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Contentid:
13769
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Title: More Learning Station Suggestions
Body: Last week we posted teachers’ suggestions for using learning stations in language classrooms. Here are more ideas: --- Ideally I would like to give every kid a clipboard. It would be nice if they carried their clip boards around with their work on the clipboard and in the end, turn everything in stapled together. One station could be Reading comprehension / worksheet One could be a game of some kind...for two people? One could be on the computer if you have one, or the Smart board. One station could be where they record themselves on the tape recorder doing some kind of performance task. One station could be speaking with a partner. From a dialogue / question and answer sheet? One station could be speaking to the teacher. How about a station or two with flashcards? How about one station with books in the target Language related to the theme? Shay, S. [FLTEACH] learning stations ideas 1. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Dec 2011). --- D. Blaz has several more ideas to share: I have assigned point values to the activities and for an A, they have to do 50 points worth....for a B, 45 pt. and so on. Also, by my randomly picking their first station for them by having them number off to start, this forces some to do the more difficult ones first. Finally, I don't have them wait for a signal to go on to the next activity....that way I don't have to worry about how long they take....but I also tell them they need to go to a station that's OPEN, not one with a line of kids waiting for it. And I always have something for "early finishers" to do....a wordoku or word search or some sort of enjoyable but not entirely necessary activity. Once, I had food waiting for the finishers, but that backfired as some were so eager for the food they did a poor job on the stations. I won't do that again.... --- Leave a stack of old magazines; they must find and cut out a photo illustrating a reflexive activity (really, not as hard as you'd think, esp. if a fashion magazine. There's always someone getting dressed, applying makeup, etc.)....paste it onto a page, and write a Juicy sentence about the picture: Who/what is not juicy. Juicy has that, and two of: when/where/with whom / why / how many times / what time Then they should put it up somewhere in the room... and another student has to post a reaction to the picture: I like/don't like how she/he is whatever-ing, or share when/how, etc. they do this same thing, or ask a question.....But I like to have a sort of interactive station like this, because the kids will keep circling by (and reading) when they see someone's written on theirs! Have the kids sign/initial their "posting"... --- Another speaking activity could be a survey: who has what, what time things are done, what room, etc. etc. Students would pick up a survey and have to ask X number of classmates the questions, and write down their answers (or check boxes if you want it to go faster). Blaz, D. Re: [FLTEACH] stations. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, Dec 2011).
Source: Various
Inputdate: 2011-12-22 08:49:33
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Title: More Learning Station Suggestions
Body: Last week we posted teachers’ suggestions for using learning stations in language classrooms. Here are more ideas: --- Ideally I would like to give every kid a clipboard. It would be nice if they carried their clip boards around with their work on the clipboard and in the end, turn everything in stapled together. One station could be Reading comprehension / worksheet One could be a game of some kind...for two people? One could be on the computer if you have one, or the Smart board. One station could be where they record themselves on the tape recorder doing some kind of performance task. One station could be speaking with a partner. From a dialogue / question and answer sheet? One station could be speaking to the teacher. How about a station or two with flashcards? How about one station with books in the target Language related to the theme? Shay, S. [FLTEACH] learning stations ideas 1. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Dec 2011). --- D. Blaz has several more ideas to share: I have assigned point values to the activities and for an A, they have to do 50 points worth....for a B, 45 pt. and so on. Also, by my randomly picking their first station for them by having them number off to start, this forces some to do the more difficult ones first. Finally, I don't have them wait for a signal to go on to the next activity....that way I don't have to worry about how long they take....but I also tell them they need to go to a station that's OPEN, not one with a line of kids waiting for it. And I always have something for "early finishers" to do....a wordoku or word search or some sort of enjoyable but not entirely necessary activity. Once, I had food waiting for the finishers, but that backfired as some were so eager for the food they did a poor job on the stations. I won't do that again.... --- Leave a stack of old magazines; they must find and cut out a photo illustrating a reflexive activity (really, not as hard as you'd think, esp. if a fashion magazine. There's always someone getting dressed, applying makeup, etc.)....paste it onto a page, and write a Juicy sentence about the picture: Who/what is not juicy. Juicy has that, and two of: when/where/with whom / why / how many times / what time Then they should put it up somewhere in the room... and another student has to post a reaction to the picture: I like/don't like how she/he is whatever-ing, or share when/how, etc. they do this same thing, or ask a question.....But I like to have a sort of interactive station like this, because the kids will keep circling by (and reading) when they see someone's written on theirs! Have the kids sign/initial their "posting"... --- Another speaking activity could be a survey: who has what, what time things are done, what room, etc. etc. Students would pick up a survey and have to ask X number of classmates the questions, and write down their answers (or check boxes if you want it to go faster). Blaz, D. Re: [FLTEACH] stations. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, Dec 2011).
Source: Various
Inputdate: 2011-12-22 08:49:33
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13770
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Title: YouTube for Schools
Body: YouTube resources for language teachers abound: documentaries, videos in the target language, wordless videos, and so much more. However, it can be hard to find the useful materials among everything else that is also on YouTube. Now YouTube has launched a YouTube for Schools. According to YouTube’s blog, the new section is “a network setting that school administrators can turn on to grant access only to the educational content from YouTube EDU. Teachers can choose from the hundreds of thousands of videos on YouTube EDU created by more than 600 partners like the Smithsonian, TED, Steve Spangler Science, and Numberphile.” Learn more at YouTube’s blog: http://youtube-global.blogspot.com/2011/12/opening-up-world-of-educational-content.html ; in their video about it: http://www.youtube.com/teachers ; and in their FAQ: http://support.google.com/youtube/bin/answer.py?hl=en&answer=1657123 Read reviews of YouTube for schools at http://www.zdnet.com/blog/btl/youtube-launches-education-only-option-for-teachers-worldwide/65192 , http://www.freetech4teachers.com/2011/12/youtube-for-schools-now-more-schools.html , and http://www.zdnet.com/blog/btl/youtube-launches-education-only-option-for-teachers-worldwide/65192 The YouTube for Schools main website is available at http://www.youtube.com/schools
Source: Various
Inputdate: 2011-12-22 08:50:58
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Title: YouTube for Schools
Body: YouTube resources for language teachers abound: documentaries, videos in the target language, wordless videos, and so much more. However, it can be hard to find the useful materials among everything else that is also on YouTube. Now YouTube has launched a YouTube for Schools. According to YouTube’s blog, the new section is “a network setting that school administrators can turn on to grant access only to the educational content from YouTube EDU. Teachers can choose from the hundreds of thousands of videos on YouTube EDU created by more than 600 partners like the Smithsonian, TED, Steve Spangler Science, and Numberphile.” Learn more at YouTube’s blog: http://youtube-global.blogspot.com/2011/12/opening-up-world-of-educational-content.html ; in their video about it: http://www.youtube.com/teachers ; and in their FAQ: http://support.google.com/youtube/bin/answer.py?hl=en&answer=1657123 Read reviews of YouTube for schools at http://www.zdnet.com/blog/btl/youtube-launches-education-only-option-for-teachers-worldwide/65192 , http://www.freetech4teachers.com/2011/12/youtube-for-schools-now-more-schools.html , and http://www.zdnet.com/blog/btl/youtube-launches-education-only-option-for-teachers-worldwide/65192 The YouTube for Schools main website is available at http://www.youtube.com/schools
Source: Various
Inputdate: 2011-12-22 08:50:58
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13771
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Title: BBC’s Day in Pictures: Current Events Photos
Body: From http://www.freetech4teachers.com/2011/11/using-pictures-for-current-events.html “Everyday the BBC runs a feature called the Day in Pictures that displays a small collection of photographs from around the world. … The Day in Pictures collections are part of a much larger resource from the BBC simply called In Pictures. The In Pictures resource provides hundreds of images in a variety collections and slide shows about current events throughout the world. … All of the images include captions explaining what is happening in the picture and a little background knowledge about the event being photographed.” You could use these pictures as informative and relevant conversation prompts for your students. The Day in Pictures is available at http://www.bbc.co.uk/news/in_pictures A recently updated post in Larry Ferlazzo’s blog, “The Best Ways To Use Photos In Lessons,” may give you some more good ideas: http://larryferlazzo.edublogs.org/2010/06/27/the-best-ways-to-use-photos-in-lessons
Source: Free Technology for Teachers
Inputdate: 2011-12-22 08:51:58
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Title: BBC’s Day in Pictures: Current Events Photos
Body: From http://www.freetech4teachers.com/2011/11/using-pictures-for-current-events.html “Everyday the BBC runs a feature called the Day in Pictures that displays a small collection of photographs from around the world. … The Day in Pictures collections are part of a much larger resource from the BBC simply called In Pictures. The In Pictures resource provides hundreds of images in a variety collections and slide shows about current events throughout the world. … All of the images include captions explaining what is happening in the picture and a little background knowledge about the event being photographed.” You could use these pictures as informative and relevant conversation prompts for your students. The Day in Pictures is available at http://www.bbc.co.uk/news/in_pictures A recently updated post in Larry Ferlazzo’s blog, “The Best Ways To Use Photos In Lessons,” may give you some more good ideas: http://larryferlazzo.edublogs.org/2010/06/27/the-best-ways-to-use-photos-in-lessons
Source: Free Technology for Teachers
Inputdate: 2011-12-22 08:51:58
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13772
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Title: Book: Babel No More: The Search for the World's Most Extraordinary Language Learners
Body: From http://books.simonandschuster.com/Babel-No-More/Michael-Erard/9781451628258 Babel No More: The Search for the World's Most Extraordinary Language Learners by Michael Erard Published by Simon & Schuster Description: In Babel No More, Michael Erard, “a monolingual with benefits,” sets out on a quest to meet language superlearners and make sense of their mental powers. On the way he uncovers the secrets of historical figures like the nineteenth-century Italian cardinal Giuseppe Mezzofanti, who was said to speak seventy-two languages and was such a legend that when he died people all over Europe vied for his skull. Emil Krebs, a pugnacious fin de siècle German diplomat, spoke sixty-eight languages, and Erard sees the evidence of this in Krebs’s dissected brain. Lomb Kató, a Hungarian hyperpolyglot who taught herself Russian by reading Russian romance novels, believed that “one learns grammar from language, not language from grammar.” These massive multilinguals have long offered a natural experiment into the limits of the brain; here, at last, we can inspect the results. On his way to tracking down the one man who could be called the most linguistically talented person in the world, Erard meets other living language-superlearners. Among them is Alexander, a modern-day polyglot with dozens of languages who shows him the tricks of the trade and gives him a dark glimpse into the life of obsessive language acquisition. With his ambitious examination of what language is, where it lives in the brain, and the cultural implications of polyglots’ pursuits, Erard explores the upper limits of our ability to learn and to use languages, and illuminates the intellectual potential in everyone. Visit the publisher’s website at http://books.simonandschuster.com/Babel-No-More/Michael-Erard/9781451628258 Read reviews of this book at http://www.huffingtonpost.com/nataly-kelly/adventures-in-hyperpolygl_b_1173472.html?ref=tw and http://www.economist.com/node/21542170
Source: Simon & Schuster
Inputdate: 2011-12-31 01:03:59
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Publishdate: 2012-01-09 00:00:00
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Title: Book: Babel No More: The Search for the World's Most Extraordinary Language Learners
Body: From http://books.simonandschuster.com/Babel-No-More/Michael-Erard/9781451628258 Babel No More: The Search for the World's Most Extraordinary Language Learners by Michael Erard Published by Simon & Schuster Description: In Babel No More, Michael Erard, “a monolingual with benefits,” sets out on a quest to meet language superlearners and make sense of their mental powers. On the way he uncovers the secrets of historical figures like the nineteenth-century Italian cardinal Giuseppe Mezzofanti, who was said to speak seventy-two languages and was such a legend that when he died people all over Europe vied for his skull. Emil Krebs, a pugnacious fin de siècle German diplomat, spoke sixty-eight languages, and Erard sees the evidence of this in Krebs’s dissected brain. Lomb Kató, a Hungarian hyperpolyglot who taught herself Russian by reading Russian romance novels, believed that “one learns grammar from language, not language from grammar.” These massive multilinguals have long offered a natural experiment into the limits of the brain; here, at last, we can inspect the results. On his way to tracking down the one man who could be called the most linguistically talented person in the world, Erard meets other living language-superlearners. Among them is Alexander, a modern-day polyglot with dozens of languages who shows him the tricks of the trade and gives him a dark glimpse into the life of obsessive language acquisition. With his ambitious examination of what language is, where it lives in the brain, and the cultural implications of polyglots’ pursuits, Erard explores the upper limits of our ability to learn and to use languages, and illuminates the intellectual potential in everyone. Visit the publisher’s website at http://books.simonandschuster.com/Babel-No-More/Michael-Erard/9781451628258 Read reviews of this book at http://www.huffingtonpost.com/nataly-kelly/adventures-in-hyperpolygl_b_1173472.html?ref=tw and http://www.economist.com/node/21542170
Source: Simon & Schuster
Inputdate: 2011-12-31 01:03:59
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Publishdate: 2012-01-09 00:00:00
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Contentid:
13773
Content Type: 1
Title: Call for Papers: Workshop on American Indigenous Languages
Body: From http://orgs.sa.ucsb.edu/nailsg The Linguistics department at the University of California, Santa Barbara announces its 15th Annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical, descriptive, and practical studies of the indigenous languages of the Americas. The conference will take place April 27-28, 2012. Anonymous abstracts are invited for talks on any topic relevant to the study of language in the Americas. Abstracts must be submitted by January 31, 2011. View the full call for papers at http://orgs.sa.ucsb.edu/nailsg/call.html
Source: University of California, Santa Barbara
Inputdate: 2011-12-31 01:05:07
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Title: Call for Papers: Workshop on American Indigenous Languages
Body: From http://orgs.sa.ucsb.edu/nailsg The Linguistics department at the University of California, Santa Barbara announces its 15th Annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical, descriptive, and practical studies of the indigenous languages of the Americas. The conference will take place April 27-28, 2012. Anonymous abstracts are invited for talks on any topic relevant to the study of language in the Americas. Abstracts must be submitted by January 31, 2011. View the full call for papers at http://orgs.sa.ucsb.edu/nailsg/call.html
Source: University of California, Santa Barbara
Inputdate: 2011-12-31 01:05:07
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13774
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Title: Conference on Endangered Languages and Cultures of Native America
Body: University of Utah The Conference on Endangered Languages and Cultures of Native America (CELCNA) March 23-24, 2012 University of Utah Learn more and register at http://www.cail.utah.edu/?pageId=5742
Source: University of Utah
Inputdate: 2011-12-31 01:06:06
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Expdate: 2012-03-24 00:00:00
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Title: Conference on Endangered Languages and Cultures of Native America
Body: University of Utah The Conference on Endangered Languages and Cultures of Native America (CELCNA) March 23-24, 2012 University of Utah Learn more and register at http://www.cail.utah.edu/?pageId=5742
Source: University of Utah
Inputdate: 2011-12-31 01:06:06
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Expdate: 2012-03-24 00:00:00
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13775
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Title: For Classicists: Engaging History Series Summer Programs
Body: From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/engaging_history_series_summer_programs The American Institute for Roman Culture Engaging History Series Summer Programs June 11-July 6, 2012 Application Deadline: March 15, 2012 Course offerings: Engaging History: Living Latin, Living History in Rome Engaging History: Ancient Rome and Roman Culture Engaging History: Media Studies in Rome Engaging History: Roman Archaeology Learn more at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/engaging_history_series_summer_programs
Source: APA Blog
Inputdate: 2011-12-31 01:07:07
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Title: For Classicists: Engaging History Series Summer Programs
Body: From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/engaging_history_series_summer_programs The American Institute for Roman Culture Engaging History Series Summer Programs June 11-July 6, 2012 Application Deadline: March 15, 2012 Course offerings: Engaging History: Living Latin, Living History in Rome Engaging History: Ancient Rome and Roman Culture Engaging History: Media Studies in Rome Engaging History: Roman Archaeology Learn more at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/engaging_history_series_summer_programs
Source: APA Blog
Inputdate: 2011-12-31 01:07:07
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Expdate: 2012-07-31 00:00:00
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Contentid:
13776
Content Type: 1
Title: Indiana University Summer Workshop in Slavic, East European and Central Asian Languages
Body: From http://www.indiana.edu/~swseel/index.shtml The Indiana University Summer Workshop in Slavic, East European and Central Asian Languages provides up to 200 participants in Slavic, East European, and Central Asian languages the opportunity to complete a full year of college language instruction during an eight-week summer session. Utilizing the resources of Indiana University's own specialists as well as native speakers from other universities and abroad, the Summer Workshop has developed and maintained a national program of the highest quality. Allowing all participants to pay in-state tuition fees, the program has as its goal the enhancement of speaking, reading, listening and writing skills through classroom instruction and a full range of extra-curricular activities. Fellowships and funding are available. The 2012 Summer Workshop will offer the following language programs* Russian Language Programs Nine-week session, First year, Level 1: May 29-July 27 Eight-week session, First (Level 2) to Sixth year (Level 9): June 04-July 27 Five-week session, First year, Level 1: May 29-June 29 Four-week session, First (Level 2) to Sixth year (Level 9): June 04-June 29 East and Central European Languages (June 04-July 27) First** and Second year Bosnian/Croatian/Serbian First year Czech** First year Hungarian** First year Polish First year Romanian** First year Yiddish ** Tuition will be waived for graduate students specializing in any field of East European studies. Languages of Central Asia, the Caucasus, and the Middle East (June 04-July 27) First, Second, and Third year Arabic (Nine-week program: May 29- July 27) First and Second year Dari First year Georgian First year Kazakh First year Mongolian First and Second year Pashto First year Persian First year Tatar First year Turkish First and Second year Uyghur First and Second year Uzbek *All language offerings are contingent on enrollment. The deadline for applications for FLAS and Title VIII fellowships is March 1. All application materials must be received by this date to be considered. Applications for admission from students not applying for funding are considered on a rolling basis. Students are encouraged to apply as early as possible to ensure space is available. Learn more and register at http://www.indiana.edu/~swseel/index.shtml
Source: Indiana University
Inputdate: 2011-12-31 01:08:30
Lastmodifieddate: 2011-12-31 01:08:30
Expdate: 2012-07-27 00:00:00
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Title: Indiana University Summer Workshop in Slavic, East European and Central Asian Languages
Body: From http://www.indiana.edu/~swseel/index.shtml The Indiana University Summer Workshop in Slavic, East European and Central Asian Languages provides up to 200 participants in Slavic, East European, and Central Asian languages the opportunity to complete a full year of college language instruction during an eight-week summer session. Utilizing the resources of Indiana University's own specialists as well as native speakers from other universities and abroad, the Summer Workshop has developed and maintained a national program of the highest quality. Allowing all participants to pay in-state tuition fees, the program has as its goal the enhancement of speaking, reading, listening and writing skills through classroom instruction and a full range of extra-curricular activities. Fellowships and funding are available. The 2012 Summer Workshop will offer the following language programs* Russian Language Programs Nine-week session, First year, Level 1: May 29-July 27 Eight-week session, First (Level 2) to Sixth year (Level 9): June 04-July 27 Five-week session, First year, Level 1: May 29-June 29 Four-week session, First (Level 2) to Sixth year (Level 9): June 04-June 29 East and Central European Languages (June 04-July 27) First** and Second year Bosnian/Croatian/Serbian First year Czech** First year Hungarian** First year Polish First year Romanian** First year Yiddish ** Tuition will be waived for graduate students specializing in any field of East European studies. Languages of Central Asia, the Caucasus, and the Middle East (June 04-July 27) First, Second, and Third year Arabic (Nine-week program: May 29- July 27) First and Second year Dari First year Georgian First year Kazakh First year Mongolian First and Second year Pashto First year Persian First year Tatar First year Turkish First and Second year Uyghur First and Second year Uzbek *All language offerings are contingent on enrollment. The deadline for applications for FLAS and Title VIII fellowships is March 1. All application materials must be received by this date to be considered. Applications for admission from students not applying for funding are considered on a rolling basis. Students are encouraged to apply as early as possible to ensure space is available. Learn more and register at http://www.indiana.edu/~swseel/index.shtml
Source: Indiana University
Inputdate: 2011-12-31 01:08:30
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13777
Content Type: 1
Title: Wisconsin Association for Language Teachers Scholarship for Professional Development
Body: From http://www.waflt.org/index.php?q=node/22 The WAFLT Scholarship for Professional Development, in honor of three extraordinary Wisconsin professors who have trained countless teachers and students in world languages and the instruction of world language teaching methodologies, is designed to help world language educators in Wisconsin improve their classroom teaching skills by encouraging professional development at all stages of instruction, preschool through university levels. One scholarship will be awarded in the amount of $500. Projects that WILL qualify for consideration include study abroad, summer seminars, workshops, institutes, and short courses (credit-bearing or non-credit bearing). Projects that WILL NOT qualify for consideration include curriculum writing, foreign travel without a study or project component, and purchase of materials. The intention is to provide more than just a stipend for graduate study. Completed proposals should be received electronically no later than February 1. Notification to the recipient of the scholarship will be made by April 1. For full details go to http://www.waflt.org/index.php?q=node/22#pdscholarship
Source: WAFLT
Inputdate: 2011-12-31 01:09:33
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Title: Wisconsin Association for Language Teachers Scholarship for Professional Development
Body: From http://www.waflt.org/index.php?q=node/22 The WAFLT Scholarship for Professional Development, in honor of three extraordinary Wisconsin professors who have trained countless teachers and students in world languages and the instruction of world language teaching methodologies, is designed to help world language educators in Wisconsin improve their classroom teaching skills by encouraging professional development at all stages of instruction, preschool through university levels. One scholarship will be awarded in the amount of $500. Projects that WILL qualify for consideration include study abroad, summer seminars, workshops, institutes, and short courses (credit-bearing or non-credit bearing). Projects that WILL NOT qualify for consideration include curriculum writing, foreign travel without a study or project component, and purchase of materials. The intention is to provide more than just a stipend for graduate study. Completed proposals should be received electronically no later than February 1. Notification to the recipient of the scholarship will be made by April 1. For full details go to http://www.waflt.org/index.php?q=node/22#pdscholarship
Source: WAFLT
Inputdate: 2011-12-31 01:09:33
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Publishdate: 2012-01-09 00:00:00
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Contentid:
13778
Content Type: 1
Title: Job: Training Specialist (Language Testing and Training), Peace Corps
Body: This position is located in the Training Unit within the Office for Overseas Programming and Training Support (OPATS). The position reports to the Washington DC headquarters of the Peace Corps. The purpose of OPATS is to build capacity of field staff through training that will help staff better support Volunteers. Training is designed and delivered to improve post staff performance and competence. The Peace Corps language program focuses on providing guidelines, concepts and techniques for conducting training, integrating language and cross-cultural training and managing a training and certification program for measuring individual proficiency and the overall effectiveness of language training at Posts. The incumbent will: oversee the agency's language proficiency testing program using the American Council on the Teaching of Foreign Languages (ACTFL) scale; oversee the collection and evaluation of language testing results; and support other language training initiatives. The incumbent will report to the Supervisor of the Training Unit. Note: Position requires 25% overseas travel. Read the full job posting at https://www.avuedigitalservices.com/casting/aiportal/control/selectVacancy;jsessionid=a13a53e530d529d245b9d80546fa9960da6849273df2.e38PaN8TbNaTaO0Mb3qSa3yOa40?vacancyIds=634341487,
Source: Avue
Inputdate: 2011-12-31 01:10:37
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Expdate: 2012-12-29 00:00:00
Publishdate: 2012-01-09 00:00:00
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Content Type: 1
Title: Job: Training Specialist (Language Testing and Training), Peace Corps
Body: This position is located in the Training Unit within the Office for Overseas Programming and Training Support (OPATS). The position reports to the Washington DC headquarters of the Peace Corps. The purpose of OPATS is to build capacity of field staff through training that will help staff better support Volunteers. Training is designed and delivered to improve post staff performance and competence. The Peace Corps language program focuses on providing guidelines, concepts and techniques for conducting training, integrating language and cross-cultural training and managing a training and certification program for measuring individual proficiency and the overall effectiveness of language training at Posts. The incumbent will: oversee the agency's language proficiency testing program using the American Council on the Teaching of Foreign Languages (ACTFL) scale; oversee the collection and evaluation of language testing results; and support other language training initiatives. The incumbent will report to the Supervisor of the Training Unit. Note: Position requires 25% overseas travel. Read the full job posting at https://www.avuedigitalservices.com/casting/aiportal/control/selectVacancy;jsessionid=a13a53e530d529d245b9d80546fa9960da6849273df2.e38PaN8TbNaTaO0Mb3qSa3yOa40?vacancyIds=634341487,
Source: Avue
Inputdate: 2011-12-31 01:10:37
Lastmodifieddate: 2011-12-31 01:10:37
Expdate: 2012-12-29 00:00:00
Publishdate: 2012-01-09 00:00:00
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