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Contentid:
13379
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Title: ACTFL’s Second Fall Webinar Series: Enhancing Literacy - Improving Learners’ Proficiency
Body: From http://www.actfl.org ACTFL’s second series of fall webinars will be starting soon. Here is the lineup: Enhancing Literacy - Improving Learners’ Proficiency Presenter: Laura Terrill, independent consultant and former coordinator for World Languages & ELL Wednesday, October 12, 2011 3:30pm – 4:30pm ET Understanding Content: Teaching Strategies for the Interpretive Mode This webinar will focus on building students’ interpretive skills in reading, listening and viewing. Emphasis will be placed on the use of authentic texts related to thematic curriculum units. Participants will consider how to make authentic text comprehensible by using before, during and after strategies that develop their students’ literacy skills. Appropriate strategies for assessing individual student comprehension will also be shared. Wednesday, November 9, 2011 3:30pm – 4:30pm ET Creating Content: Teaching Strategies for the Presentational Mode This webinar will consider the types of tasks that students are typically given to develop their ability to present in written and oral formats. Easy-to-implement strategies designed to help students articulate their ideas effectively while advancing a student’s proficiency level will be shared. Strategies for providing effective feedback while minimizing the paperwork often associated with the presentational mode will also be considered. Wednesday, December 7, 2011 3:30pm – 4:30pm ET Discussing Content: Teaching Strategies for the Interpersonal Mode This webinar will present ways teachers can create lessons that build toward real-life, unrehearsed communication so that students at all levels are prepared to communicate in meaningful ways. Participants will consider strategies designed to maximize use of the target language and learn effective classroom management strategies essential for interactive classrooms. Easily adapted activities for working with language learners at novice, intermediate and advanced levels will be shared. Learn more details at http://www.actfl.org/i4a/pages/index.cfm?pageid=5278 Register at https://www.eiseverywhere.com/ehome/index.php?eventid=27040&
Source: ACTFL
Inputdate: 2011-10-02 11:01:04
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Expdate: 2011-12-07 00:00:00
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Title: ACTFL’s Second Fall Webinar Series: Enhancing Literacy - Improving Learners’ Proficiency
Body: From http://www.actfl.org ACTFL’s second series of fall webinars will be starting soon. Here is the lineup: Enhancing Literacy - Improving Learners’ Proficiency Presenter: Laura Terrill, independent consultant and former coordinator for World Languages & ELL Wednesday, October 12, 2011 3:30pm – 4:30pm ET Understanding Content: Teaching Strategies for the Interpretive Mode This webinar will focus on building students’ interpretive skills in reading, listening and viewing. Emphasis will be placed on the use of authentic texts related to thematic curriculum units. Participants will consider how to make authentic text comprehensible by using before, during and after strategies that develop their students’ literacy skills. Appropriate strategies for assessing individual student comprehension will also be shared. Wednesday, November 9, 2011 3:30pm – 4:30pm ET Creating Content: Teaching Strategies for the Presentational Mode This webinar will consider the types of tasks that students are typically given to develop their ability to present in written and oral formats. Easy-to-implement strategies designed to help students articulate their ideas effectively while advancing a student’s proficiency level will be shared. Strategies for providing effective feedback while minimizing the paperwork often associated with the presentational mode will also be considered. Wednesday, December 7, 2011 3:30pm – 4:30pm ET Discussing Content: Teaching Strategies for the Interpersonal Mode This webinar will present ways teachers can create lessons that build toward real-life, unrehearsed communication so that students at all levels are prepared to communicate in meaningful ways. Participants will consider strategies designed to maximize use of the target language and learn effective classroom management strategies essential for interactive classrooms. Easily adapted activities for working with language learners at novice, intermediate and advanced levels will be shared. Learn more details at http://www.actfl.org/i4a/pages/index.cfm?pageid=5278 Register at https://www.eiseverywhere.com/ehome/index.php?eventid=27040&
Source: ACTFL
Inputdate: 2011-10-02 11:01:04
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Expdate: 2011-12-07 00:00:00
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13380
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Title: Native Voices Endowment for Indigenous Language Study
Body: From http://www.endangeredlanguagefund.org/eligible_tribes.php The Native Voices Endowment: A Lewis & Clark Bicentennial Legacy Project has been created within the Endangered Language Fund for the purpose of revitalizing and perpetuating the aboriginal languages of the American Indian Nations whose ancestors encountered the 1803-1806 Lewis & Clark Expedition. Proposals will be accepted only for: Native language education programs, curricula or projects. Individual study by Native language students who are pursuing study with: -Universities or colleges offering coursework or research in the student's Native language -A fluent tribal language speaker of the student's Native language in a mentor-apprentice circumstance, private immersion or tutelage arrangement. Research efforts to document and record a Native language for future preservation and education. Examples may include video or tape recording elder speakers, private tutelage or immersion classes; books or films. Grant Amounts: $2,500-$10,000 per year Deadline is October 17, 2011 For full details and a list of eligible tribes go to http://www.endangeredlanguagefund.org/NVE_request.php
Source: Endangered Language Fund
Inputdate: 2011-10-02 11:01:59
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Expdate: 2011-10-17 00:00:00
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Title: Native Voices Endowment for Indigenous Language Study
Body: From http://www.endangeredlanguagefund.org/eligible_tribes.php The Native Voices Endowment: A Lewis & Clark Bicentennial Legacy Project has been created within the Endangered Language Fund for the purpose of revitalizing and perpetuating the aboriginal languages of the American Indian Nations whose ancestors encountered the 1803-1806 Lewis & Clark Expedition. Proposals will be accepted only for: Native language education programs, curricula or projects. Individual study by Native language students who are pursuing study with: -Universities or colleges offering coursework or research in the student's Native language -A fluent tribal language speaker of the student's Native language in a mentor-apprentice circumstance, private immersion or tutelage arrangement. Research efforts to document and record a Native language for future preservation and education. Examples may include video or tape recording elder speakers, private tutelage or immersion classes; books or films. Grant Amounts: $2,500-$10,000 per year Deadline is October 17, 2011 For full details and a list of eligible tribes go to http://www.endangeredlanguagefund.org/NVE_request.php
Source: Endangered Language Fund
Inputdate: 2011-10-02 11:01:59
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Expdate: 2011-10-17 00:00:00
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Content Type: 1
Title: Boren Scholarships and Fellowships for International Study
Body: From http://www.borenawards.org Boren Scholarships and Fellowships provide unique funding opportunities for U.S. undergraduate and graduate students to add an important international and language component to their educations. The 2012 application deadlines are: Boren Scholarships Deadline: February 9, 2012 Each campus sets an earlier campus deadline. For a list of preferred languages go to http://www.borenawards.org/boren_scholarship/languages.html Boren Fellowships Deadline: January 31, 2012 For a list of preferred languages go to http://www.borenawards.org/boren_fellowship/languages.html For more details go to http://www.borenawards.org
Source: National Security Education Program
Inputdate: 2011-10-02 11:03:05
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Expdate: 2012-02-09 00:00:00
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Title: Boren Scholarships and Fellowships for International Study
Body: From http://www.borenawards.org Boren Scholarships and Fellowships provide unique funding opportunities for U.S. undergraduate and graduate students to add an important international and language component to their educations. The 2012 application deadlines are: Boren Scholarships Deadline: February 9, 2012 Each campus sets an earlier campus deadline. For a list of preferred languages go to http://www.borenawards.org/boren_scholarship/languages.html Boren Fellowships Deadline: January 31, 2012 For a list of preferred languages go to http://www.borenawards.org/boren_fellowship/languages.html For more details go to http://www.borenawards.org
Source: National Security Education Program
Inputdate: 2011-10-02 11:03:05
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Expdate: 2012-02-09 00:00:00
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Title: Job: Second Language Acquisition: Assistant Professor, University of Illinois
Body: From http://linguistlist.org/issues/22/22-3624.html The Department of Linguistics at the University of Illinois at Urbana-Champaign invites applications for a full-time, tenure-track position in Second Language Acquisition with specialization in psycholinguistics, neurolinguistics, or cognitive neuroscience of language, at the rank of Assistant Professor. The candidate must possess demonstrated strength in theoretical and/or experimental linguistics. The candidate's record should provide clear evidence of a strong research program and an excellent research trajectory. The successful candidate should demonstrate a commitment to excellence in teaching, and will be expected to contribute to both undergraduate and graduate instruction. Research specialty in one of the languages offered by the Linguistics department or another department in the School of Literatures, Cultures and Linguistics is a plus, as is experience in second and/or foreign language teaching. The PhD should be in hand prior to the target date of appointment, August 16, 2012. Salary is commensurate with the experience and qualifications of the candidate. View the full job posting at http://linguistlist.org/issues/22/22-3624.html
Source: LINGUIST List
Inputdate: 2011-10-02 11:04:16
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Expdate: 2012-10-07 00:00:00
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Title: Job: Second Language Acquisition: Assistant Professor, University of Illinois
Body: From http://linguistlist.org/issues/22/22-3624.html The Department of Linguistics at the University of Illinois at Urbana-Champaign invites applications for a full-time, tenure-track position in Second Language Acquisition with specialization in psycholinguistics, neurolinguistics, or cognitive neuroscience of language, at the rank of Assistant Professor. The candidate must possess demonstrated strength in theoretical and/or experimental linguistics. The candidate's record should provide clear evidence of a strong research program and an excellent research trajectory. The successful candidate should demonstrate a commitment to excellence in teaching, and will be expected to contribute to both undergraduate and graduate instruction. Research specialty in one of the languages offered by the Linguistics department or another department in the School of Literatures, Cultures and Linguistics is a plus, as is experience in second and/or foreign language teaching. The PhD should be in hand prior to the target date of appointment, August 16, 2012. Salary is commensurate with the experience and qualifications of the candidate. View the full job posting at http://linguistlist.org/issues/22/22-3624.html
Source: LINGUIST List
Inputdate: 2011-10-02 11:04:16
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Title: Job: Second Language Acquisition: Assistant Professor, University of Kansas
Body: From http://linguistlist.org/issues/22/22-3616.html The Linguistics Department at the University of Kansas invites applications for a tenure-track Assistant Professor position in Second Language Acquisition/Bilingualism expected to begin as early as August 18, 2012. A Ph.D. or ABD in Linguistics or a closely related field with a specialization in second language acquisition/bilingualism is expected by the start date of appointment. The successful candidate will have a strong record of research which is informed by linguistic theory, demonstrate excellence in teaching, and show potential for external funding. Responsibilities will include maintaining an active research program, supervising graduate and undergraduate research, teaching courses in second language acquisition, bilingualism, and other courses in linguistics, and contributing to departmental governance. First priority will be given to applications received by December 1, 2011. View the full job posting at http://linguistlist.org/issues/22/22-3616.html
Source: LINGUIST List
Inputdate: 2011-10-02 11:05:16
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Title: Job: Second Language Acquisition: Assistant Professor, University of Kansas
Body: From http://linguistlist.org/issues/22/22-3616.html The Linguistics Department at the University of Kansas invites applications for a tenure-track Assistant Professor position in Second Language Acquisition/Bilingualism expected to begin as early as August 18, 2012. A Ph.D. or ABD in Linguistics or a closely related field with a specialization in second language acquisition/bilingualism is expected by the start date of appointment. The successful candidate will have a strong record of research which is informed by linguistic theory, demonstrate excellence in teaching, and show potential for external funding. Responsibilities will include maintaining an active research program, supervising graduate and undergraduate research, teaching courses in second language acquisition, bilingualism, and other courses in linguistics, and contributing to departmental governance. First priority will be given to applications received by December 1, 2011. View the full job posting at http://linguistlist.org/issues/22/22-3616.html
Source: LINGUIST List
Inputdate: 2011-10-02 11:05:16
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13384
Content Type: 1
Title: Job Opening: Recovering Voices Program Manager
Body: Recovering Voices Program Manager (IS-301-12, $74,872) Department of Anthropology, National Museum of Natural History, Smithsonian Institution Recovering Voices is seeking a program manager for Recovering Voices, an interdisciplinary Smithsonian program that is working with communities to document and sustain endangered languages and knowledge. The Recovering Voices program manager, based at the National Museum of Natural History in Washington, DC, will be responsible for the overall management and administration of the program through planning projects, workshops, symposia, conferences, outreach (including website development), budget and fundraising/ development activities. In tandem with the Recovering Voices team, the program manager will create long-term partnerships with communities world-wide and will foster collaborations built upon community engagement. The Smithsonian's linguistic, pictorial, photographic, and film holdings of the National Anthropological Archives, the Film Archives and the museum's object collections are essential to this endeavor The ideal candidate will have a background (Ph.D. preferred) in anthropology, linguistics, human geography or related fields, with an emphasis on interdisciplinary approaches to language endangerment or endangered knowledge systems. Experience in successful grant writing and/or fundraising is sought. Frequent domestic and international travel will be necessary. This position is a non-federal, two-year term, trust-funded position with benefits. In addition to the standard cv/resume data, please include three writing samples (e.g., grant proposals, journal articles), supervisor's name/phone number, starting/ending dates of jobs (mo./yr.), average number of hours worked per week, salary, country of citizenship, transcripts and whether we may contact your current supervisor. Deadline: October 14, 2011 Send your cv/resume to: Laurie Burgess, Associate Chair, Department of Anthropology, NMNH, MRC 112, P.O. Box 37012, Washington, DC 20013-7012, burgessL at si dot edu. Electronic submissions acceptable. Perez-Baez, G. [ILAT] Job Opening: Recovering Voices Program Manager. ILAT listserv (ILAT@LISTSERV.ARIZONA.EDU, 16 Sep 2011).
Source: ILAT
Inputdate: 2011-10-02 11:06:19
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Title: Job Opening: Recovering Voices Program Manager
Body: Recovering Voices Program Manager (IS-301-12, $74,872) Department of Anthropology, National Museum of Natural History, Smithsonian Institution Recovering Voices is seeking a program manager for Recovering Voices, an interdisciplinary Smithsonian program that is working with communities to document and sustain endangered languages and knowledge. The Recovering Voices program manager, based at the National Museum of Natural History in Washington, DC, will be responsible for the overall management and administration of the program through planning projects, workshops, symposia, conferences, outreach (including website development), budget and fundraising/ development activities. In tandem with the Recovering Voices team, the program manager will create long-term partnerships with communities world-wide and will foster collaborations built upon community engagement. The Smithsonian's linguistic, pictorial, photographic, and film holdings of the National Anthropological Archives, the Film Archives and the museum's object collections are essential to this endeavor The ideal candidate will have a background (Ph.D. preferred) in anthropology, linguistics, human geography or related fields, with an emphasis on interdisciplinary approaches to language endangerment or endangered knowledge systems. Experience in successful grant writing and/or fundraising is sought. Frequent domestic and international travel will be necessary. This position is a non-federal, two-year term, trust-funded position with benefits. In addition to the standard cv/resume data, please include three writing samples (e.g., grant proposals, journal articles), supervisor's name/phone number, starting/ending dates of jobs (mo./yr.), average number of hours worked per week, salary, country of citizenship, transcripts and whether we may contact your current supervisor. Deadline: October 14, 2011 Send your cv/resume to: Laurie Burgess, Associate Chair, Department of Anthropology, NMNH, MRC 112, P.O. Box 37012, Washington, DC 20013-7012, burgessL at si dot edu. Electronic submissions acceptable. Perez-Baez, G. [ILAT] Job Opening: Recovering Voices Program Manager. ILAT listserv (ILAT@LISTSERV.ARIZONA.EDU, 16 Sep 2011).
Source: ILAT
Inputdate: 2011-10-02 11:06:19
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Contentid:
13385
Content Type: 1
Title: Florida Board of Education Approves English Learner Rules
Body: From http://www2.tbo.com/news/education-news/2011/sep/20/1/board-of-education-to-discuss-english-learners-pre-ar-259118 Board of Education approves English learner, pre-K rules September 20, 2011 The Florida Board of Education approved rules Tuesday granting parents of students classified as English language learners the authority to opt out of services, a decision opponents said would put students at risk of being denied language instruction they are federally entitled to. The meeting at Valencia College in Orlando brought several changes to how students who speak English as a second language are classified and assessed. The changes give parents more authority in deciding whether students should be in English language services and require a committee to annually evaluate a student's needs after three years in the program. Parents will have the authority to immediately withdraw their child from an English learner program, even if they are determined not to be proficient in the language. Students would then be placed in regular classes with a teacher who is qualified, or working toward qualification, to teach English learners. There were 243,078 students classified as English language learners in Florida last year. Several organizations, including Florida's statewide teacher union and several immigrant and Latino advocacy groups, voiced their opposition, citing a 1990 consent decree which states all English language learners are entitled to English language instruction. Under federal law, all English learners are entitled to an equal quality education and language instruction services. Read the full article at http://www2.tbo.com/news/education-news/2011/sep/20/1/board-of-education-to-discuss-english-learners-pre-ar-259118
Source: Tampa Tribune
Inputdate: 2011-10-02 11:07:22
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Title: Florida Board of Education Approves English Learner Rules
Body: From http://www2.tbo.com/news/education-news/2011/sep/20/1/board-of-education-to-discuss-english-learners-pre-ar-259118 Board of Education approves English learner, pre-K rules September 20, 2011 The Florida Board of Education approved rules Tuesday granting parents of students classified as English language learners the authority to opt out of services, a decision opponents said would put students at risk of being denied language instruction they are federally entitled to. The meeting at Valencia College in Orlando brought several changes to how students who speak English as a second language are classified and assessed. The changes give parents more authority in deciding whether students should be in English language services and require a committee to annually evaluate a student's needs after three years in the program. Parents will have the authority to immediately withdraw their child from an English learner program, even if they are determined not to be proficient in the language. Students would then be placed in regular classes with a teacher who is qualified, or working toward qualification, to teach English learners. There were 243,078 students classified as English language learners in Florida last year. Several organizations, including Florida's statewide teacher union and several immigrant and Latino advocacy groups, voiced their opposition, citing a 1990 consent decree which states all English language learners are entitled to English language instruction. Under federal law, all English learners are entitled to an equal quality education and language instruction services. Read the full article at http://www2.tbo.com/news/education-news/2011/sep/20/1/board-of-education-to-discuss-english-learners-pre-ar-259118
Source: Tampa Tribune
Inputdate: 2011-10-02 11:07:22
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Title: Study: Mexican-Americans Who Speak Spanish Do Better
Body: From http://www.upi.com/Science_News/2011/09/21/Students-speaking-native-language-do-well/UPI-93721316647615/?spt=hs&or=sn Students speaking native language do well September 21, 2011 Mexican-American students speaking their native language have higher grades than those in English-only environments in U.S. schools, a researcher says. Researcher David Aguayo surveyed 408 Mexican-American students, recording whether they were born in the United States or Mexico, their grade point averages and their ability to perform college-related tasks. He found students who embraced their cultural heritage and spoke in their native languages had higher grade point averages than those who only spoke English while in school and at home. Read more: http://www.upi.com/Science_News/2011/09/21/Students-speaking-native-language-do-well/UPI-93721316647615/#ixzz1ZZXjUcsY Read a related article at http://www.columbiatribune.com/news/2011/sep/24/students-do-best-when-using-native-language
Source: UPI
Inputdate: 2011-10-02 11:08:19
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Title: Study: Mexican-Americans Who Speak Spanish Do Better
Body: From http://www.upi.com/Science_News/2011/09/21/Students-speaking-native-language-do-well/UPI-93721316647615/?spt=hs&or=sn Students speaking native language do well September 21, 2011 Mexican-American students speaking their native language have higher grades than those in English-only environments in U.S. schools, a researcher says. Researcher David Aguayo surveyed 408 Mexican-American students, recording whether they were born in the United States or Mexico, their grade point averages and their ability to perform college-related tasks. He found students who embraced their cultural heritage and spoke in their native languages had higher grade point averages than those who only spoke English while in school and at home. Read more: http://www.upi.com/Science_News/2011/09/21/Students-speaking-native-language-do-well/UPI-93721316647615/#ixzz1ZZXjUcsY Read a related article at http://www.columbiatribune.com/news/2011/sep/24/students-do-best-when-using-native-language
Source: UPI
Inputdate: 2011-10-02 11:08:19
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13387
Content Type: 1
Title: Cherokee Nation Adds Sixth Grade and iPads to Bolster Language Education
Body: From http://indiancountrytodaymedianetwork.com/2011/09/cherokee-nation-adds-sixth-grade-and-ipads-to-bolster-native-american-education Cherokee Nation Adds Sixth Grade and iPads to Bolster Native American Education September 25, 2011 Some changes are happening this year at the Cherokee Nation’s Sequoyah Schools. The nation has added the sixth grade to its immersion school and provided iPads to seventh and eighth grade classrooms to expand they way subjects are taught. For the first time since 1956, students attending the Cherokee Nation’s Immersion School—part of Sequoyah’s school district—can complete 12 consecutive years in the same school system. The immersion style classroom started in 2001 at Cherokee Nation Head Start. Immersion means that all classes are conducted in Cherokee; no English is spoken or written during class time. This is an important way for Native American students to retain their culture and language. Read the full article at http://indiancountrytodaymedianetwork.com/2011/09/cherokee-nation-adds-sixth-grade-and-ipads-to-bolster-native-american-education Read a blog post about the immersion school on the Spoken First blog at http://falmouthinstitute.com/language/2011/09/students-continue-cherokee-tradition-of-merging-language-and-technology
Source: Indian Country Today
Inputdate: 2011-10-02 11:09:33
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Title: Cherokee Nation Adds Sixth Grade and iPads to Bolster Language Education
Body: From http://indiancountrytodaymedianetwork.com/2011/09/cherokee-nation-adds-sixth-grade-and-ipads-to-bolster-native-american-education Cherokee Nation Adds Sixth Grade and iPads to Bolster Native American Education September 25, 2011 Some changes are happening this year at the Cherokee Nation’s Sequoyah Schools. The nation has added the sixth grade to its immersion school and provided iPads to seventh and eighth grade classrooms to expand they way subjects are taught. For the first time since 1956, students attending the Cherokee Nation’s Immersion School—part of Sequoyah’s school district—can complete 12 consecutive years in the same school system. The immersion style classroom started in 2001 at Cherokee Nation Head Start. Immersion means that all classes are conducted in Cherokee; no English is spoken or written during class time. This is an important way for Native American students to retain their culture and language. Read the full article at http://indiancountrytodaymedianetwork.com/2011/09/cherokee-nation-adds-sixth-grade-and-ipads-to-bolster-native-american-education Read a blog post about the immersion school on the Spoken First blog at http://falmouthinstitute.com/language/2011/09/students-continue-cherokee-tradition-of-merging-language-and-technology
Source: Indian Country Today
Inputdate: 2011-10-02 11:09:33
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Title: Learn Chinese by Reading News
Body: From http://english.chinese.cn The Learn Chinese by Reading News service from the Confucius Institute has parallel Chinese and English news texts, with audio for the Chinese. Access it at http://english.chinese.cn/newschinese
Source: Confucius Institute
Inputdate: 2011-10-02 11:10:26
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Title: Learn Chinese by Reading News
Body: From http://english.chinese.cn The Learn Chinese by Reading News service from the Confucius Institute has parallel Chinese and English news texts, with audio for the Chinese. Access it at http://english.chinese.cn/newschinese
Source: Confucius Institute
Inputdate: 2011-10-02 11:10:26
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