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Contentid:
13519
Content Type: 1
Title: Digest: Assessment Literacy for Language Educators
Body: From http://www.cal.org Margaret Malone, Senior Testing Associate at CAL, discusses four key concepts of assessment, describes free online resources that promote assessment literacy among language educators, and explores how these tools can be useful for all stakeholders in a new CAL digest: Assessment Literacy for Language Learners. You can read it online or download it at http://www.cal.org/resources/digest/assessment-literacy-for-language-educators.html
Source: CAL
Inputdate: 2011-11-06 08:55:36
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Publishdate: 2011-11-07 00:00:00
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Title: Digest: Assessment Literacy for Language Educators
Body: From http://www.cal.org Margaret Malone, Senior Testing Associate at CAL, discusses four key concepts of assessment, describes free online resources that promote assessment literacy among language educators, and explores how these tools can be useful for all stakeholders in a new CAL digest: Assessment Literacy for Language Learners. You can read it online or download it at http://www.cal.org/resources/digest/assessment-literacy-for-language-educators.html
Source: CAL
Inputdate: 2011-11-06 08:55:36
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Contentid:
13520
Content Type: 1
Title: Call for Papers: New York International Conference on Teaching Chinese
Body: From http://clta-gny.org/12conf/12conf.html The Chinese Language Teachers Association of Greater New York presents the 10th New York International Conference on Teaching Chinese. Hosted by the Department of Classical and Oriental Studies Hunter College, City University of New York Saturday, May 12, 2012 This year’s conference will emphasize the following topics, though presentations on related topics are also welcome: (1) TECHNOLOGY: Using technology and media in the Chinese language classroom and in online and distance learning. (2) STUDENT MOTIVATION: Increasing student motivation through creative approaches to teaching and learning and a better understanding of student psychology. (3) ADMINISTRATION: The administrative challenges posed by the rapid rise of Chinese language education and the critical shortage of qualified Chinese teachers. (4) PEDAGOGY: The differences between approaches to teaching Chinese to heritage and non-heritage learners; general and specialized student populations; public and private schools; urban, suburban, and rural schools, etc. (5) LINGUISTICS: New approaches to understanding and explaining Chinese syntax, phonology, semantics, and pragmatics, including psycholinguistics, sociolinguistics, and cognitive science. (6) CULTURE: Innovative ways of incorporating the teaching of culture into the language learning process. (7) IMMERSION: Opportunities and strategies for studying the language culture in Chinese-speaking communities around the world. The CLTA-GNY Conference Committee welcomes submissions of one page proposals on subjects relevant to the above themes. The deadline for submissions is February 15, 2012. View the full call for papers at http://clta-gny.org/12conf/callforpapers.html
Source: CLTA-GNY
Inputdate: 2011-11-06 08:56:52
Lastmodifieddate: 2011-11-06 08:56:52
Expdate: 2012-02-15 00:00:00
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Title: Call for Papers: New York International Conference on Teaching Chinese
Body: From http://clta-gny.org/12conf/12conf.html The Chinese Language Teachers Association of Greater New York presents the 10th New York International Conference on Teaching Chinese. Hosted by the Department of Classical and Oriental Studies Hunter College, City University of New York Saturday, May 12, 2012 This year’s conference will emphasize the following topics, though presentations on related topics are also welcome: (1) TECHNOLOGY: Using technology and media in the Chinese language classroom and in online and distance learning. (2) STUDENT MOTIVATION: Increasing student motivation through creative approaches to teaching and learning and a better understanding of student psychology. (3) ADMINISTRATION: The administrative challenges posed by the rapid rise of Chinese language education and the critical shortage of qualified Chinese teachers. (4) PEDAGOGY: The differences between approaches to teaching Chinese to heritage and non-heritage learners; general and specialized student populations; public and private schools; urban, suburban, and rural schools, etc. (5) LINGUISTICS: New approaches to understanding and explaining Chinese syntax, phonology, semantics, and pragmatics, including psycholinguistics, sociolinguistics, and cognitive science. (6) CULTURE: Innovative ways of incorporating the teaching of culture into the language learning process. (7) IMMERSION: Opportunities and strategies for studying the language culture in Chinese-speaking communities around the world. The CLTA-GNY Conference Committee welcomes submissions of one page proposals on subjects relevant to the above themes. The deadline for submissions is February 15, 2012. View the full call for papers at http://clta-gny.org/12conf/callforpapers.html
Source: CLTA-GNY
Inputdate: 2011-11-06 08:56:52
Lastmodifieddate: 2011-11-06 08:56:52
Expdate: 2012-02-15 00:00:00
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Contentid:
13521
Content Type: 1
Title: NCELA Call for Papers: Preparing Pre-service Teachers to Work with English Learners
Body: 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 spring 2011 special theme issue that focuses on preparing pre-service teachers to work with English learners. They seek papers that, among other topics, explore Conceptual frameworks to facilitate candidates’ understanding of effective teaching and learning; Examples of good teaching practices oriented toward ELs and effective strategies for teacher educators to help pre-service teachers learn these practices; and The effects of pre-service teacher education programs on the practices and abilities of teachers. Papers may speak to general teacher preparation issues and/or preparation of content-area teachers who will work with EL students (e.g., STEM teachers) and teachers who plan to work with specific populations of ELs such as young ELs, newcomers, and ELs with special needs. NCELA also welcomes papers that examine ways to deal with particular challenges, including differentiating instruction for a range of student academic and English language proficiency levels, implementing curriculum that addresses the literacy needs of ELs, communicating with parents of ELs, and understanding ELs’ home and community experiences. 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. Preference is given to manuscripts that are well-prepared, well-organized, and well-written. 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. Manuscripts including contact information (phone number and email) for the primary author and one-sentence biography with the name, title, and affiliation of each author should be submitted to Natalia Romanova, coordinator for AccELLerate! , no later than January 9, 2012 (romanova at gwu dot edu). 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). However, in order to improve the readability of the publication, references should be cited in the text in bracketed numbers, with the references following each article in the same numerical order; other notes are indicated by consecutively numbered superscripts; and paragraphs are not indented, but separated by a blank line. NCELA Call for Papers: Preparing Pre-service Teachers to Work with English Learners. NCELA List (NCELA@HERMES.GWU.EDU, 1 Nov 2011).
Source: NCELA List
Inputdate: 2011-11-06 08:58:04
Lastmodifieddate: 2011-11-06 08:58:04
Expdate: 2012-01-09 00:00:00
Publishdate: 2011-11-07 00:00:00
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Content Type: 1
Title: NCELA Call for Papers: Preparing Pre-service Teachers to Work with English Learners
Body: 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 spring 2011 special theme issue that focuses on preparing pre-service teachers to work with English learners. They seek papers that, among other topics, explore Conceptual frameworks to facilitate candidates’ understanding of effective teaching and learning; Examples of good teaching practices oriented toward ELs and effective strategies for teacher educators to help pre-service teachers learn these practices; and The effects of pre-service teacher education programs on the practices and abilities of teachers. Papers may speak to general teacher preparation issues and/or preparation of content-area teachers who will work with EL students (e.g., STEM teachers) and teachers who plan to work with specific populations of ELs such as young ELs, newcomers, and ELs with special needs. NCELA also welcomes papers that examine ways to deal with particular challenges, including differentiating instruction for a range of student academic and English language proficiency levels, implementing curriculum that addresses the literacy needs of ELs, communicating with parents of ELs, and understanding ELs’ home and community experiences. 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. Preference is given to manuscripts that are well-prepared, well-organized, and well-written. 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. Manuscripts including contact information (phone number and email) for the primary author and one-sentence biography with the name, title, and affiliation of each author should be submitted to Natalia Romanova, coordinator for AccELLerate! , no later than January 9, 2012 (romanova at gwu dot edu). 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). However, in order to improve the readability of the publication, references should be cited in the text in bracketed numbers, with the references following each article in the same numerical order; other notes are indicated by consecutively numbered superscripts; and paragraphs are not indented, but separated by a blank line. NCELA Call for Papers: Preparing Pre-service Teachers to Work with English Learners. NCELA List (NCELA@HERMES.GWU.EDU, 1 Nov 2011).
Source: NCELA List
Inputdate: 2011-11-06 08:58:04
Lastmodifieddate: 2011-11-06 08:58:04
Expdate: 2012-01-09 00:00:00
Publishdate: 2011-11-07 00:00:00
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Contentid:
13522
Content Type: 1
Title: 2012 ACTFL Convention Call for Proposals Now Open
Body: The Annual Convention and World Languages Expo of the American Council on the Teaching of Foreign Languages (ACTFL) will be Friday, November 16 (Pre-Convention Workshops scheduled on Thursday, November 15) through Sunday, November 18, 2012 at the Pennsylvania Convention Center in Philadelphia, Pennsylvania. The ACTFL Convention features more than 600 educational sessions covering the whole spectrum of the foreign language profession. The theme for the 2012 Convention is Many Languages: One United Voice. View the submission guidelines at http://convention2.allacademic.com/one/actfl/actfl12/files/2012_Submission_Guidelines_and_Recommendations.html The deadline for submissions is January 11, 2012. You can submit a proposal at https://myactfl.actfl.org/ACTFL_iMISPublic/AsiCommon/Controls/Shared/FormsAuthentication/Login.aspx?ReturnUrl=/BounceBack.aspx&doRedirect=http://www.actfl.org/login_receive.cfm ACTFL Members: Your login for the Call for Proposals is the same as your ACTFL members only login. If you don’t know your login, contact ACTFL at membership at actfl dot org. Non ACTFL Members: You will need to create an account at http://actfl.informz.net/z/cjUucD9taT0xODk2OTc0JnA9MSZ1PTEwMzA4NTA1NjkmbGk9ODg0Mzc2Mg/index.html with ACTFL in order to logon and submit a proposal.
Source: ACTFL
Inputdate: 2011-11-06 08:59:23
Lastmodifieddate: 2011-11-06 08:59:23
Expdate: 2012-01-11 00:00:00
Publishdate: 2011-11-07 00:00:00
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Content Type: 1
Title: 2012 ACTFL Convention Call for Proposals Now Open
Body: The Annual Convention and World Languages Expo of the American Council on the Teaching of Foreign Languages (ACTFL) will be Friday, November 16 (Pre-Convention Workshops scheduled on Thursday, November 15) through Sunday, November 18, 2012 at the Pennsylvania Convention Center in Philadelphia, Pennsylvania. The ACTFL Convention features more than 600 educational sessions covering the whole spectrum of the foreign language profession. The theme for the 2012 Convention is Many Languages: One United Voice. View the submission guidelines at http://convention2.allacademic.com/one/actfl/actfl12/files/2012_Submission_Guidelines_and_Recommendations.html The deadline for submissions is January 11, 2012. You can submit a proposal at https://myactfl.actfl.org/ACTFL_iMISPublic/AsiCommon/Controls/Shared/FormsAuthentication/Login.aspx?ReturnUrl=/BounceBack.aspx&doRedirect=http://www.actfl.org/login_receive.cfm ACTFL Members: Your login for the Call for Proposals is the same as your ACTFL members only login. If you don’t know your login, contact ACTFL at membership at actfl dot org. Non ACTFL Members: You will need to create an account at http://actfl.informz.net/z/cjUucD9taT0xODk2OTc0JnA9MSZ1PTEwMzA4NTA1NjkmbGk9ODg0Mzc2Mg/index.html with ACTFL in order to logon and submit a proposal.
Source: ACTFL
Inputdate: 2011-11-06 08:59:23
Lastmodifieddate: 2011-11-06 08:59:23
Expdate: 2012-01-11 00:00:00
Publishdate: 2011-11-07 00:00:00
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Contentid:
13523
Content Type: 1
Title: Call for Papers: Independent Learning Association Conference 2012
Body: From https://www.eiseverywhere.com/ehome/ila2012 The 5th International Independent Learning Association Conference returns to Aotearoa/New Zealand having been previously hosted in Hong Kong, Japan, and Australia. The conference will run from 30 August - 2 September 2012 at Victoria University of Wellington, New Zealand. The conference theme is "Autonomy in a Networked World: Te Tū Motuhake i te Ao Kōtuitui”. What is the theoretical and practical meaning of learner autonomy in the socially and technologically connected world we live in today? The organizers invite conference participants to share their thoughts, research findings and practice in order to illuminate the relationship between the individual learner and the learning opportunities afforded by ever-changing learning environments. The conference sub-themes are intended to capture dimensions of this relationship: the personal, social and cultural identity of the learner, the self and the ‘other’ as agents of learning, the learning environment, and the role of assessment for the autonomous learner. The call for papers will close on December 16, 2011. View the full call for papers at https://www.eiseverywhere.com/ehome/ila2012/22980
Source: Independent Learning Association
Inputdate: 2011-11-06 09:00:55
Lastmodifieddate: 2011-11-06 09:00:55
Expdate: 2011-12-16 00:00:00
Publishdate: 2011-11-07 00:00:00
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Content Type: 1
Title: Call for Papers: Independent Learning Association Conference 2012
Body: From https://www.eiseverywhere.com/ehome/ila2012 The 5th International Independent Learning Association Conference returns to Aotearoa/New Zealand having been previously hosted in Hong Kong, Japan, and Australia. The conference will run from 30 August - 2 September 2012 at Victoria University of Wellington, New Zealand. The conference theme is "Autonomy in a Networked World: Te Tū Motuhake i te Ao Kōtuitui”. What is the theoretical and practical meaning of learner autonomy in the socially and technologically connected world we live in today? The organizers invite conference participants to share their thoughts, research findings and practice in order to illuminate the relationship between the individual learner and the learning opportunities afforded by ever-changing learning environments. The conference sub-themes are intended to capture dimensions of this relationship: the personal, social and cultural identity of the learner, the self and the ‘other’ as agents of learning, the learning environment, and the role of assessment for the autonomous learner. The call for papers will close on December 16, 2011. View the full call for papers at https://www.eiseverywhere.com/ehome/ila2012/22980
Source: Independent Learning Association
Inputdate: 2011-11-06 09:00:55
Lastmodifieddate: 2011-11-06 09:00:55
Expdate: 2011-12-16 00:00:00
Publishdate: 2011-11-07 00:00:00
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Contentid:
13524
Content Type: 1
Title: 2011 Inaugural Conference in Romani Studies
Body: From http://berkeleyromanistudies.tumblr.com The University of California, Berkeley is pleased to announce the 2011 Inaugural Conference in Romani Studies on November 10th, 2011. The conference will gather established and emerging scholars engaging new methodological approaches within the field of Romani Studies, a burgeoning and interdisciplinary field that explores the history, culture and politics of Romanies (Gypsies) in global contexts. By examining and exploring the various strategies by which Romanies have represented themselves and others - both in dialogue with and apart from the larger societies in which they live - the Inaugural Conference in Romani Studies seeks to stimulate research in this rapidly-growing field. Visit the conference website at http://berkeleyromanistudies.tumblr.com
Source: University of California, Berkeley
Inputdate: 2011-11-06 09:04:33
Lastmodifieddate: 2011-11-06 09:04:33
Expdate: 2011-11-10 00:00:00
Publishdate: 2011-11-07 00:00:00
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Title: 2011 Inaugural Conference in Romani Studies
Body: From http://berkeleyromanistudies.tumblr.com The University of California, Berkeley is pleased to announce the 2011 Inaugural Conference in Romani Studies on November 10th, 2011. The conference will gather established and emerging scholars engaging new methodological approaches within the field of Romani Studies, a burgeoning and interdisciplinary field that explores the history, culture and politics of Romanies (Gypsies) in global contexts. By examining and exploring the various strategies by which Romanies have represented themselves and others - both in dialogue with and apart from the larger societies in which they live - the Inaugural Conference in Romani Studies seeks to stimulate research in this rapidly-growing field. Visit the conference website at http://berkeleyromanistudies.tumblr.com
Source: University of California, Berkeley
Inputdate: 2011-11-06 09:04:33
Lastmodifieddate: 2011-11-06 09:04:33
Expdate: 2011-11-10 00:00:00
Publishdate: 2011-11-07 00:00:00
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Active: 1
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Contentid:
13525
Content Type: 1
Title: Conference Report: 2nd Annual ACTFL-CEFR Conference
Body: From http://www.actfl.org/i4a/pages/Index.cfm?pageID=5288 More than forty language educators from the United and Europe met recently in Provo, Utah to explore common understandings about language proficiency as shared by the ACTFL and the Common European Framework of Reference (CEFR) Communities. This meeting was the 2nd annual conference of this type, continuing the work of the 2010 ACTFL-CEFR Alignment Conference held in Leipzig, Germany which explored correspondences between the ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages (CEFR) on theoretical and empirical grounds. The theme and focus of the 2011 Conference was “The Elements of Proficiency: An Emerging Consensus for Language Assessment and Instruction.” This year’s goals were to help practitioners all over the world to understand the essential elements of proficiency and how it is assessed, to better understand both the ACTFL and CEFR systems and how they relate to proficiency and its assessment, and to understand their implications for teaching and learning, curriculum and materials development, and thereby to improve both systems and their assessment instruments. Download the conference report from http://www.actfl.org/files/PressReleasesOther/2011-ACTFL-CEFR.pdf
Source: ACTFL-CEFR
Inputdate: 2011-11-06 09:05:37
Lastmodifieddate: 2011-11-06 09:05:37
Expdate:
Publishdate: 2011-11-07 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Conference Report: 2nd Annual ACTFL-CEFR Conference
Body: From http://www.actfl.org/i4a/pages/Index.cfm?pageID=5288 More than forty language educators from the United and Europe met recently in Provo, Utah to explore common understandings about language proficiency as shared by the ACTFL and the Common European Framework of Reference (CEFR) Communities. This meeting was the 2nd annual conference of this type, continuing the work of the 2010 ACTFL-CEFR Alignment Conference held in Leipzig, Germany which explored correspondences between the ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages (CEFR) on theoretical and empirical grounds. The theme and focus of the 2011 Conference was “The Elements of Proficiency: An Emerging Consensus for Language Assessment and Instruction.” This year’s goals were to help practitioners all over the world to understand the essential elements of proficiency and how it is assessed, to better understand both the ACTFL and CEFR systems and how they relate to proficiency and its assessment, and to understand their implications for teaching and learning, curriculum and materials development, and thereby to improve both systems and their assessment instruments. Download the conference report from http://www.actfl.org/files/PressReleasesOther/2011-ACTFL-CEFR.pdf
Source: ACTFL-CEFR
Inputdate: 2011-11-06 09:05:37
Lastmodifieddate: 2011-11-06 09:05:37
Expdate:
Publishdate: 2011-11-07 00:00:00
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Contentid:
13526
Content Type: 1
Title: Webinar: ELL Emerging Literacy: What We Know; What You Can Do
Body: One of the major challenges of ESL teachers is working with learners who have no prior literacy. How can you best teach these learners to read? Teaching non-literate or very low literate non-English speakers to read is NOT like teaching students who are literate in another language. Robin Lovrien Schwarz, PhD, will help you learn what research has discovered about the challenges these learners face and what the best approaches are for helping them begin to acquire literacy. Dr. Lovrien Schwarz will also direct you to sources that will support you in teaching reading to this population. Title: ELL Emerging Literacy: What We Know; What You Can Do Date: Tuesday, November 15, 2011 Time: 1:00 PM - 2:00 PM MST Register at https://www2.gotomeeting.com/register/582723890
Source: NYSTESOL
Inputdate: 2011-11-06 09:06:41
Lastmodifieddate: 2011-11-06 09:06:41
Expdate: 2011-11-15 00:00:00
Publishdate: 2011-11-07 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Webinar: ELL Emerging Literacy: What We Know; What You Can Do
Body: One of the major challenges of ESL teachers is working with learners who have no prior literacy. How can you best teach these learners to read? Teaching non-literate or very low literate non-English speakers to read is NOT like teaching students who are literate in another language. Robin Lovrien Schwarz, PhD, will help you learn what research has discovered about the challenges these learners face and what the best approaches are for helping them begin to acquire literacy. Dr. Lovrien Schwarz will also direct you to sources that will support you in teaching reading to this population. Title: ELL Emerging Literacy: What We Know; What You Can Do Date: Tuesday, November 15, 2011 Time: 1:00 PM - 2:00 PM MST Register at https://www2.gotomeeting.com/register/582723890
Source: NYSTESOL
Inputdate: 2011-11-06 09:06:41
Lastmodifieddate: 2011-11-06 09:06:41
Expdate: 2011-11-15 00:00:00
Publishdate: 2011-11-07 00:00:00
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Active: 1
Emailed: 1
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Contentid:
13527
Content Type: 1
Title: Institute on Collaborative Language Research
Body: From http://linguistlist.org/issues/22/22-4292.html CoLang 2012 is a six-week Institute on Collaborative Language Research (formerly InField). The Institute provides an opportunity for graduate students, practicing linguists, and community linguists to become trained in a wide range of skills in community-centered language documentation. The six-week institute consists of two parts: the Workshops - two weeks of intensive workshops on the practice of documentary linguistics – followed by a Practicum – a four-week apprenticeship in the application of linguistic science and technology to on-site empirical documentation (a.k.a. “field linguistics”). The two parts are integrated, as students who enroll in the Practicum are required to enroll in the preceding Workshops, thereby receiving an intensive course in documentary best practices before putting these skills to use. Participants may choose to enroll only in the two-week Workshops. CoLang 2012 will take place in Lawrence, Kansas. Workshops: 18-29 June 2012 Practicum: 2-27 July 2012 For full details go to http://idrh.ku.edu/colang2012
Source: LINGUIST List
Inputdate: 2011-11-06 09:08:44
Lastmodifieddate: 2011-11-06 09:08:44
Expdate: 2012-07-27 00:00:00
Publishdate: 2011-11-07 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Institute on Collaborative Language Research
Body: From http://linguistlist.org/issues/22/22-4292.html CoLang 2012 is a six-week Institute on Collaborative Language Research (formerly InField). The Institute provides an opportunity for graduate students, practicing linguists, and community linguists to become trained in a wide range of skills in community-centered language documentation. The six-week institute consists of two parts: the Workshops - two weeks of intensive workshops on the practice of documentary linguistics – followed by a Practicum – a four-week apprenticeship in the application of linguistic science and technology to on-site empirical documentation (a.k.a. “field linguistics”). The two parts are integrated, as students who enroll in the Practicum are required to enroll in the preceding Workshops, thereby receiving an intensive course in documentary best practices before putting these skills to use. Participants may choose to enroll only in the two-week Workshops. CoLang 2012 will take place in Lawrence, Kansas. Workshops: 18-29 June 2012 Practicum: 2-27 July 2012 For full details go to http://idrh.ku.edu/colang2012
Source: LINGUIST List
Inputdate: 2011-11-06 09:08:44
Lastmodifieddate: 2011-11-06 09:08:44
Expdate: 2012-07-27 00:00:00
Publishdate: 2011-11-07 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Contentid:
13528
Content Type: 1
Title: Educational Opportunity: 2012 Literacy Squared Summer Institute in Boulder, CO
Body: Educational Opportunity: 2012 Literacy Squared Summer Institute in Boulder, CO The BUENO Center for Multicultural Education at the University of Colorado, Boulder would like to announce the 2012 Literacy Squared® Summer Institute to be held June 27-29, 2012 in Estes Park, Colorado. For more information and for ONLINE REGISTRATION, please visit http://literacysquared.org. Early Bird Registration ($450) ends on December 31, 2011 Regular Registration ($500) ends on May 18, 2012 What is Literacy Squared? Literacy Squared is a school-based research study that challenges practitioners to rethink how they design and deliver literacy instruction to best capitalize on students’ multiple linguistic resources. The need for this approach is based on the finding that emerging bilingual children, or those students who regularly hear and speak a language other than English, make up the fastest growing segment of K-12 public school population; two-thirds of whom are simultaneous bilinguals and speak Spanish and English. The Literacy Squared instructional model was designed to accelerate students’ Spanish and English language literacy acquisition using our theoretically informed pedagogy consisting of four components: oracy, writing, reading, and metalinguistic awareness. Since 2003 we have tested this model in 31 schools in three states, with 200 teachers, and with nearly 4,000 children whose test results in reading and writing in Spanish and English continue to improve. The Institute The Literacy Squared summer institute has been designed to meet the demand of educational professionals who have requested training and professional development on the use of our model. The 3-day institute will focus on the following: Day 1- Research & Assessment Day 2- Demonstrations of lessons illustrating the comprehensive biliteracy model Day 3- Guidelines for Implementation The aim is to motivate educators and researchers to reconceptualize their approach to educating the fastest growing segment of children in today’s schools. For more information, please contact Jaclyn Hernandez (jaclyn dot hernandez at Colorado dot edu) at the BUENO Center for Multicultural Education at the University of Colorado at Boulder. Educational Opportunity: 2012 Literacy Squared(R) Summer Institute in Boulder, CO. NCELA List (NCELA@HERMES.GWU.EDU, 31 Oct 2011).
Source: NCELA List
Inputdate: 2011-11-06 09:11:17
Lastmodifieddate: 2011-11-06 09:11:17
Expdate: 2012-06-29 00:00:00
Publishdate: 2011-11-07 00:00:00
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Content Type: 1
Title: Educational Opportunity: 2012 Literacy Squared Summer Institute in Boulder, CO
Body: Educational Opportunity: 2012 Literacy Squared Summer Institute in Boulder, CO The BUENO Center for Multicultural Education at the University of Colorado, Boulder would like to announce the 2012 Literacy Squared® Summer Institute to be held June 27-29, 2012 in Estes Park, Colorado. For more information and for ONLINE REGISTRATION, please visit http://literacysquared.org. Early Bird Registration ($450) ends on December 31, 2011 Regular Registration ($500) ends on May 18, 2012 What is Literacy Squared? Literacy Squared is a school-based research study that challenges practitioners to rethink how they design and deliver literacy instruction to best capitalize on students’ multiple linguistic resources. The need for this approach is based on the finding that emerging bilingual children, or those students who regularly hear and speak a language other than English, make up the fastest growing segment of K-12 public school population; two-thirds of whom are simultaneous bilinguals and speak Spanish and English. The Literacy Squared instructional model was designed to accelerate students’ Spanish and English language literacy acquisition using our theoretically informed pedagogy consisting of four components: oracy, writing, reading, and metalinguistic awareness. Since 2003 we have tested this model in 31 schools in three states, with 200 teachers, and with nearly 4,000 children whose test results in reading and writing in Spanish and English continue to improve. The Institute The Literacy Squared summer institute has been designed to meet the demand of educational professionals who have requested training and professional development on the use of our model. The 3-day institute will focus on the following: Day 1- Research & Assessment Day 2- Demonstrations of lessons illustrating the comprehensive biliteracy model Day 3- Guidelines for Implementation The aim is to motivate educators and researchers to reconceptualize their approach to educating the fastest growing segment of children in today’s schools. For more information, please contact Jaclyn Hernandez (jaclyn dot hernandez at Colorado dot edu) at the BUENO Center for Multicultural Education at the University of Colorado at Boulder. Educational Opportunity: 2012 Literacy Squared(R) Summer Institute in Boulder, CO. NCELA List (NCELA@HERMES.GWU.EDU, 31 Oct 2011).
Source: NCELA List
Inputdate: 2011-11-06 09:11:17
Lastmodifieddate: 2011-11-06 09:11:17
Expdate: 2012-06-29 00:00:00
Publishdate: 2011-11-07 00:00:00
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