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Contentid:
13839
Content Type: 1
Title: Symposium: Multilingual, 2.0?
Body: From http://multilingualarizona.org What is the “state of the discourse” on multilingualism in 2011-2012? Please join the University of Arizona for an international symposium to promote a truly transdisciplinary conversation about multilingualism—one of the defining phenomena of the twenty-first century, among others. The symposium will be held on the University of Arizona campus, on April 13-15, 2012. Symposium participants will be grouped into dialogic clusters. These clusters will not be organized by discipline, but rather across disciplines. Accordingly, each speaker will have ample time to respond to her/his colleagues’ prepared remarks, before the attending audience is then welcomed to pose questions. The symposium will be open to a public audience, and intends to generate a more permanent cross-disciplinary collaboration on multilingualism and monolingualism research over the coming decades. For full details go to http://multilingualarizona.org/symposium
Source: University of Arizona
Inputdate: 2012-01-15 01:21:02
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Title: Symposium: Multilingual, 2.0?
Body: From http://multilingualarizona.org What is the “state of the discourse” on multilingualism in 2011-2012? Please join the University of Arizona for an international symposium to promote a truly transdisciplinary conversation about multilingualism—one of the defining phenomena of the twenty-first century, among others. The symposium will be held on the University of Arizona campus, on April 13-15, 2012. Symposium participants will be grouped into dialogic clusters. These clusters will not be organized by discipline, but rather across disciplines. Accordingly, each speaker will have ample time to respond to her/his colleagues’ prepared remarks, before the attending audience is then welcomed to pose questions. The symposium will be open to a public audience, and intends to generate a more permanent cross-disciplinary collaboration on multilingualism and monolingualism research over the coming decades. For full details go to http://multilingualarizona.org/symposium
Source: University of Arizona
Inputdate: 2012-01-15 01:21:02
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13840
Content Type: 1
Title: Webinars on Reading Strategies and Teaching Vocabulary in the Spanish Classroom
Body: From http://www.spanishclassroom.com/2012/01/vocabulary-reading-webinars-sign-up-today AATSP, in association with Santillana USA Publishing Company, is proud to bring you WEBINARS on the following topics: Reading Strategies for the Spanish Classroom Teaching Vocabulary in the Spanish Classroom This educational activity is open to both AATSP members and all interested K-12 Spanish teachers. Webinar 1: Saber leer: estrategias de lectura para el aula de español January 23, 2012 Webinar 2: Hablando bien se entiende la gente: La enseñanza del léxico en el aula de español January 24, 2012 Learn more and register at http://www.spanishclassroom.com/2012/01/vocabulary-reading-webinars-sign-up-today
Source: Plaza Santillana
Inputdate: 2012-01-15 01:22:01
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Title: Webinars on Reading Strategies and Teaching Vocabulary in the Spanish Classroom
Body: From http://www.spanishclassroom.com/2012/01/vocabulary-reading-webinars-sign-up-today AATSP, in association with Santillana USA Publishing Company, is proud to bring you WEBINARS on the following topics: Reading Strategies for the Spanish Classroom Teaching Vocabulary in the Spanish Classroom This educational activity is open to both AATSP members and all interested K-12 Spanish teachers. Webinar 1: Saber leer: estrategias de lectura para el aula de español January 23, 2012 Webinar 2: Hablando bien se entiende la gente: La enseñanza del léxico en el aula de español January 24, 2012 Learn more and register at http://www.spanishclassroom.com/2012/01/vocabulary-reading-webinars-sign-up-today
Source: Plaza Santillana
Inputdate: 2012-01-15 01:22:01
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13841
Content Type: 1
Title: 2012 Summer French Teacher Training Grant in France
Body: From http://www.frenchculture.org/spip.php?rubrique516&tout=ok Each year, the Cultural Services of the French Embassy offer a number of grants to qualified primary and secondary school teachers of French who would like to enhance their knowledge of French culture and improve their language and teaching skills. The program includes: - Tuition and training fees for 2 weeks - A round-trip train ticket from Paris to the destination city. Program participants receive grants covering a portion of their accommodation and food expenses. Applicants must be: - full-time teachers in accredited U.S. schools - assigned to teach the French language and/or French culture in grades K-12 - U.S. citizens or permanent residents of the U.S. (French citizens are not allowed to apply) - highly proficient in French - must not have received a grant from the French government within the last 3 years For full details go to http://www.frenchculture.org/spip.php?rubrique516&tout=ok
Source: Cultural Services of the French Embassy
Inputdate: 2012-01-15 01:23:03
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Title: 2012 Summer French Teacher Training Grant in France
Body: From http://www.frenchculture.org/spip.php?rubrique516&tout=ok Each year, the Cultural Services of the French Embassy offer a number of grants to qualified primary and secondary school teachers of French who would like to enhance their knowledge of French culture and improve their language and teaching skills. The program includes: - Tuition and training fees for 2 weeks - A round-trip train ticket from Paris to the destination city. Program participants receive grants covering a portion of their accommodation and food expenses. Applicants must be: - full-time teachers in accredited U.S. schools - assigned to teach the French language and/or French culture in grades K-12 - U.S. citizens or permanent residents of the U.S. (French citizens are not allowed to apply) - highly proficient in French - must not have received a grant from the French government within the last 3 years For full details go to http://www.frenchculture.org/spip.php?rubrique516&tout=ok
Source: Cultural Services of the French Embassy
Inputdate: 2012-01-15 01:23:03
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13842
Content Type: 1
Title: Carpatho-Rusyn Language and History Summer Program
Body: The Carpatho-Rusyn Research Center affiliate of the ASEEES and the Institute for Rusyn Language and Culture at Prešov University in Prešov, Slovakia, are now announcing the third annual three-week Studium Carpato-Ruthenorum International Summer School for Rusyn Language and Culture to be held from June 10-July 1, 2012. The Studium offers a unique experience to Slavists interested in exploring the history, culture, and language of an East Slavic people located on the border between East and West Slavic linguistic and cultural worlds. Intensive daily language study and history lectures, as well as a minicourse in Rusyn folklore, with parallel instruction offered in English and Rusyn form the basic curriculum. Participants will also enjoy excursions to the famous Carpathian wooden churches, museums, and folk festivals, along with pysanky and folksong workshops. This is a one-of-its-kind opportunity to study Rusyn, codified in Slovakia in 1995. The deadline for applications is March 1, 2012. For further detailed information, a daily schedule, and an application, go to http://www.carpathorusynsociety.org Krafcik, P. [SEELANGS] Carpatho-Rusyn Language and History Summer Program. SEELANG listserv (SEELANGS@bama.ua.edu, 8 Jan 2012).
Source: SEELANGS
Inputdate: 2012-01-15 01:24:15
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Title: Carpatho-Rusyn Language and History Summer Program
Body: The Carpatho-Rusyn Research Center affiliate of the ASEEES and the Institute for Rusyn Language and Culture at Prešov University in Prešov, Slovakia, are now announcing the third annual three-week Studium Carpato-Ruthenorum International Summer School for Rusyn Language and Culture to be held from June 10-July 1, 2012. The Studium offers a unique experience to Slavists interested in exploring the history, culture, and language of an East Slavic people located on the border between East and West Slavic linguistic and cultural worlds. Intensive daily language study and history lectures, as well as a minicourse in Rusyn folklore, with parallel instruction offered in English and Rusyn form the basic curriculum. Participants will also enjoy excursions to the famous Carpathian wooden churches, museums, and folk festivals, along with pysanky and folksong workshops. This is a one-of-its-kind opportunity to study Rusyn, codified in Slovakia in 1995. The deadline for applications is March 1, 2012. For further detailed information, a daily schedule, and an application, go to http://www.carpathorusynsociety.org Krafcik, P. [SEELANGS] Carpatho-Rusyn Language and History Summer Program. SEELANG listserv (SEELANGS@bama.ua.edu, 8 Jan 2012).
Source: SEELANGS
Inputdate: 2012-01-15 01:24:15
Lastmodifieddate: 2012-01-15 01:24:15
Expdate: 2012-09-01 00:00:00
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Contentid:
13843
Content Type: 1
Title: Grants for Schools, Programs, and Arabic Teachers from Qatar Foundation International
Body: From http://www.qfi.org/list/87/5/Applying-for-a-Grant Qatar Foundation International is now accepting applications online for the following grants: Teacher Initiative Grants, Curriculum Development Grants, and Grants to Schools. Teacher Initiative Grants To enhance Arabic programs and promote excellence in the classroom, QFI plans to award at least fifteen Classroom Grants (maximum award: $5,000) to teachers of Arabic currently teaching in public or public charter schools in the United States. Grant funds may be used to finance cultural or community events; development of instructional units and materials; the purchase of books, videos, and other materials; or participation of teachers in professional development. Awards will be made on the basis of classroom impact to Arabic language and culture. The deadline for application is January 17, 2012. Curriculum Development Grants To advance the teaching of Arabic language and culture in U.S. public and public charter schools, QFI plans to make four awards (up to $25,000 each) to support the development—and sharing—of curricula, learning modules, lesson plans and any related materials. Priority will be given to articulated programs for middle and high schools. Universities and colleges are welcome to apply, but curriculum development grants are not intended to support college-level Arabic. Awards will be made to schools, colleges and universities, and not-for-profit organizations rather than to individuals. The deadline for application is February 1, 2012. Grants to Schools To support and promote the teaching of Arabic in U.S. public and public charter schools, QFI will make one-time matching grants of up to $25,000 each to support existing credit-bearing Arabic programs in U.S. public and public charter schools. Priority will be given to schools not previously supported by QFI. Sustainability of the program must be demonstrated. The deadline for application will be February 29, 2012. For full details go to http://www.qfi.org/list/87/5/Applying-for-a-Grant
Source: Qatar Foundation International
Inputdate: 2012-01-15 01:25:30
Lastmodifieddate: 2012-01-15 01:25:30
Expdate: 2012-02-29 00:00:00
Publishdate: 2012-01-16 00:00:00
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Title: Grants for Schools, Programs, and Arabic Teachers from Qatar Foundation International
Body: From http://www.qfi.org/list/87/5/Applying-for-a-Grant Qatar Foundation International is now accepting applications online for the following grants: Teacher Initiative Grants, Curriculum Development Grants, and Grants to Schools. Teacher Initiative Grants To enhance Arabic programs and promote excellence in the classroom, QFI plans to award at least fifteen Classroom Grants (maximum award: $5,000) to teachers of Arabic currently teaching in public or public charter schools in the United States. Grant funds may be used to finance cultural or community events; development of instructional units and materials; the purchase of books, videos, and other materials; or participation of teachers in professional development. Awards will be made on the basis of classroom impact to Arabic language and culture. The deadline for application is January 17, 2012. Curriculum Development Grants To advance the teaching of Arabic language and culture in U.S. public and public charter schools, QFI plans to make four awards (up to $25,000 each) to support the development—and sharing—of curricula, learning modules, lesson plans and any related materials. Priority will be given to articulated programs for middle and high schools. Universities and colleges are welcome to apply, but curriculum development grants are not intended to support college-level Arabic. Awards will be made to schools, colleges and universities, and not-for-profit organizations rather than to individuals. The deadline for application is February 1, 2012. Grants to Schools To support and promote the teaching of Arabic in U.S. public and public charter schools, QFI will make one-time matching grants of up to $25,000 each to support existing credit-bearing Arabic programs in U.S. public and public charter schools. Priority will be given to schools not previously supported by QFI. Sustainability of the program must be demonstrated. The deadline for application will be February 29, 2012. For full details go to http://www.qfi.org/list/87/5/Applying-for-a-Grant
Source: Qatar Foundation International
Inputdate: 2012-01-15 01:25:30
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Expdate: 2012-02-29 00:00:00
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Contentid:
13844
Content Type: 1
Title: Summer Job: Instructors of Bosnian/Croatian/Serbian and Russian
Body: Here are two summer teaching opportunities for Slavicists at Indiana University: --- The Indiana University Summer Language (SWSEEL) has openings for instructors of second-year Bosnian/Croatian/Serbian. The Workshop is an eight week intensive language course from June 4-July 27, 2012. Teachers are expected on campus no later than June 3, when the appointment begins. Duties include classroom instruction 4 hours per day, Monday through Friday, lesson preparation, and grading. Instructors are also responsible for one evening program (film and discussion, lecture, etc.). Salary is commensurate with academic level. Hiring will be contingent on instructor submission of course syllabus by April 15, 2012. The SWSEEL Director may assist first-time summer intensive instructor applicants in formulating the syllabus based on course content from previous summers. Please send a cover letter, two letters of reference , and CV to SWSEEL Director (swseel at indiana dot edu, 1020 E. Kirkwood Avenue, 502 Ballantine Hall, Bloomington, IN 47405). Review of applications will begin January 5, 2012. The search will remain open until the position is filled. --- The Indiana University Summer Language Workshop (SWSEEL) has openings for Russian phonetics instructors for first through sixth year Russian. The Workshop is an eight week intensive language course from June 4-July 27, 2012. The appointment starts June 3, 2012. Duties include classroom instruction three hours per day, Monday through Thursday, lesson preparation, and grading. Salary is commensurate with academic level. Please send a cover letter, two letters of reference (these may be written in English or Russian), and CV to SWSEEL Director (swseel at indiana dot edu, 502 Ballantine Hall, Bloomington, IN 47405). Review of applications will begin January 15, 2012. The search will remain open until the position is filled. --- Indiana University is an Equal Employment Affirmative Action Employer. The University is strongly committed to achieving excellence through cultural diversity and actively encourages applications and nominations of women, minorities, and persons with disabilities. Stern-Gottschalk, A. Intermediate BCS teaching position in SWSEEL 2012 / Russian phonetics position at Indiana University (SWSEEL) Summer, 2012. SEELANGS listserv (SEELANGS@bama.ua.edu, 10 Jan 2012).
Source: SEELANGS
Inputdate: 2012-01-15 01:26:54
Lastmodifieddate: 2012-01-15 01:26:54
Expdate: 2012-08-31 00:00:00
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Title: Summer Job: Instructors of Bosnian/Croatian/Serbian and Russian
Body: Here are two summer teaching opportunities for Slavicists at Indiana University: --- The Indiana University Summer Language (SWSEEL) has openings for instructors of second-year Bosnian/Croatian/Serbian. The Workshop is an eight week intensive language course from June 4-July 27, 2012. Teachers are expected on campus no later than June 3, when the appointment begins. Duties include classroom instruction 4 hours per day, Monday through Friday, lesson preparation, and grading. Instructors are also responsible for one evening program (film and discussion, lecture, etc.). Salary is commensurate with academic level. Hiring will be contingent on instructor submission of course syllabus by April 15, 2012. The SWSEEL Director may assist first-time summer intensive instructor applicants in formulating the syllabus based on course content from previous summers. Please send a cover letter, two letters of reference , and CV to SWSEEL Director (swseel at indiana dot edu, 1020 E. Kirkwood Avenue, 502 Ballantine Hall, Bloomington, IN 47405). Review of applications will begin January 5, 2012. The search will remain open until the position is filled. --- The Indiana University Summer Language Workshop (SWSEEL) has openings for Russian phonetics instructors for first through sixth year Russian. The Workshop is an eight week intensive language course from June 4-July 27, 2012. The appointment starts June 3, 2012. Duties include classroom instruction three hours per day, Monday through Thursday, lesson preparation, and grading. Salary is commensurate with academic level. Please send a cover letter, two letters of reference (these may be written in English or Russian), and CV to SWSEEL Director (swseel at indiana dot edu, 502 Ballantine Hall, Bloomington, IN 47405). Review of applications will begin January 15, 2012. The search will remain open until the position is filled. --- Indiana University is an Equal Employment Affirmative Action Employer. The University is strongly committed to achieving excellence through cultural diversity and actively encourages applications and nominations of women, minorities, and persons with disabilities. Stern-Gottschalk, A. Intermediate BCS teaching position in SWSEEL 2012 / Russian phonetics position at Indiana University (SWSEEL) Summer, 2012. SEELANGS listserv (SEELANGS@bama.ua.edu, 10 Jan 2012).
Source: SEELANGS
Inputdate: 2012-01-15 01:26:54
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Contentid:
13845
Content Type: 1
Title: Article: Learning a Language May Come Down to Gestures
Body: From http://www.washingtonpost.com/national/health-science/learning-a-language-may-come-down-to-gestures/2012/01/03/gIQAJ5fFmP_story.html Learning a language may come down to gestures January 9, 2012 Language classes of the future might come with a physical workout because people learn a new tongue more easily when words are accompanied by movement. Manuela Macedonia and Thomas Knoesche at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, enrolled 20 volunteers in a six-day course to learn “Vimmi”, a phony language designed to make study results easier to interpret. Half of the material was taught using only spoken and written instructions and exercises, while the other half was taught with body movements to accompany each word, which the students were asked to act out. Students remembered significantly more of the words taught with movement, and they used them more readily when creating sentences, according to the researchers. Read the full article at http://www.washingtonpost.com/national/health-science/learning-a-language-may-come-down-to-gestures/2012/01/03/gIQAJ5fFmP_story.html Access the study at http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01129.x/abstract;jsessionid=5C1B0B2CDDCF3652BE22217B828C807C.d01t01
Source: Washington Post
Inputdate: 2012-01-15 01:27:53
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Title: Article: Learning a Language May Come Down to Gestures
Body: From http://www.washingtonpost.com/national/health-science/learning-a-language-may-come-down-to-gestures/2012/01/03/gIQAJ5fFmP_story.html Learning a language may come down to gestures January 9, 2012 Language classes of the future might come with a physical workout because people learn a new tongue more easily when words are accompanied by movement. Manuela Macedonia and Thomas Knoesche at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, enrolled 20 volunteers in a six-day course to learn “Vimmi”, a phony language designed to make study results easier to interpret. Half of the material was taught using only spoken and written instructions and exercises, while the other half was taught with body movements to accompany each word, which the students were asked to act out. Students remembered significantly more of the words taught with movement, and they used them more readily when creating sentences, according to the researchers. Read the full article at http://www.washingtonpost.com/national/health-science/learning-a-language-may-come-down-to-gestures/2012/01/03/gIQAJ5fFmP_story.html Access the study at http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01129.x/abstract;jsessionid=5C1B0B2CDDCF3652BE22217B828C807C.d01t01
Source: Washington Post
Inputdate: 2012-01-15 01:27:53
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13846
Content Type: 1
Title: Dual-language Classes on the Rise in Central Florida
Body: From http://www.orlandosentinel.com/features/education/os-dual-language-20120106,0,597945.story Dual-language classes on the rise in Central Florida Educators say children who know Spanish and English perform better academically By Erica Rodriguez January 6, 2012 When it comes time for math and phonics at Spring Lake Elementary School, first-graders in an experimental classroom stop speaking English and start learning in a language that's foreign to many of them. For about an hour a day, students at the Seminole County school who have never spoken Spanish will learn their numbers and letters, sing and play games completely in Spanish. The goal is ambitious: Teachers aim to have each student speaking, reading and writing both English and Spanish equally by the end of the year with the hope of giving English-speakers a leg up on a new language while helping Spanish-speakers keep theirs. The program is just a few months old in Seminole, where students learning English are only about 4 percent of the district population. Seminole's fledgling dual-language program is part of a small but increasingly popular way schools locally and across the country are trying to bridge the gap between English and Spanish speakers while boosting academics. Read the full article at http://www.orlandosentinel.com/features/education/os-dual-language-20120106,0,597945.story
Source: Orlando Sentinel
Inputdate: 2012-01-15 01:28:50
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Title: Dual-language Classes on the Rise in Central Florida
Body: From http://www.orlandosentinel.com/features/education/os-dual-language-20120106,0,597945.story Dual-language classes on the rise in Central Florida Educators say children who know Spanish and English perform better academically By Erica Rodriguez January 6, 2012 When it comes time for math and phonics at Spring Lake Elementary School, first-graders in an experimental classroom stop speaking English and start learning in a language that's foreign to many of them. For about an hour a day, students at the Seminole County school who have never spoken Spanish will learn their numbers and letters, sing and play games completely in Spanish. The goal is ambitious: Teachers aim to have each student speaking, reading and writing both English and Spanish equally by the end of the year with the hope of giving English-speakers a leg up on a new language while helping Spanish-speakers keep theirs. The program is just a few months old in Seminole, where students learning English are only about 4 percent of the district population. Seminole's fledgling dual-language program is part of a small but increasingly popular way schools locally and across the country are trying to bridge the gap between English and Spanish speakers while boosting academics. Read the full article at http://www.orlandosentinel.com/features/education/os-dual-language-20120106,0,597945.story
Source: Orlando Sentinel
Inputdate: 2012-01-15 01:28:50
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13847
Content Type: 1
Title: Foreign Language, Civics, History, and Economics Lose in Federal Budget
Body: From http://www.edweek.org/ew/articles/2012/01/11/15budget-curriculum.h31.html Literacy Wins, History Loses in Federal Budget Foreign-language, civics, economics aid also scrapped By Erik W. Robelen January 6, 2012 The budget compromise recently hammered out in Washington breathes new life into a major literacy initiative at the U.S. Department of Education, but wipes out federal aid for some other department programs targeting aspects of the curriculum, including instruction in American history and foreign languages. Among programs that were eliminated was the $27 million Foreign Language Assistance program, first established two decades ago. "We are extremely disheartened that in the final budget deal, Congress zeroed out the funding for [foreign languages]," said Martha G. Abbott, the executive director of the American Council on the Teaching of Foreign Languages, based in Alexandria, Va. "Now, there is no funding for foreign language K-12 programs from the U.S. Department of Education in an era when our nation's language capacity is so greatly in need of strengthening." Ms. Abbott noted that some grant recipients are in the middle of multiyear commitments that will be cut short. Read the full article at http://www.edweek.org/ew/articles/2012/01/11/15budget-curriculum.h31.html?tkn=XWCFATQu%2BNZlT6TxCZ9TPXXHORwx88RHqDpH&cmp=clp-sb-ascd
Source: Education Week
Inputdate: 2012-01-15 01:29:43
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Title: Foreign Language, Civics, History, and Economics Lose in Federal Budget
Body: From http://www.edweek.org/ew/articles/2012/01/11/15budget-curriculum.h31.html Literacy Wins, History Loses in Federal Budget Foreign-language, civics, economics aid also scrapped By Erik W. Robelen January 6, 2012 The budget compromise recently hammered out in Washington breathes new life into a major literacy initiative at the U.S. Department of Education, but wipes out federal aid for some other department programs targeting aspects of the curriculum, including instruction in American history and foreign languages. Among programs that were eliminated was the $27 million Foreign Language Assistance program, first established two decades ago. "We are extremely disheartened that in the final budget deal, Congress zeroed out the funding for [foreign languages]," said Martha G. Abbott, the executive director of the American Council on the Teaching of Foreign Languages, based in Alexandria, Va. "Now, there is no funding for foreign language K-12 programs from the U.S. Department of Education in an era when our nation's language capacity is so greatly in need of strengthening." Ms. Abbott noted that some grant recipients are in the middle of multiyear commitments that will be cut short. Read the full article at http://www.edweek.org/ew/articles/2012/01/11/15budget-curriculum.h31.html?tkn=XWCFATQu%2BNZlT6TxCZ9TPXXHORwx88RHqDpH&cmp=clp-sb-ascd
Source: Education Week
Inputdate: 2012-01-15 01:29:43
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13848
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Title: Tuscon Board Suspends Ethnic-Studies Program
Body: From http://www.azcentral.com/news/articles/2012/01/10/20120110tucson-ethnic-studies-fate-weighed.html Tucson board suspends ethnic-studies program by Emily Gersema January 11, 2012 Faced with slashing reductions in state funding, the Tucson Unified School District board Tuesday night voted to suspend its controversial Mexican-American studies program. The district now will write new a curriculum to be integrated into a more general social studies program. Students currently enrolled in Mexican American studies classes will be transferred into other courses. The board, which oversees the district of 3,100 teachers and more than 55,000 students, met to study its options for responding to the decision by state schools chief John Huppenthal to cut the TUSD budget by 10 percent each month until it modified or ended the Mexican-American studies classes. An administrative law judge last week affirmed Huppenthal's finding that the program was ethnically divisive and violated a state law restricting ethnic-studies courses. Had the board defied Huppenthal, the district would have lost $4.9 million this month and as much as $14 million by the end of the fiscal year. Read more: http://www.azcentral.com/news/articles/2012/01/10/20120110tucson-ethnic-studies-fate-weighed.html#ixzz1jGpBT4Jq Read a related January 6th article about events leading up to the suspension article at http://www.latimes.com/news/nationworld/nation/la-na-ethnic-studies-20120107,0,5378689.story
Source: Arizona Republic
Inputdate: 2012-01-15 01:30:58
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Title: Tuscon Board Suspends Ethnic-Studies Program
Body: From http://www.azcentral.com/news/articles/2012/01/10/20120110tucson-ethnic-studies-fate-weighed.html Tucson board suspends ethnic-studies program by Emily Gersema January 11, 2012 Faced with slashing reductions in state funding, the Tucson Unified School District board Tuesday night voted to suspend its controversial Mexican-American studies program. The district now will write new a curriculum to be integrated into a more general social studies program. Students currently enrolled in Mexican American studies classes will be transferred into other courses. The board, which oversees the district of 3,100 teachers and more than 55,000 students, met to study its options for responding to the decision by state schools chief John Huppenthal to cut the TUSD budget by 10 percent each month until it modified or ended the Mexican-American studies classes. An administrative law judge last week affirmed Huppenthal's finding that the program was ethnically divisive and violated a state law restricting ethnic-studies courses. Had the board defied Huppenthal, the district would have lost $4.9 million this month and as much as $14 million by the end of the fiscal year. Read more: http://www.azcentral.com/news/articles/2012/01/10/20120110tucson-ethnic-studies-fate-weighed.html#ixzz1jGpBT4Jq Read a related January 6th article about events leading up to the suspension article at http://www.latimes.com/news/nationworld/nation/la-na-ethnic-studies-20120107,0,5378689.story
Source: Arizona Republic
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