Signed Languages Second language acquisition of signed languages Student learning processes and strategies Teaching Effective teaching strategies or interventions The role of first and second languages in signed language classrooms Curriculum Curriculum design for particular (cultural, institutional) contexts or learner audiences Materials and media for signed language teaching and learning Effectiveness studies of different curricula Assessment Assessment and testing strategies or interventions Training and Professional Development Issues in the training and professional development of sign language teachers Social impacts of sign language teaching, on: Deaf people as teachers, learners, society or communities Considerations and issues for the future of signed language teaching and learning Abstracts due 20 Dec 2011 ABSTRACTS The deadline for abstracts for this volume is December 20, 2011. Abstracts must not exceed two pages in length (with at least 11-point font). Electronic submissions should be sent to the email address below. Send abstracts and inquiries to: Dr. David McKee School of Linguistics and Applied Language Studies Victoria University of Wellington PO Box 600, Wellington 6140 NEW ZEALAND david dot mckee at vuw dot ac dot nz McKee, D. Call for Papers. Linguists interested in signed languages listserv (SLLING-L@listserv.valenciacollege.edu, 11 Sep 2011).
Source: Linguists Interested in Signed Languages Listserv
Inputdate: 2011-09-15 08:35:32
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Contentid:
13307
Content Type: 1
Title: NCELA Call for Papers: Young English Learners
Body: NCELA Call for Papers: Young English Learners AccELLerate! is the quarterly review of the National Clearinghouse for English Language Acquisition, covering issues of interest to stakeholders in the education of English learners. NCELA invites contributions to the winter 2012 special theme issue that deals with young children (0-6 years) from non-English-speaking or bilingual backgrounds. They seek papers that explore aspects of young ELs’ social-emotional development, language development, and emergent literacy, numeracy, and other academic skills; conceptual frameworks, curricular and instructional strategies and supports, including parental involvement and family literacy, that promote language learning; linguistically, culturally, and age appropriate assessment instruments and practices; and professional development and training for educators. NCELA also welcomes papers that examine pre-K and kindergarten initiatives and discuss program implementation, quality standards, and the efficacy of early childhood interventions. Submissions may be theoretically and empirically based or address more general issues of policy, practice, and program development and evaluation. Preference is given to manuscripts that are well-prepared, well-organized, and well-written. We always welcome contributions from teachers who work with this population. Three categories of papers are published in the review. 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. Success Stories (around 500 words) describe successful projects and programs or provide brief reports of new observations, concepts, or methodologies. Teachers’ Gems of Wisdom (around 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 must be received by October 25, 2011. Complete submissions should be sent to Natalia Romanova, quarterly review coordinator, at romanova at gwu dot edu All authors will be notified of the publication status of their articles by January 10, 2012. Manuscript preparation guidelines The acceptable format for manuscript submission is MSWord. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009), except that, in order to improve the readability of the publication, references should be cited in the text in bracketed numbers, with references following each article in the same numerical order; other notes should be indicated by consecutively numbered superscripts. Go to http://www.ncela.gwu.edu/accellerate
Source: NCELA List
Inputdate: 2011-09-15 08:36:45
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Expdate: 2012-01-10 00:00:00
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Title: NCELA Call for Papers: Young English Learners
Body: NCELA Call for Papers: Young English Learners AccELLerate! is the quarterly review of the National Clearinghouse for English Language Acquisition, covering issues of interest to stakeholders in the education of English learners. NCELA invites contributions to the winter 2012 special theme issue that deals with young children (0-6 years) from non-English-speaking or bilingual backgrounds. They seek papers that explore aspects of young ELs’ social-emotional development, language development, and emergent literacy, numeracy, and other academic skills; conceptual frameworks, curricular and instructional strategies and supports, including parental involvement and family literacy, that promote language learning; linguistically, culturally, and age appropriate assessment instruments and practices; and professional development and training for educators. NCELA also welcomes papers that examine pre-K and kindergarten initiatives and discuss program implementation, quality standards, and the efficacy of early childhood interventions. Submissions may be theoretically and empirically based or address more general issues of policy, practice, and program development and evaluation. Preference is given to manuscripts that are well-prepared, well-organized, and well-written. We always welcome contributions from teachers who work with this population. Three categories of papers are published in the review. 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. Success Stories (around 500 words) describe successful projects and programs or provide brief reports of new observations, concepts, or methodologies. Teachers’ Gems of Wisdom (around 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 must be received by October 25, 2011. Complete submissions should be sent to Natalia Romanova, quarterly review coordinator, at romanova at gwu dot edu All authors will be notified of the publication status of their articles by January 10, 2012. Manuscript preparation guidelines The acceptable format for manuscript submission is MSWord. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009), except that, in order to improve the readability of the publication, references should be cited in the text in bracketed numbers, with references following each article in the same numerical order; other notes should be indicated by consecutively numbered superscripts. Go to http://www.ncela.gwu.edu/accellerate
Source: NCELA List
Inputdate: 2011-09-15 08:36:45
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13308
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Title: Call for Papers: CALICO with IALLT 2012
Body: From https://calico.org/page.php?id=492 CALICO 2012, 29th ANNUAL CONFERENCE Open Education: Resources and Design for Language Learning Hosted by the University of Notre Dame, Indiana June 12-16 Preconference Workshops: Tuesday, June 12 - Wednesday, June 13 Courseware Showcase: Thursday, June 14 Presentation Sessions: Thursday, June 14 - Saturday, June 16 CALICO is a professional organization dedicated to the use of technology in foreign/second language learning and teaching. CALICO's conferences bring together educators, administrators, materials developers, researchers, government representatives, vendors of hardware and software, and others interested in the field of computer-assisted language learning. Proposal topics may address the conference theme or any area of technology and language learning including, but not limited to, new software, new uses for old software, technology and curricula, theory, and research. DEADLINE FOR PROPOSALS: OCTOBER 31, 2011 View the full call for papers at https://calico.org/page.php?id=468
Source: CALICO
Inputdate: 2011-09-15 08:38:08
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Expdate: 2011-10-31 00:00:00
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Title: Call for Papers: CALICO with IALLT 2012
Body: From https://calico.org/page.php?id=492 CALICO 2012, 29th ANNUAL CONFERENCE Open Education: Resources and Design for Language Learning Hosted by the University of Notre Dame, Indiana June 12-16 Preconference Workshops: Tuesday, June 12 - Wednesday, June 13 Courseware Showcase: Thursday, June 14 Presentation Sessions: Thursday, June 14 - Saturday, June 16 CALICO is a professional organization dedicated to the use of technology in foreign/second language learning and teaching. CALICO's conferences bring together educators, administrators, materials developers, researchers, government representatives, vendors of hardware and software, and others interested in the field of computer-assisted language learning. Proposal topics may address the conference theme or any area of technology and language learning including, but not limited to, new software, new uses for old software, technology and curricula, theory, and research. DEADLINE FOR PROPOSALS: OCTOBER 31, 2011 View the full call for papers at https://calico.org/page.php?id=468
Source: CALICO
Inputdate: 2011-09-15 08:38:08
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