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13739
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Title: Learning Stations in a Language Classroom, Part 1
Body: FLTEACH listserv users have been sharing ideas for learning stations. Here are some of their suggestions: --- I try to have stations that correspond to some system, such as Blooms levels, Gardner learning styles, or just 2 each for listening, reading, writing, speaking. Leave a timer and a set of cards to match (one in TL, one in English, if doing vocab) and have the partners take turns timing each other. One partner grabs the cards and lays them down in pairs; the partner checks for accuracy and stops the timer when he decides they are correct. Then they write the time down and initial it for completion. I like to leave a set of verb cards and a die to throw; they throw once to get a subject pronoun, and a second time to get the verb, and then have to make me a Juicy Sentence: subject, verb and at least 2 more things: with whom, where, when, why. I made a couple flip chutes and my students go crazy for them. http://www.comalisd.org/Schools/OCES/PDF/3rdmathfactflipchute.pdf You can have them practice any sort of vocab or grammar, in a flashcard-ish way. I like to put a piece of butcher paper up on the wall and have them sort of "blog.” I start with a question, or a picture to comment on/describe which the next person answers (in a DETAILED way) and then the next person comments either on the answer or starts a new "thread.” They get no credit if they echo something earlier on the wall (so they have to read what's already there before posting). I generally make one of the stations a "survey five classmates" activity. They pick up a grid and go question five other people, writing down their names and responses. I make the kids count off (for instance, if I have six stations, they count in sixes, and that number is the number of where they start). This also often separates them from their best buddies and eliminates the where-do-I-start issue. In the interests of having a Differentiated Classroom, I do NOT require everyone to do all the stations. I might say, Do Four of the Six, for example. This way, they can select ones that interest them; even if they skip one that looks hard to them, they are actually engaging in self-reflection by recognizing that they are weak in that skill and still need to work on it. Blas, D. Re: [FLTEACH] learning stations ideas 1. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Dec 2011). --- I will have between four and six activities. Certain activities would be color coded. Yellow (easiest) to red (hardest) with green, pink, blue, orange in between. I would direct them to pick one red and one yellow and two of the other colors of their choice. That way they have something that could be challenging, one thing easy (review) and two intermediate activities. Snyder, John. Re: [FLTEACH] learning stations Deb Blaz. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 2 Dec 2011). --- I did stations with my students in French I and it worked very well. It would be nice to keep track of their work and their progress. I had them keep hard copies of their work in a file folder as they went from station to station. After I went through their work, I attached a basic rubric, assigning their points earned for each station and keeping a total. This will be made into a poster or chart at the end of this week with total points listed for each group. For keeping students on track, I found that as long as their task has clearly defined, basic directions and is something that most all students will be able to do independently - or if you strategically create their groups heterogeneously by level - they shouldn't have a problem staying on task. Blair, Stacy. Re: [FLTEACH] setting up stations in the Spanish classroom. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Nov 2011). --- Read Ana Lomba’s recent blog post about “Play and Learn Spaces” for creative ideas about using classroom space at http://www.analomba.com/anas-blog/how-to-create-the-best-language-learning-playrooms-for-your-kids-or-students
Source: Various
Inputdate: 2011-12-18 08:16:51
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Title: Learning Stations in a Language Classroom, Part 1
Body: FLTEACH listserv users have been sharing ideas for learning stations. Here are some of their suggestions: --- I try to have stations that correspond to some system, such as Blooms levels, Gardner learning styles, or just 2 each for listening, reading, writing, speaking. Leave a timer and a set of cards to match (one in TL, one in English, if doing vocab) and have the partners take turns timing each other. One partner grabs the cards and lays them down in pairs; the partner checks for accuracy and stops the timer when he decides they are correct. Then they write the time down and initial it for completion. I like to leave a set of verb cards and a die to throw; they throw once to get a subject pronoun, and a second time to get the verb, and then have to make me a Juicy Sentence: subject, verb and at least 2 more things: with whom, where, when, why. I made a couple flip chutes and my students go crazy for them. http://www.comalisd.org/Schools/OCES/PDF/3rdmathfactflipchute.pdf You can have them practice any sort of vocab or grammar, in a flashcard-ish way. I like to put a piece of butcher paper up on the wall and have them sort of "blog.” I start with a question, or a picture to comment on/describe which the next person answers (in a DETAILED way) and then the next person comments either on the answer or starts a new "thread.” They get no credit if they echo something earlier on the wall (so they have to read what's already there before posting). I generally make one of the stations a "survey five classmates" activity. They pick up a grid and go question five other people, writing down their names and responses. I make the kids count off (for instance, if I have six stations, they count in sixes, and that number is the number of where they start). This also often separates them from their best buddies and eliminates the where-do-I-start issue. In the interests of having a Differentiated Classroom, I do NOT require everyone to do all the stations. I might say, Do Four of the Six, for example. This way, they can select ones that interest them; even if they skip one that looks hard to them, they are actually engaging in self-reflection by recognizing that they are weak in that skill and still need to work on it. Blas, D. Re: [FLTEACH] learning stations ideas 1. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Dec 2011). --- I will have between four and six activities. Certain activities would be color coded. Yellow (easiest) to red (hardest) with green, pink, blue, orange in between. I would direct them to pick one red and one yellow and two of the other colors of their choice. That way they have something that could be challenging, one thing easy (review) and two intermediate activities. Snyder, John. Re: [FLTEACH] learning stations Deb Blaz. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 2 Dec 2011). --- I did stations with my students in French I and it worked very well. It would be nice to keep track of their work and their progress. I had them keep hard copies of their work in a file folder as they went from station to station. After I went through their work, I attached a basic rubric, assigning their points earned for each station and keeping a total. This will be made into a poster or chart at the end of this week with total points listed for each group. For keeping students on track, I found that as long as their task has clearly defined, basic directions and is something that most all students will be able to do independently - or if you strategically create their groups heterogeneously by level - they shouldn't have a problem staying on task. Blair, Stacy. Re: [FLTEACH] setting up stations in the Spanish classroom. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Nov 2011). --- Read Ana Lomba’s recent blog post about “Play and Learn Spaces” for creative ideas about using classroom space at http://www.analomba.com/anas-blog/how-to-create-the-best-language-learning-playrooms-for-your-kids-or-students
Source: Various
Inputdate: 2011-12-18 08:16:51
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13740
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Title: BBC’s Learning for Adults Website
Body: From http://www.bbc.co.uk/learning/adults The BBC has a website dedicated to learning for adults. Most of the language resources are for Spanish, French, Italian, German, and English as a second language. Resources include online language lessons, spelling and grammar exercises, a monthly newsletter, and timely articles about culture. Browse the available resources at http://www.bbc.co.uk/learning/adults Read a positive review of this website’s usefulness for English language learners at http://larryferlazzo.edublogs.org/2011/12/08/bbc-learning-for-adults-is-a-treasure-trove
Source: BBC
Inputdate: 2011-12-18 08:18:05
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Title: BBC’s Learning for Adults Website
Body: From http://www.bbc.co.uk/learning/adults The BBC has a website dedicated to learning for adults. Most of the language resources are for Spanish, French, Italian, German, and English as a second language. Resources include online language lessons, spelling and grammar exercises, a monthly newsletter, and timely articles about culture. Browse the available resources at http://www.bbc.co.uk/learning/adults Read a positive review of this website’s usefulness for English language learners at http://larryferlazzo.edublogs.org/2011/12/08/bbc-learning-for-adults-is-a-treasure-trove
Source: BBC
Inputdate: 2011-12-18 08:18:05
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13741
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Title: GLOSS: Language Lessons from the Defense Language Institute
Body: From http://gloss.dliflc.edu/Default.aspx GLOSS lessons are developed for independent learners to provide them with the learning/teaching tools for improving their foreign language skills. Reading and listening lessons are based on authentic materials (articles, TV reports, radio broadcasts, etc.) and consist of 4 to 6 activities. In-depth Feedback accompanies all motivating tasks, providing learners with thorough explanations and tutoring just like an attentive and experienced teacher would do. With more than 5,000 lessons, GLOSS is a valuable resource in maintaining and improving language ability and proficiency. Languages with resources are Albanian, Arabic, Azerbaijani, Chinese, Croatian, Dari, Egyptian, French, German, Greek, Gulf-Arabic, Hausa, Hebrew, Hindi, Indonesian, Iraqi, Japanese, Korean, Kurdish-Kurmanji, Kurdish-Sorani, Levantine, North-Korean, Pashto, Persian, Portuguese, Punjabi, Russian, Serbian, Spanish, Swahili, Tagalog, Thai, Turkish, Turkmen, Urdu, and Uzbek. Search for lessons at http://gloss.dliflc.edu/Default.aspx
Source: DLI
Inputdate: 2011-12-18 08:19:02
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Title: GLOSS: Language Lessons from the Defense Language Institute
Body: From http://gloss.dliflc.edu/Default.aspx GLOSS lessons are developed for independent learners to provide them with the learning/teaching tools for improving their foreign language skills. Reading and listening lessons are based on authentic materials (articles, TV reports, radio broadcasts, etc.) and consist of 4 to 6 activities. In-depth Feedback accompanies all motivating tasks, providing learners with thorough explanations and tutoring just like an attentive and experienced teacher would do. With more than 5,000 lessons, GLOSS is a valuable resource in maintaining and improving language ability and proficiency. Languages with resources are Albanian, Arabic, Azerbaijani, Chinese, Croatian, Dari, Egyptian, French, German, Greek, Gulf-Arabic, Hausa, Hebrew, Hindi, Indonesian, Iraqi, Japanese, Korean, Kurdish-Kurmanji, Kurdish-Sorani, Levantine, North-Korean, Pashto, Persian, Portuguese, Punjabi, Russian, Serbian, Spanish, Swahili, Tagalog, Thai, Turkish, Turkmen, Urdu, and Uzbek. Search for lessons at http://gloss.dliflc.edu/Default.aspx
Source: DLI
Inputdate: 2011-12-18 08:19:02
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13742
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Title: Make Art and Geography Jigsaw Puzzles at JigZone
Body: From http://www.jigzone.com Are you looking for a reward activity for your students, something to work on if students finish a test or activity early, or best of all, a hands-on activity that your students can do while you or another student narrates what they’re doing? At JigZone you can create puzzles ranging from 6 to 247 pieces, using either the website’s stock photos or by uploading your own images. Stock photos that may be useful include fine art pieces (http://www.jigzone.com/gallery/Fine_Art ) and places around the world (http://www.jigzone.com/gallery/Travel ) The website’s home page is available at http://www.jigzone.com
Source: JigZone
Inputdate: 2011-12-18 08:20:52
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Title: Make Art and Geography Jigsaw Puzzles at JigZone
Body: From http://www.jigzone.com Are you looking for a reward activity for your students, something to work on if students finish a test or activity early, or best of all, a hands-on activity that your students can do while you or another student narrates what they’re doing? At JigZone you can create puzzles ranging from 6 to 247 pieces, using either the website’s stock photos or by uploading your own images. Stock photos that may be useful include fine art pieces (http://www.jigzone.com/gallery/Fine_Art ) and places around the world (http://www.jigzone.com/gallery/Travel ) The website’s home page is available at http://www.jigzone.com
Source: JigZone
Inputdate: 2011-12-18 08:20:52
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13743
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Title: Book: Intercultural Competence
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63782&concordeid=430793 Intercultural Competence: Concepts, Challenges, Evaluations Edited by Arnd Witte and Theo Harden Published by Peter Lang International Academic Publishers Summary: This book explores the idea of 'intercultural competence', which, despite its current popularity across various discourses, has remained a vague and oscillating concept. Interculture lacks a universal definition and 'competence' is not only a cognitive construct but also includes psychological traits such as attitudes, affective aspects and constructions of identity. The essays in this volume approach the complexity of the concept from a number of different angles. These include theoretical models for defining the concept of 'intercultural competence', outlining paths for future research; application of the concept in the teaching and learning of foreign languages, cultures and literatures; exploration of institutional and sociocultural influences on mediating intercultural competence; and analysis of the concept's impact on such diverse contexts as international business, religious constructs and notions of selfhood and identity. The volume develops a broad range of perspectives on intercultural competence, providing stimulating new ideas, reflections and models around this important concept. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63782&concordeid=430793
Source: Peter Lang International Academic Publishers
Inputdate: 2011-12-22 08:09:22
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Title: Book: Intercultural Competence
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63782&concordeid=430793 Intercultural Competence: Concepts, Challenges, Evaluations Edited by Arnd Witte and Theo Harden Published by Peter Lang International Academic Publishers Summary: This book explores the idea of 'intercultural competence', which, despite its current popularity across various discourses, has remained a vague and oscillating concept. Interculture lacks a universal definition and 'competence' is not only a cognitive construct but also includes psychological traits such as attitudes, affective aspects and constructions of identity. The essays in this volume approach the complexity of the concept from a number of different angles. These include theoretical models for defining the concept of 'intercultural competence', outlining paths for future research; application of the concept in the teaching and learning of foreign languages, cultures and literatures; exploration of institutional and sociocultural influences on mediating intercultural competence; and analysis of the concept's impact on such diverse contexts as international business, religious constructs and notions of selfhood and identity. The volume develops a broad range of perspectives on intercultural competence, providing stimulating new ideas, reflections and models around this important concept. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63782&concordeid=430793
Source: Peter Lang International Academic Publishers
Inputdate: 2011-12-22 08:09:22
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13744
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Title: Call for Papers: Language Flagship Results 2012 Conference
Body: From http://www.thelanguageflagship.org/news-a-reports The Language Flagship welcomes proposals for papers to be presented at Results 2012 in New York City on October 26, 2012. Scholars from Flagship and non-Flagship institutions are invited to submit a 500-word abstract of their proposed papers by January 20, 2012, in any of the following areas: Best Practices in Advanced Language Pedagogy Best Practices in Assessing Language Learning Applied Linguistics and Linguistic Applications in Language Teaching Language in the Disciplines and Professional Language Use Dissemination of the Flagship Model (Diffusion of Innovation) The Role of Culture in Language Teaching and Learning How Language and Cultural Learning Affect Students’ Academic, Personal, and Professional Development Collaboration with K-12 Papers should address the broad context of the topics listed above and must be relevant across languages. Download the call for papers from http://www.thelanguageflagship.org/images/documents/results_2012_call_for_papers.pdf
Source: Language Flagship
Inputdate: 2011-12-22 08:10:26
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Title: Call for Papers: Language Flagship Results 2012 Conference
Body: From http://www.thelanguageflagship.org/news-a-reports The Language Flagship welcomes proposals for papers to be presented at Results 2012 in New York City on October 26, 2012. Scholars from Flagship and non-Flagship institutions are invited to submit a 500-word abstract of their proposed papers by January 20, 2012, in any of the following areas: Best Practices in Advanced Language Pedagogy Best Practices in Assessing Language Learning Applied Linguistics and Linguistic Applications in Language Teaching Language in the Disciplines and Professional Language Use Dissemination of the Flagship Model (Diffusion of Innovation) The Role of Culture in Language Teaching and Learning How Language and Cultural Learning Affect Students’ Academic, Personal, and Professional Development Collaboration with K-12 Papers should address the broad context of the topics listed above and must be relevant across languages. Download the call for papers from http://www.thelanguageflagship.org/images/documents/results_2012_call_for_papers.pdf
Source: Language Flagship
Inputdate: 2011-12-22 08:10:26
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13745
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Title: Call for Papers: Northeast Association for Language Learning Technology
Body: From http://www.neallt.org With the evolution of language instruction to include a diversity of physical and virtual spaces and an equal diversity of modes of mediated communication, teachers are called upon to acquire and display competence in a multitude of role definitions. Among them: • Teacher as expert • Teacher as guide • Teacher as avatar • Teacher as co-learner • Teacher as learning manager • Teacher as "friend" What happens to instructional practice within these newly defined roles? Is the catalogue of classroom instructional activity-- paired and group work, task-based learning, information gap activities, etc. etc.--still valid within a context where increasing amounts of class communication may be computer-mediated, often without the possibility for synchronous intervention associated with face-to-face instruction, or in social sites whose primary purpose is not educational? Proposals for presentations dealing with these and other questions associated with teaching methodologies in a technology-intensive context are solicited for the NEALLT 2012 conference to be held at Carnegie Mellon University March 30-April 1, 2012. Proposals should be submitted before February 1st, 2012 for 30-minute presentation or 45-minute panel sessions. Participants will be notified by February 15th of selection results, with the final program being announced March 1st. View the full call for papers and submit a proposal at http://www.swarthmore.edu/Humanities/langlab/NEALL/neallt2012/index.html
Source: NEALLT
Inputdate: 2011-12-22 08:11:50
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Title: Call for Papers: Northeast Association for Language Learning Technology
Body: From http://www.neallt.org With the evolution of language instruction to include a diversity of physical and virtual spaces and an equal diversity of modes of mediated communication, teachers are called upon to acquire and display competence in a multitude of role definitions. Among them: • Teacher as expert • Teacher as guide • Teacher as avatar • Teacher as co-learner • Teacher as learning manager • Teacher as "friend" What happens to instructional practice within these newly defined roles? Is the catalogue of classroom instructional activity-- paired and group work, task-based learning, information gap activities, etc. etc.--still valid within a context where increasing amounts of class communication may be computer-mediated, often without the possibility for synchronous intervention associated with face-to-face instruction, or in social sites whose primary purpose is not educational? Proposals for presentations dealing with these and other questions associated with teaching methodologies in a technology-intensive context are solicited for the NEALLT 2012 conference to be held at Carnegie Mellon University March 30-April 1, 2012. Proposals should be submitted before February 1st, 2012 for 30-minute presentation or 45-minute panel sessions. Participants will be notified by February 15th of selection results, with the final program being announced March 1st. View the full call for papers and submit a proposal at http://www.swarthmore.edu/Humanities/langlab/NEALL/neallt2012/index.html
Source: NEALLT
Inputdate: 2011-12-22 08:11:50
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13746
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Title: Call for Papers: Language and Identity in Central Asia
Body: Call for Papers: Language and Identity in Central Asia May 4-5, 2012 at UCLA The UCLA Program on Central Asia is pleased to announce that it will be holding a conference on language and identity in Central Asia on May 4-5, 2012. The organizers are seeking the participation of graduate students, postdoctoral scholars, and junior faculty to take part in a two-day workshop to present and discuss their work in this area. These participants will be joining a group of four invited established scholars in the field and faculty discussants. Confirmed invited scholars are Professors Azade-Ayse Rorlich of the University of Southern California, Gardner Bovingdon of Indiana University, and Harsha Ram of UC Berkeley. Other invited scholars will be listed on the conference webpage as soon as their participation has been confirmed. The conference is organized along four axes of interaction between Central Asia and other parts of the world: --contact with the Islamic Middle East and Ottoman world --contact with the Russian Empire and its successor states --internal contact among populations of Central Asia --contact with China and East Asia Each axis will begin with a keynote talk by an invited scholar, followed by one or two panels that further explore the area. The organizers are seeking papers that treat questions of language and identity along any of these axes of interaction, either finished work or reports of early works in progress. It is their hope that the conference will provide an opportunity for scholars to present and refine their current research in an area that often lacks institutional support. The conference will be held in a workshop format; panelists will submit their papers ahead of time, allowing for more coherent and productive discussion during the conference. Submit abstracts of up to 300 words to naomi.caffee at gmail dot com by February 1, 2012. Complete versions of the accepted papers must be submitted by April 15, 2012. Unfortunately, the organizers cannot provide funding for panel participants’ accommodation or travel, but limited accommodations may be available with graduate students at UCLA. Updated information on the conference will be posted on the Program on Central Asia website: http://www.international.ucla.edu/asia/centralasia In addition to the UCLA Program on Central Asia, the conference is being supported by the UCLA Department of Slavic Languages and Literatures and the Postcolonial Literature and Theory Colloquium. For more info please contact: Naomi Caffee naomi.caffee at gmail dot com Caffee, N. [SEELANGS] Conference on Central Asia at UCLA. SEELANGS listserv (SEELANGS@bama.ua.edu, 14 Dec 2011).
Source: SEELANGS
Inputdate: 2011-12-22 08:12:50
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Title: Call for Papers: Language and Identity in Central Asia
Body: Call for Papers: Language and Identity in Central Asia May 4-5, 2012 at UCLA The UCLA Program on Central Asia is pleased to announce that it will be holding a conference on language and identity in Central Asia on May 4-5, 2012. The organizers are seeking the participation of graduate students, postdoctoral scholars, and junior faculty to take part in a two-day workshop to present and discuss their work in this area. These participants will be joining a group of four invited established scholars in the field and faculty discussants. Confirmed invited scholars are Professors Azade-Ayse Rorlich of the University of Southern California, Gardner Bovingdon of Indiana University, and Harsha Ram of UC Berkeley. Other invited scholars will be listed on the conference webpage as soon as their participation has been confirmed. The conference is organized along four axes of interaction between Central Asia and other parts of the world: --contact with the Islamic Middle East and Ottoman world --contact with the Russian Empire and its successor states --internal contact among populations of Central Asia --contact with China and East Asia Each axis will begin with a keynote talk by an invited scholar, followed by one or two panels that further explore the area. The organizers are seeking papers that treat questions of language and identity along any of these axes of interaction, either finished work or reports of early works in progress. It is their hope that the conference will provide an opportunity for scholars to present and refine their current research in an area that often lacks institutional support. The conference will be held in a workshop format; panelists will submit their papers ahead of time, allowing for more coherent and productive discussion during the conference. Submit abstracts of up to 300 words to naomi.caffee at gmail dot com by February 1, 2012. Complete versions of the accepted papers must be submitted by April 15, 2012. Unfortunately, the organizers cannot provide funding for panel participants’ accommodation or travel, but limited accommodations may be available with graduate students at UCLA. Updated information on the conference will be posted on the Program on Central Asia website: http://www.international.ucla.edu/asia/centralasia In addition to the UCLA Program on Central Asia, the conference is being supported by the UCLA Department of Slavic Languages and Literatures and the Postcolonial Literature and Theory Colloquium. For more info please contact: Naomi Caffee naomi.caffee at gmail dot com Caffee, N. [SEELANGS] Conference on Central Asia at UCLA. SEELANGS listserv (SEELANGS@bama.ua.edu, 14 Dec 2011).
Source: SEELANGS
Inputdate: 2011-12-22 08:12:50
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13747
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Title: TESOL International Convention & English Language Expo
Body: From http://www.tesolconvention.org The TESOL International Convention & English Language Expo will be held on 28–31 March 2012 in Philadelphia. The annual convention offers English language teaching professionals from around the globe the premier opportunity for professional development in the field. Participants have the opportunity to exchange ideas and practices, keep abreast of current trends, foster their professional networks, receive mentoring on research projects, review the latest books and professional resources, and learn about advocacy efforts in their communities and around the world. The 2012 convention’s theme is “A TESOL Declaration of Excellence.” The convention offers TESOLers the opportunity to declare their vision of excellence in all aspects of the profession. In addition to the rich academic program, you are invited you to take advantage of a range of professional opportunities, such as the exhibit hall, Job MarketPlace, educational site visits, Breakfasts and Teas With TESOL’s Best, and K–12 Day. Visit the conference website at http://www.tesolconvention.org/welcome.cfm
Source: TESOL
Inputdate: 2011-12-22 08:13:39
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Content Type: 1
Title: TESOL International Convention & English Language Expo
Body: From http://www.tesolconvention.org The TESOL International Convention & English Language Expo will be held on 28–31 March 2012 in Philadelphia. The annual convention offers English language teaching professionals from around the globe the premier opportunity for professional development in the field. Participants have the opportunity to exchange ideas and practices, keep abreast of current trends, foster their professional networks, receive mentoring on research projects, review the latest books and professional resources, and learn about advocacy efforts in their communities and around the world. The 2012 convention’s theme is “A TESOL Declaration of Excellence.” The convention offers TESOLers the opportunity to declare their vision of excellence in all aspects of the profession. In addition to the rich academic program, you are invited you to take advantage of a range of professional opportunities, such as the exhibit hall, Job MarketPlace, educational site visits, Breakfasts and Teas With TESOL’s Best, and K–12 Day. Visit the conference website at http://www.tesolconvention.org/welcome.cfm
Source: TESOL
Inputdate: 2011-12-22 08:13:39
Lastmodifieddate: 2011-12-22 08:13:39
Expdate: 2012-03-31 00:00:00
Publishdate: 2011-12-26 00:00:00
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Contentid:
13748
Content Type: 1
Title: Sixth Summer Heritage Research Institute
Body: From http://nhlrc.ucla.edu/events/institute/2012 Sixth Summer Heritage Research Institute: From Overhearers to High Proficiency Speakers: Advancing Heritage Learners' Skills June 18 - 22, 2012 University of California, Los Angeles Directed by: Professor Maria Polinsky (Harvard) The cornerstone project for the National Heritage Language Resource Center is an annual research institute, established to support the Center's principal mission of developing the research base for heritage language education. This year the institute is co-sponsored by the NSEP National Language Flagship Program as part of their Flagship Results 2012 initiative. The Sixth Institute will focus on current linguistic research and its implications for heritage language instruction, especially with regard to pedagogical approaches that help advance heritage speakers' language skills toward high levels of proficiency. Research on heritage speakers' proficiency relies on sophisticated methods of experimental and pedagogical testing and this year's Institute will include a series of hands-on workshops which will allow researchers and educators to explore experimental methodologies in language sciences: eye-tracking, brain imaging, computational modeling, phonetic analysis, etc. We will also draw on the experience of Language Flagship programs across the U.S. to explore new approaches in the heritage language classroom. Learn more about this coming summer’s institute at http://nhlrc.ucla.edu/events/institute/2012 and register at http://apply.international.ucla.edu/Public/ViewForm.aspx?appID=321 Learn more about the National Language Flagship Program at http://www.thelanguageflagship.org/about-us/overview
Source: NHLRC
Inputdate: 2011-12-22 08:26:20
Lastmodifieddate: 2011-12-22 08:26:20
Expdate: 2012-06-22 00:00:00
Publishdate: 2011-12-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Sixth Summer Heritage Research Institute
Body: From http://nhlrc.ucla.edu/events/institute/2012 Sixth Summer Heritage Research Institute: From Overhearers to High Proficiency Speakers: Advancing Heritage Learners' Skills June 18 - 22, 2012 University of California, Los Angeles Directed by: Professor Maria Polinsky (Harvard) The cornerstone project for the National Heritage Language Resource Center is an annual research institute, established to support the Center's principal mission of developing the research base for heritage language education. This year the institute is co-sponsored by the NSEP National Language Flagship Program as part of their Flagship Results 2012 initiative. The Sixth Institute will focus on current linguistic research and its implications for heritage language instruction, especially with regard to pedagogical approaches that help advance heritage speakers' language skills toward high levels of proficiency. Research on heritage speakers' proficiency relies on sophisticated methods of experimental and pedagogical testing and this year's Institute will include a series of hands-on workshops which will allow researchers and educators to explore experimental methodologies in language sciences: eye-tracking, brain imaging, computational modeling, phonetic analysis, etc. We will also draw on the experience of Language Flagship programs across the U.S. to explore new approaches in the heritage language classroom. Learn more about this coming summer’s institute at http://nhlrc.ucla.edu/events/institute/2012 and register at http://apply.international.ucla.edu/Public/ViewForm.aspx?appID=321 Learn more about the National Language Flagship Program at http://www.thelanguageflagship.org/about-us/overview
Source: NHLRC
Inputdate: 2011-12-22 08:26:20
Lastmodifieddate: 2011-12-22 08:26:20
Expdate: 2012-06-22 00:00:00
Publishdate: 2011-12-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
