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Contentid:
13689
Content Type: 1
Title: NYS TESOL The 33rd Annual Applied Linguistics Winter Conference
Body: From https://sites.google.com/site/alwinterconference2012nystesol NYS TESOL The 33rd Annual Applied Linguistics Winter Conference Connections: TESOL and Applied Linguistics in a Global Context SATURDAY, FEBRUARY 11, 2012 Teachers College, Columbia University 525 W. 120th Street, New York, NY As the world’s population approaches 7 billion, we find ourselves able to interact with people from an ever-widening array of linguistic and cultural backgrounds. For English language teachers and researchers, these connections create new opportunities and pose daunting challenges. The 33rd annual Applied Linguistics Winter Conference seeks to explore how our teaching practices and our knowledge of language learning are bridged and shaped by this new, increasingly global context. Attendees will receive abundant information regarding theoretical and practical concerns pertinent to the general success of ELLs and to the teaching of English within today’s growing and changing international community. Visit the conference website to register: https://sites.google.com/site/alwinterconference2012nystesol
Source: NYS TESOL
Inputdate: 2011-12-11 04:53:02
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Title: NYS TESOL The 33rd Annual Applied Linguistics Winter Conference
Body: From https://sites.google.com/site/alwinterconference2012nystesol NYS TESOL The 33rd Annual Applied Linguistics Winter Conference Connections: TESOL and Applied Linguistics in a Global Context SATURDAY, FEBRUARY 11, 2012 Teachers College, Columbia University 525 W. 120th Street, New York, NY As the world’s population approaches 7 billion, we find ourselves able to interact with people from an ever-widening array of linguistic and cultural backgrounds. For English language teachers and researchers, these connections create new opportunities and pose daunting challenges. The 33rd annual Applied Linguistics Winter Conference seeks to explore how our teaching practices and our knowledge of language learning are bridged and shaped by this new, increasingly global context. Attendees will receive abundant information regarding theoretical and practical concerns pertinent to the general success of ELLs and to the teaching of English within today’s growing and changing international community. Visit the conference website to register: https://sites.google.com/site/alwinterconference2012nystesol
Source: NYS TESOL
Inputdate: 2011-12-11 04:53:02
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13690
Content Type: 1
Title: Online Workshop: Passage Rating Seminar
Body: From http://larc.sdsu.edu/passage-rating-seminar Want to improve the use of “authentic” content in your classroom? Learn how to evaluate spoken and written “passages” for appropriate level. Gain expertise in developing language classroom tasks appropriate for various proficiency levels. This workshop is free but a cost is required for two-units of college credit for those interested. This completely online 5-day workshop looks at various types of text (print and media) to determine how they map onto the various levels of proficiency, from the ACTFL Novice (ILR 0) to the ACTFL Advanced (ILR 3). Each day for one hour participants meet with the instructor in LARC’s virtual classroom to field questions and review the homework. The rest of the day, participants are free to enter LARC’s Moodle site and work through the videos, practice assignments, and homework. Participants will come away from this work-shop better equipped to choose authentic materials for the levels of language they are teaching, as well as to understand the properties of text that students are capable of producing. The winter workshop will take place January 23-27, 2012. Learn more and sign up at http://larc.sdsu.edu/passage-rating-seminar
Source: LARC
Inputdate: 2011-12-11 05:11:54
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Title: Online Workshop: Passage Rating Seminar
Body: From http://larc.sdsu.edu/passage-rating-seminar Want to improve the use of “authentic” content in your classroom? Learn how to evaluate spoken and written “passages” for appropriate level. Gain expertise in developing language classroom tasks appropriate for various proficiency levels. This workshop is free but a cost is required for two-units of college credit for those interested. This completely online 5-day workshop looks at various types of text (print and media) to determine how they map onto the various levels of proficiency, from the ACTFL Novice (ILR 0) to the ACTFL Advanced (ILR 3). Each day for one hour participants meet with the instructor in LARC’s virtual classroom to field questions and review the homework. The rest of the day, participants are free to enter LARC’s Moodle site and work through the videos, practice assignments, and homework. Participants will come away from this work-shop better equipped to choose authentic materials for the levels of language they are teaching, as well as to understand the properties of text that students are capable of producing. The winter workshop will take place January 23-27, 2012. Learn more and sign up at http://larc.sdsu.edu/passage-rating-seminar
Source: LARC
Inputdate: 2011-12-11 05:11:54
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Contentid:
13691
Content Type: 1
Title: Language Educator Development E-learning Modules
Body: From http://www.waflt.org/index.php?q=node/29 The Language Educator Development E-learning Modules reach out to Language instructors and preservice teachers as they continue their professional growth as world language educators. These modules assist with the integration of Standards for Learning World Languages, Curriculum Planning, and Performance-based Assessment. In addition, they help educators meet some of the requirements of National Board Certification and the new WI Professional Development Plan. Access is free for Wisconsin Association for Language Teachers members and available for a fee to non-members. Learn more and access the modules at http://www.waflt.org/asp/modules/about.htm
Source: WAFLT
Inputdate: 2011-12-11 05:20:25
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Title: Language Educator Development E-learning Modules
Body: From http://www.waflt.org/index.php?q=node/29 The Language Educator Development E-learning Modules reach out to Language instructors and preservice teachers as they continue their professional growth as world language educators. These modules assist with the integration of Standards for Learning World Languages, Curriculum Planning, and Performance-based Assessment. In addition, they help educators meet some of the requirements of National Board Certification and the new WI Professional Development Plan. Access is free for Wisconsin Association for Language Teachers members and available for a fee to non-members. Learn more and access the modules at http://www.waflt.org/asp/modules/about.htm
Source: WAFLT
Inputdate: 2011-12-11 05:20:25
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Content Type: 1
Title: California Language Teachers’ Association Awards and Grants
Body: From http://www.clta.net The California Language Teachers; Association is pleased to offer a variety of awards and grants this year. See the full list at http://www.clta.net/awards The deadline for all awards and grants is January 31, 2012.
Source: CLTA
Inputdate: 2011-12-11 05:34:43
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Expdate: 2012-01-31 00:00:00
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Title: California Language Teachers’ Association Awards and Grants
Body: From http://www.clta.net The California Language Teachers; Association is pleased to offer a variety of awards and grants this year. See the full list at http://www.clta.net/awards The deadline for all awards and grants is January 31, 2012.
Source: CLTA
Inputdate: 2011-12-11 05:34:43
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Title: Job: Director, Language Learning Center, University of Hawai'i at Manoa
Body: DIRECTOR, Language Learning Center (LLC), College of Languages, Linguistics, and Literature (LLL), University of Hawai'i at Manoa (position #82463), full-time, 11-month tenure-track faculty position, rank S3, pending position clearance and availability of funds, to begin August 1, 2012, or as soon as possible thereafter. Rank S3 corresponds to assistant professor. The LLC advances the use of technology in language teaching and learning. The LLC’s facilities include open computer labs, technology-equipped classrooms, audio and video production and teleconferencing facilities, and file and web servers. The staff includes information technology personnel, video and educational specialists, and graduate and undergraduate student assistants. The Director reports to the Dean of the College and is responsible for overall direction of the LLC. The faculty position is tenure-track; the position of Director is for a three-year renewable term. DUTIES: -As assigned, serve as Director of the Language Learning Center (LLC): Oversee the operations of the LLC, including budget, facilities, and staff. Secure, allocate and manage fiscal and human resources to fulfill LLC’s mission. Pursue grant writing and fundraising initiatives. Lead the college in setting policy for the integration of technology in language teaching and learning, taking into account new developments and pedagogical best practices in online learning, mobile technologies, cloud computing, server technologies, social media, etc. Promote cooperative efforts across departments in the College that advance the mission of the LLC, including teacher training and materials development. Facilitate multimedia-based materials development projects. Collaborate with the National Foreign Language Resource Center. -As a faculty member: Teach graduate and undergraduate courses as assigned, in area of specialization. Supervise graduate and undergraduate students. Pursue a program of scholarship and service to the University and the profession. MINIMUM QUALIFICATIONS: Doctoral degree in relevant field; record of experience in relevant positions including teaching/training, scholarship, and administration. Ability to work effectively with faculty, staff, administrators and students in a large and diverse college; successful record in obtaining external grants. Expertise in language teaching-related IT applications. SALARY: Commensurate with experience and qualifications. TO APPLY: Submit a hard copy of CV, a cover letter, and names and contact information of three references to: Language Learning Center Attn: Daniel Tom 1890 East-West Rd, Moore Hall 256 University of Hawaii at Manoa Honolulu, HI 96822 CLOSING DATE: January 31, 2012 The University of Hawai'i is an equal opportunity/affirmative action institution. UH does not discriminate on the basis of race, color, religion, sexual orientation, national or ethnic origin, age, disability, or veteran status. Horn, E. Job Announcement: University of Hawaii. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 7 Dec 2011).
Source: CALICO’s CALL Discussion List
Inputdate: 2011-12-11 05:40:03
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Title: Job: Director, Language Learning Center, University of Hawai'i at Manoa
Body: DIRECTOR, Language Learning Center (LLC), College of Languages, Linguistics, and Literature (LLL), University of Hawai'i at Manoa (position #82463), full-time, 11-month tenure-track faculty position, rank S3, pending position clearance and availability of funds, to begin August 1, 2012, or as soon as possible thereafter. Rank S3 corresponds to assistant professor. The LLC advances the use of technology in language teaching and learning. The LLC’s facilities include open computer labs, technology-equipped classrooms, audio and video production and teleconferencing facilities, and file and web servers. The staff includes information technology personnel, video and educational specialists, and graduate and undergraduate student assistants. The Director reports to the Dean of the College and is responsible for overall direction of the LLC. The faculty position is tenure-track; the position of Director is for a three-year renewable term. DUTIES: -As assigned, serve as Director of the Language Learning Center (LLC): Oversee the operations of the LLC, including budget, facilities, and staff. Secure, allocate and manage fiscal and human resources to fulfill LLC’s mission. Pursue grant writing and fundraising initiatives. Lead the college in setting policy for the integration of technology in language teaching and learning, taking into account new developments and pedagogical best practices in online learning, mobile technologies, cloud computing, server technologies, social media, etc. Promote cooperative efforts across departments in the College that advance the mission of the LLC, including teacher training and materials development. Facilitate multimedia-based materials development projects. Collaborate with the National Foreign Language Resource Center. -As a faculty member: Teach graduate and undergraduate courses as assigned, in area of specialization. Supervise graduate and undergraduate students. Pursue a program of scholarship and service to the University and the profession. MINIMUM QUALIFICATIONS: Doctoral degree in relevant field; record of experience in relevant positions including teaching/training, scholarship, and administration. Ability to work effectively with faculty, staff, administrators and students in a large and diverse college; successful record in obtaining external grants. Expertise in language teaching-related IT applications. SALARY: Commensurate with experience and qualifications. TO APPLY: Submit a hard copy of CV, a cover letter, and names and contact information of three references to: Language Learning Center Attn: Daniel Tom 1890 East-West Rd, Moore Hall 256 University of Hawaii at Manoa Honolulu, HI 96822 CLOSING DATE: January 31, 2012 The University of Hawai'i is an equal opportunity/affirmative action institution. UH does not discriminate on the basis of race, color, religion, sexual orientation, national or ethnic origin, age, disability, or veteran status. Horn, E. Job Announcement: University of Hawaii. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 7 Dec 2011).
Source: CALICO’s CALL Discussion List
Inputdate: 2011-12-11 05:40:03
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13694
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Title: Deaf Mentors Teach Families with Hearing-impaired Children To Use Sign Language
Body: From http://www.commercialappeal.com/news/2011/dec/05/deaf-mentors-aiding-families Deaf mentors teach families with hearing-impaired children to use sign language By Sara Patterson December 5, 2011 The first time Mary-Kathryn Jackson got up to leave the Hewgleys' Germantown apartment, the 3-year-old boy she had just begun to tutor clung to her and cried. Before he met her, crying was about the only way Evan Hewgley-Peterson could communicate. But that has started to change as the family learns sign language with free help from their personal mentor, who is herself deaf. The Hewgleys are one of 20 families enrolled in a new mentoring program for deaf children from the Deaf Family Literacy Academy of Memphis, sponsored by the Memphis City Schools Foundation and Dollar General. There are approximately 400 deaf and hard of hearing children in the Greater Memphis area, according to DFLA, and already there is a wait-list for the program. DFLA at Memphis hopes to serve 30 families next year, and 50 the following, said Carrier. On top of sign language lessons, the mentors focus on reading comprehension with their pupils, who range in age from 0 to 12. Read the full article at http://www.commercialappeal.com/news/2011/dec/05/deaf-mentors-aiding-families
Source: The Commercial Appeal, Memphis
Inputdate: 2011-12-11 06:09:54
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Title: Deaf Mentors Teach Families with Hearing-impaired Children To Use Sign Language
Body: From http://www.commercialappeal.com/news/2011/dec/05/deaf-mentors-aiding-families Deaf mentors teach families with hearing-impaired children to use sign language By Sara Patterson December 5, 2011 The first time Mary-Kathryn Jackson got up to leave the Hewgleys' Germantown apartment, the 3-year-old boy she had just begun to tutor clung to her and cried. Before he met her, crying was about the only way Evan Hewgley-Peterson could communicate. But that has started to change as the family learns sign language with free help from their personal mentor, who is herself deaf. The Hewgleys are one of 20 families enrolled in a new mentoring program for deaf children from the Deaf Family Literacy Academy of Memphis, sponsored by the Memphis City Schools Foundation and Dollar General. There are approximately 400 deaf and hard of hearing children in the Greater Memphis area, according to DFLA, and already there is a wait-list for the program. DFLA at Memphis hopes to serve 30 families next year, and 50 the following, said Carrier. On top of sign language lessons, the mentors focus on reading comprehension with their pupils, who range in age from 0 to 12. Read the full article at http://www.commercialappeal.com/news/2011/dec/05/deaf-mentors-aiding-families
Source: The Commercial Appeal, Memphis
Inputdate: 2011-12-11 06:09:54
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Title: Six Students Complete Choctaw Language Minor at Southeastern
Body: From http://indiancountrytodaymedianetwork.com/2011/11/30/six-students-complete-choctaw-language-minor-at-southeastern-65166 Six Students Complete Choctaw Language Minor at Southeastern November 30, 2011 In collaboration with the Choctaw Nation of Oklahoma, the Department of English, Humanities and Literature at Southeastern Oklahoma State University (SE) offers a Choctaw Language and Culture minor, and six students were recently the first to complete the program. The minor became available in the fall of 2011 and is unique to Southeastern, it’s the “only university right now that Choctaw Nation has an agreement with for the minor,” said Southeastern Native American Center for Student Success Director Chris Wesberry in a release. To be able to note the completion of the minor on their transcripts, the students have to complete 18 hours of classes in the program. Courses offered include Choctaw Language and Culture 1, 2, 3 and 4, as well as Intermediate Conversational Choctaw and Advanced Conversational Choctaw. Read more: http://indiancountrytodaymedianetwork.com/2011/11/30/six-students-complete-choctaw-language-minor-at-southeastern-65166
Source: Indian Country Today
Inputdate: 2011-12-11 06:21:53
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Title: Six Students Complete Choctaw Language Minor at Southeastern
Body: From http://indiancountrytodaymedianetwork.com/2011/11/30/six-students-complete-choctaw-language-minor-at-southeastern-65166 Six Students Complete Choctaw Language Minor at Southeastern November 30, 2011 In collaboration with the Choctaw Nation of Oklahoma, the Department of English, Humanities and Literature at Southeastern Oklahoma State University (SE) offers a Choctaw Language and Culture minor, and six students were recently the first to complete the program. The minor became available in the fall of 2011 and is unique to Southeastern, it’s the “only university right now that Choctaw Nation has an agreement with for the minor,” said Southeastern Native American Center for Student Success Director Chris Wesberry in a release. To be able to note the completion of the minor on their transcripts, the students have to complete 18 hours of classes in the program. Courses offered include Choctaw Language and Culture 1, 2, 3 and 4, as well as Intermediate Conversational Choctaw and Advanced Conversational Choctaw. Read more: http://indiancountrytodaymedianetwork.com/2011/11/30/six-students-complete-choctaw-language-minor-at-southeastern-65166
Source: Indian Country Today
Inputdate: 2011-12-11 06:21:53
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13696
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Title: The Example of N’Ko: Technology Can Be a Help for Endangered Languages - If They Can Be Texted
Body: From http://www.nytimes.com/2011/12/11/magazine/everyone-speaks-text-message.html?pagewanted=1&_r=1 Everyone Speaks Text Message by Tin Rosenberg December 9, 2011 When Ibrahima Traore takes his sons to a park in Montclair, N.J., he often sits on a bench and reads. He reads English, French and Arabic, but most of the time he reads N’Ko. N’Ko is the standardized writing system for Mande languages, a family of closely related tongues — among them Traore’s language of Mandinka, but also Jula, Bamana, Koyaga, Marka — spoken, for the most part, in eight West African countries, by some 35 million people. Heritage languages like N’Ko are taking on new life thanks to technology. An Internet discussion group, Indigenous Languages and Technology, is full of announcements for new software to build sound dictionaries and a project to collect tweets in Tok Pisin, a creole language spoken throughout Papua New Guinea, or Pipil, an indigenous language of El Salvador. Creating a font that anyone could use was a complicated task. First, it meant getting N’Ko into Unicode — the international standard that assigns a unique number to each character in a given writing system. Then Microsoft picked up N’Ko for its local language program — sort of. N’Ko was included in Windows 7, but the ligatures were misaligned, and the letters were not linked from below as they should have been. For Windows 8, which is still being tested, Microsoft has fixed the problem. Most writers of N’Ko download the font for use with Open Office’s Graphite program, developed by SIL International, a Christian group with an interest in seeing the Bible reach every hut and yurt on the planet. If you have an iPhone, tweeting and e-mailing in N’Ko is now easy. Eatoni, a company based in Manhattan that has created software for cellphone keyboards in some 300 languages, released an N’Ko app earlier this year. But iPhones are too expensive to be widely used in rural Africa. Read the full article at http://www.nytimes.com/2011/12/11/magazine/everyone-speaks-text-message.html?pagewanted=1&_r=1
Source: New York Times
Inputdate: 2011-12-11 06:32:08
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Title: The Example of N’Ko: Technology Can Be a Help for Endangered Languages - If They Can Be Texted
Body: From http://www.nytimes.com/2011/12/11/magazine/everyone-speaks-text-message.html?pagewanted=1&_r=1 Everyone Speaks Text Message by Tin Rosenberg December 9, 2011 When Ibrahima Traore takes his sons to a park in Montclair, N.J., he often sits on a bench and reads. He reads English, French and Arabic, but most of the time he reads N’Ko. N’Ko is the standardized writing system for Mande languages, a family of closely related tongues — among them Traore’s language of Mandinka, but also Jula, Bamana, Koyaga, Marka — spoken, for the most part, in eight West African countries, by some 35 million people. Heritage languages like N’Ko are taking on new life thanks to technology. An Internet discussion group, Indigenous Languages and Technology, is full of announcements for new software to build sound dictionaries and a project to collect tweets in Tok Pisin, a creole language spoken throughout Papua New Guinea, or Pipil, an indigenous language of El Salvador. Creating a font that anyone could use was a complicated task. First, it meant getting N’Ko into Unicode — the international standard that assigns a unique number to each character in a given writing system. Then Microsoft picked up N’Ko for its local language program — sort of. N’Ko was included in Windows 7, but the ligatures were misaligned, and the letters were not linked from below as they should have been. For Windows 8, which is still being tested, Microsoft has fixed the problem. Most writers of N’Ko download the font for use with Open Office’s Graphite program, developed by SIL International, a Christian group with an interest in seeing the Bible reach every hut and yurt on the planet. If you have an iPhone, tweeting and e-mailing in N’Ko is now easy. Eatoni, a company based in Manhattan that has created software for cellphone keyboards in some 300 languages, released an N’Ko app earlier this year. But iPhones are too expensive to be widely used in rural Africa. Read the full article at http://www.nytimes.com/2011/12/11/magazine/everyone-speaks-text-message.html?pagewanted=1&_r=1
Source: New York Times
Inputdate: 2011-12-11 06:32:08
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Title: Hindi Resources from COERLL
Body: From http://coerll.utexas.edu/coerll/taxonomy/term/625 The Center for Open Educational Resources and Language Learning’s Hindi in America project builds on Hindi-Urdu Flagship initiatives by establishing an ambitious collection of interviews with Hindi-speakers that will provide learners with unscripted examples of the contemporary colloquial language. Rich glossaries, commentaries, and written & aural comprehension questions will accompany the recordings. Currently available resources include worksheets to supplement teachers’ curriculum (http://hindiurduflagship.org/resources/learning-teaching/hindi-learning-materials ), a “Spoken Thesaurus” of conversations about Hindi words (http://hindiurduflagship.org/resources/learning-teaching/spoken-thesaurus ), and Hamari Boli - a web-based database of video interviews with native Hindi-Urdu speakers (http://hindiurduflagship.org/resources/learning-teaching/hamari-boli ) Links to all of these resources are available on the Hindi in America homepage at http://coerll.utexas.edu/coerll/taxonomy/term/625
Source: COERLL
Inputdate: 2011-12-11 06:38:37
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Title: Hindi Resources from COERLL
Body: From http://coerll.utexas.edu/coerll/taxonomy/term/625 The Center for Open Educational Resources and Language Learning’s Hindi in America project builds on Hindi-Urdu Flagship initiatives by establishing an ambitious collection of interviews with Hindi-speakers that will provide learners with unscripted examples of the contemporary colloquial language. Rich glossaries, commentaries, and written & aural comprehension questions will accompany the recordings. Currently available resources include worksheets to supplement teachers’ curriculum (http://hindiurduflagship.org/resources/learning-teaching/hindi-learning-materials ), a “Spoken Thesaurus” of conversations about Hindi words (http://hindiurduflagship.org/resources/learning-teaching/spoken-thesaurus ), and Hamari Boli - a web-based database of video interviews with native Hindi-Urdu speakers (http://hindiurduflagship.org/resources/learning-teaching/hamari-boli ) Links to all of these resources are available on the Hindi in America homepage at http://coerll.utexas.edu/coerll/taxonomy/term/625
Source: COERLL
Inputdate: 2011-12-11 06:38:37
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Title: In China, L.A.'s Mayor Villaraigosa Promotes Language Program
Body: From http://latimesblogs.latimes.com/world_now/2011/12/antonio-villaraigosa-china.html In China, L.A.'s Mayor Villaraigosa promotes language program by Barbara Demick December 5, 2011 Take a kid from Los Angeles who may never have left the United States and may never have flown on an airplane and send him to Beijing to become proficient in Chinese. Impossible? No, insists Los Angeles Mayor Antonio Villaraigosa, who was in Beijing on Monday to promote his city as a location for Chinese businesses. Last month, the mayor had announced that Los Angeles is grooming and recruiting students for a new program launched by President Obama called the 100,000 Strong Initiative. In Los Angeles, 10 to 15 of the 260 students now studying Chinese at the Mendez Learning Center, a public high school in Boyle Heights, will be selected beginning next summer. "These kids all speak English, about 95% of them speak Spanish, and they are all learning Mandarin as we speak," Villaraigosa said. "Virtually every one of them has never been out of the country. Many of them have never been on an airplane." Read the full article at http://latimesblogs.latimes.com/world_now/2011/12/antonio-villaraigosa-china.html
Source: Los Angeles Times
Inputdate: 2011-12-11 07:19:05
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Title: In China, L.A.'s Mayor Villaraigosa Promotes Language Program
Body: From http://latimesblogs.latimes.com/world_now/2011/12/antonio-villaraigosa-china.html In China, L.A.'s Mayor Villaraigosa promotes language program by Barbara Demick December 5, 2011 Take a kid from Los Angeles who may never have left the United States and may never have flown on an airplane and send him to Beijing to become proficient in Chinese. Impossible? No, insists Los Angeles Mayor Antonio Villaraigosa, who was in Beijing on Monday to promote his city as a location for Chinese businesses. Last month, the mayor had announced that Los Angeles is grooming and recruiting students for a new program launched by President Obama called the 100,000 Strong Initiative. In Los Angeles, 10 to 15 of the 260 students now studying Chinese at the Mendez Learning Center, a public high school in Boyle Heights, will be selected beginning next summer. "These kids all speak English, about 95% of them speak Spanish, and they are all learning Mandarin as we speak," Villaraigosa said. "Virtually every one of them has never been out of the country. Many of them have never been on an airplane." Read the full article at http://latimesblogs.latimes.com/world_now/2011/12/antonio-villaraigosa-china.html
Source: Los Angeles Times
Inputdate: 2011-12-11 07:19:05
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