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13889
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Title: Investors Backed by Publishing Giant Team Up with California University To Start a Bilingual College
Body: From http://chronicle.com/article/Investorsa-Calif/130367 Investors Backed by Publishing Giant Team Up With Calif. University to Start a Bilingual College By Goldie Blumenstyk January 17, 2012 A $100-million investment fund backed by the German publishing and media giant Bertelsmann and the endowment for two Texas public university systems is jumping into higher education with two ventures aimed key markets. One is a new bilingual college aimed at Hispanic students, in partnership with an affiliate of Chapman University. For the yet-to-be-named Hispanic-serving college, the new fund, called University Ventures, will form a partnership with Brandman University, an 11,000-student nonprofit institution now known for serving working adult students at its 25 campuses in California (plus one in Washington State) through online and face-to-face courses. The program will be aimed at the many students from Spanish-speaking homes who have learned enough English to graduate from high school but either are too intimidated or too inadequately prepared to get through traditional college programs taught fully in English. Read the full article at http://chronicle.com/article/Investorsa-Calif/130367
Source: Chronicle of Higher Education
Inputdate: 2012-01-22 05:57:32
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Title: Investors Backed by Publishing Giant Team Up with California University To Start a Bilingual College
Body: From http://chronicle.com/article/Investorsa-Calif/130367 Investors Backed by Publishing Giant Team Up With Calif. University to Start a Bilingual College By Goldie Blumenstyk January 17, 2012 A $100-million investment fund backed by the German publishing and media giant Bertelsmann and the endowment for two Texas public university systems is jumping into higher education with two ventures aimed key markets. One is a new bilingual college aimed at Hispanic students, in partnership with an affiliate of Chapman University. For the yet-to-be-named Hispanic-serving college, the new fund, called University Ventures, will form a partnership with Brandman University, an 11,000-student nonprofit institution now known for serving working adult students at its 25 campuses in California (plus one in Washington State) through online and face-to-face courses. The program will be aimed at the many students from Spanish-speaking homes who have learned enough English to graduate from high school but either are too intimidated or too inadequately prepared to get through traditional college programs taught fully in English. Read the full article at http://chronicle.com/article/Investorsa-Calif/130367
Source: Chronicle of Higher Education
Inputdate: 2012-01-22 05:57:32
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13890
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Title: Editorial: Reform for English Language Learners
Body: From http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/reform_for_english_language_learners.html Reform for English Language Learners By Patricia Dickenson January 19, 2012 Patricia Dickenson, a former elementary school teacher in Los Angeles, is guest posting a series on English language learners on the Education Week “Straight Up” blog. In her first post, she addressed educational drawbacks that English language learners may encounter in schools: Justice for English Language Learners http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/justice_for_english_language_learners.html ) In her second she addresses how schools and districts can be more resourceful in closing the achievement gap: Reform for English Language Learners (http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/reform_for_english_language_learners.html ) In her third she shares her experiences as a teacher in South Central, Los Angeles and explores what teachers of English language learners can do within the classroom: Driven by Competition...Compelled by the Heart (http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/driven_by_competitioncompelled_by_the_heart.html )
Source: Education Week
Inputdate: 2012-01-22 05:58:43
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Title: Editorial: Reform for English Language Learners
Body: From http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/reform_for_english_language_learners.html Reform for English Language Learners By Patricia Dickenson January 19, 2012 Patricia Dickenson, a former elementary school teacher in Los Angeles, is guest posting a series on English language learners on the Education Week “Straight Up” blog. In her first post, she addressed educational drawbacks that English language learners may encounter in schools: Justice for English Language Learners http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/justice_for_english_language_learners.html ) In her second she addresses how schools and districts can be more resourceful in closing the achievement gap: Reform for English Language Learners (http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/reform_for_english_language_learners.html ) In her third she shares her experiences as a teacher in South Central, Los Angeles and explores what teachers of English language learners can do within the classroom: Driven by Competition...Compelled by the Heart (http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/driven_by_competitioncompelled_by_the_heart.html )
Source: Education Week
Inputdate: 2012-01-22 05:58:43
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13891
Content Type: 1
Title: ClubEFL: Resource for EFL/ESL Teachers and Students
Body: From http://larryferlazzo.edublogs.org/2012/01/08/clubefl-is-a-fantastic-site-for-eflesl-teachers-students Larry Ferlazzo recently praised the clubEFL website: ClubEFL has fantastic resources for EFL/ESL students and teachers, including: * a Picture Dictionary and a Talking Dictionary * short video clips along with lots of interactive reinforcement exercises (students could use them at home, too): Gogo’s Adventure with English, Learn English through Movies * Aesop’s Fables in English for language learners * Very Short Stories and Verses For Children Read Mr. Ferlazzo’s full review of this website at http://larryferlazzo.edublogs.org/2012/01/08/clubefl-is-a-fantastic-site-for-eflesl-teachers-students ClubEFL is available at http://clubefl.gr
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2012-01-22 05:59:44
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Title: ClubEFL: Resource for EFL/ESL Teachers and Students
Body: From http://larryferlazzo.edublogs.org/2012/01/08/clubefl-is-a-fantastic-site-for-eflesl-teachers-students Larry Ferlazzo recently praised the clubEFL website: ClubEFL has fantastic resources for EFL/ESL students and teachers, including: * a Picture Dictionary and a Talking Dictionary * short video clips along with lots of interactive reinforcement exercises (students could use them at home, too): Gogo’s Adventure with English, Learn English through Movies * Aesop’s Fables in English for language learners * Very Short Stories and Verses For Children Read Mr. Ferlazzo’s full review of this website at http://larryferlazzo.edublogs.org/2012/01/08/clubefl-is-a-fantastic-site-for-eflesl-teachers-students ClubEFL is available at http://clubefl.gr
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2012-01-22 05:59:44
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13892
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Title: AccELLerate! 4.2 Focuses on Young English Language Learners
Body: NCELA Quarterly Review: AccELLerate! 4.2. Winter 2012 - Volume 4: Issue 2 This issue focuses on young English learners. These children come from linguistically and ethnically diverse backgrounds and are learning a second language while still acquiring their first language. Working with these children in an environment that is empowering and supportive of their home culture and language is essential for their academic success and growth into knowledgeable, skilled, and confident citizens of the 21st century. The National Clearinghouse for English Language Acquisition offers a collection of papers presenting specific practices and new ideas for both novice and experienced teachers. In this issue: August, Artzi, Haynes, & Corwin - Developing Oral Proficiency in Dual Language Learners: The Vocabulary Improvement and Oral Language Enrichment and Literacy through Stories (VIOLETS) Program Ballantyne - The More We Get Together: Social Development in a New Language Connors & Brown - Supporting Parents to Prepare Young Dual Language Learners for School Erdemir - Facilitating Vocabulary Learning of EL and Bilingual Children in Preschool and Kindergarten Classrooms: Practical Recommendations Grassi & Barker - Involving Parents of Young Culturally and Linguistically Diverse Exceptional Students McCrary, Sennette, & Brown - One Institution’s Journey: Training Teachers of Young English Learners Peña, Bedore, & Gibson - Bilingual Language Assessment in Educational Contexts Rivas & Ware - Assessment with Cultural Context in Mind: Recommendations for Community-Based Programs that Serve Young English Learners Robbins & Chamot - Young EL Learning Strategies: From Abstract Concepts to Concrete Tools Also in this issue Editor’s Notes Success Stories: González; McWilliams, Maldonado, & Szczepaniak askNCELA’s Inbox: How many young ELs are there? Information Piece: Websites Offering Learning Activities for Young ELs You can read AccELLerate! 4.2. on the NCWELA website in pdf format at: http://www.ncela.gwu.edu/files/uploads/17/Accellerate4_2.pdf
Source: NCELA
Inputdate: 2012-01-22 06:00:35
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Title: AccELLerate! 4.2 Focuses on Young English Language Learners
Body: NCELA Quarterly Review: AccELLerate! 4.2. Winter 2012 - Volume 4: Issue 2 This issue focuses on young English learners. These children come from linguistically and ethnically diverse backgrounds and are learning a second language while still acquiring their first language. Working with these children in an environment that is empowering and supportive of their home culture and language is essential for their academic success and growth into knowledgeable, skilled, and confident citizens of the 21st century. The National Clearinghouse for English Language Acquisition offers a collection of papers presenting specific practices and new ideas for both novice and experienced teachers. In this issue: August, Artzi, Haynes, & Corwin - Developing Oral Proficiency in Dual Language Learners: The Vocabulary Improvement and Oral Language Enrichment and Literacy through Stories (VIOLETS) Program Ballantyne - The More We Get Together: Social Development in a New Language Connors & Brown - Supporting Parents to Prepare Young Dual Language Learners for School Erdemir - Facilitating Vocabulary Learning of EL and Bilingual Children in Preschool and Kindergarten Classrooms: Practical Recommendations Grassi & Barker - Involving Parents of Young Culturally and Linguistically Diverse Exceptional Students McCrary, Sennette, & Brown - One Institution’s Journey: Training Teachers of Young English Learners Peña, Bedore, & Gibson - Bilingual Language Assessment in Educational Contexts Rivas & Ware - Assessment with Cultural Context in Mind: Recommendations for Community-Based Programs that Serve Young English Learners Robbins & Chamot - Young EL Learning Strategies: From Abstract Concepts to Concrete Tools Also in this issue Editor’s Notes Success Stories: González; McWilliams, Maldonado, & Szczepaniak askNCELA’s Inbox: How many young ELs are there? Information Piece: Websites Offering Learning Activities for Young ELs You can read AccELLerate! 4.2. on the NCWELA website in pdf format at: http://www.ncela.gwu.edu/files/uploads/17/Accellerate4_2.pdf
Source: NCELA
Inputdate: 2012-01-22 06:00:35
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13893
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Title: Suggestions for Maintaining Language Skills
Body: From http://thelanguageflagship.org If you teach language in the early grades, or if you have students who participate in summer programs like STARTALK, or if your school has limited language offerings, you and your students may wonder how they can maintain and improve on their language skills until they once again have an opportunity for language study. Here are some suggestions, aimed at teenagers but applicable to a wider age range, from the Language Flagship: http://thelanguageflagship.org/students-a-parents/improve-upon-and-maintain-language-skills
Source: Language Flagship
Inputdate: 2012-01-22 06:01:45
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Title: Suggestions for Maintaining Language Skills
Body: From http://thelanguageflagship.org If you teach language in the early grades, or if you have students who participate in summer programs like STARTALK, or if your school has limited language offerings, you and your students may wonder how they can maintain and improve on their language skills until they once again have an opportunity for language study. Here are some suggestions, aimed at teenagers but applicable to a wider age range, from the Language Flagship: http://thelanguageflagship.org/students-a-parents/improve-upon-and-maintain-language-skills
Source: Language Flagship
Inputdate: 2012-01-22 06:01:45
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13894
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Title: Photo Pin: Another Source for Images
Body: From http://www.freetech4teachers.com/2012/01/photo-pin-royalty-free-image-search.html Photo Pin is a new website offering images that can be re-used for blog entries, video productions, slideshows, and print media. Photo Pin uses a combination of Flickr's API for Creative Commons search and Fotolia's image library to serve-up royalty-free images. The search results page on Photo Pin clearly delineates between images that are free to use and images that you have to purchase. Photo Pin is available at http://photopin.com
Source: Free Technology for Teachers
Inputdate: 2012-01-22 06:02:31
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Title: Photo Pin: Another Source for Images
Body: From http://www.freetech4teachers.com/2012/01/photo-pin-royalty-free-image-search.html Photo Pin is a new website offering images that can be re-used for blog entries, video productions, slideshows, and print media. Photo Pin uses a combination of Flickr's API for Creative Commons search and Fotolia's image library to serve-up royalty-free images. The search results page on Photo Pin clearly delineates between images that are free to use and images that you have to purchase. Photo Pin is available at http://photopin.com
Source: Free Technology for Teachers
Inputdate: 2012-01-22 06:02:31
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Contentid:
13895
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Title: Tool Lets You Make a QR Code That Links to an Audio Clip
Body: Here’s what the online QR Voice tool does in a nutshell: 1) You type a 100-character-or-less message in one of about 40 languages. 2) The tool generates a QR code (a two-dimensional bar code that can be read by a QR scanner smartphone application). 3) Meanwhile, your text goes through a text-to-speech application to generate an audio clip. 4) When someone scans the QR code (you select the size and print it), their smartphone says the message that you had typed. Using this tool and a smartphone or other device with a QR code scanner, you can put labels all over your classroom, put messages in cards and on homework assignments, or even send your students on a listening treasure hunt, where each QR code leads to another code in another location. To test this application, your InterCom editor (who doesn’t have a smartphone) had to use an online QR code reader: once I generated the QR code, I saved the image to my computer and then uploaded it to this free application: http://www.onlinebarcodereader.com , which generated a link to the actual audio clip. Here is the link to the QR Voice tool itself: http://qrvoice.net Here is a review of this tool: http://www.freetech4teachers.com/2012/01/create-mobile-language-lesson-with-qr.html
Source: Various
Inputdate: 2012-01-22 06:03:26
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Title: Tool Lets You Make a QR Code That Links to an Audio Clip
Body: Here’s what the online QR Voice tool does in a nutshell: 1) You type a 100-character-or-less message in one of about 40 languages. 2) The tool generates a QR code (a two-dimensional bar code that can be read by a QR scanner smartphone application). 3) Meanwhile, your text goes through a text-to-speech application to generate an audio clip. 4) When someone scans the QR code (you select the size and print it), their smartphone says the message that you had typed. Using this tool and a smartphone or other device with a QR code scanner, you can put labels all over your classroom, put messages in cards and on homework assignments, or even send your students on a listening treasure hunt, where each QR code leads to another code in another location. To test this application, your InterCom editor (who doesn’t have a smartphone) had to use an online QR code reader: once I generated the QR code, I saved the image to my computer and then uploaded it to this free application: http://www.onlinebarcodereader.com , which generated a link to the actual audio clip. Here is the link to the QR Voice tool itself: http://qrvoice.net Here is a review of this tool: http://www.freetech4teachers.com/2012/01/create-mobile-language-lesson-with-qr.html
Source: Various
Inputdate: 2012-01-22 06:03:26
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Contentid:
13896
Content Type: 1
Title: Report: What Business Wants: Language Needs in the 21st Century
Body: From http://thelanguageflagship.org The Language Flagship has undertaken one of the most systematic efforts, to date, to assess and understand the needs for global skills in business. Over the past three years, this effort engaged over one hundred business leaders to identify the role and value of languages and cultural skills to business’ bottom line. Equally important it identified potential roles for business as an integral part of a dynamic that will bring significant change to language education in the United States. The resulting report, “What Business Wants: Language Needs in the 21st Century” summarizes the findings that companies do need language and cultural skills on their staff for improving global business practices and for serving a domestically based multi-lingual workforce and clientele. Read about the key findings here: http://thelanguageflagship.org/business/what-business-wants You can download the report from http://thelanguageflagship.org/images/documents/what_business_wants_report_final_7_09.pdf
Source: Language Flagship
Inputdate: 2012-01-29 08:03:47
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Title: Report: What Business Wants: Language Needs in the 21st Century
Body: From http://thelanguageflagship.org The Language Flagship has undertaken one of the most systematic efforts, to date, to assess and understand the needs for global skills in business. Over the past three years, this effort engaged over one hundred business leaders to identify the role and value of languages and cultural skills to business’ bottom line. Equally important it identified potential roles for business as an integral part of a dynamic that will bring significant change to language education in the United States. The resulting report, “What Business Wants: Language Needs in the 21st Century” summarizes the findings that companies do need language and cultural skills on their staff for improving global business practices and for serving a domestically based multi-lingual workforce and clientele. Read about the key findings here: http://thelanguageflagship.org/business/what-business-wants You can download the report from http://thelanguageflagship.org/images/documents/what_business_wants_report_final_7_09.pdf
Source: Language Flagship
Inputdate: 2012-01-29 08:03:47
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Contentid:
13897
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Title: Book: Teaching Languages to Students with Specific Learning Differences
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847696199 Teaching Languages to Students with Specific Learning Differences By Judit Kormos and Anne Margaret Smith Published by Multilingual Matters Summary: This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847696199
Source: Multilingual Matters
Inputdate: 2012-01-29 08:05:01
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Title: Book: Teaching Languages to Students with Specific Learning Differences
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847696199 Teaching Languages to Students with Specific Learning Differences By Judit Kormos and Anne Margaret Smith Published by Multilingual Matters Summary: This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847696199
Source: Multilingual Matters
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Contentid:
13898
Content Type: 1
Title: Now Available in Print: Working with Spoken Chinese
Body: From http://calper.la.psu.edu/publication.php?page=wsc Working with Spoken Chinese Author: Hongyin Tao Publisher: CALPER Working with Spoken Chinese is designed for intermediate to advanced learners (ACTFL Proficiency Guidelines) who want to improve their speaking and listening skills in conversational Chinese. It consists of ten units, which highlight important interactive aspects of the language and provide activities and exercises on the grammar of spoken language, the lexicon, and critical features of spoken discourse. Each unit is accompanied by detailed transcripts, line-by-line commentaries, vocabulary lists, concordances and an audio clip, which are available for free on the companion website to the book. These materials have been available online for several years, but now you can purchase the print version: http://calper.la.psu.edu/publication.php?page=wsc
Source: CALPER
Inputdate: 2012-01-29 08:06:02
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Title: Now Available in Print: Working with Spoken Chinese
Body: From http://calper.la.psu.edu/publication.php?page=wsc Working with Spoken Chinese Author: Hongyin Tao Publisher: CALPER Working with Spoken Chinese is designed for intermediate to advanced learners (ACTFL Proficiency Guidelines) who want to improve their speaking and listening skills in conversational Chinese. It consists of ten units, which highlight important interactive aspects of the language and provide activities and exercises on the grammar of spoken language, the lexicon, and critical features of spoken discourse. Each unit is accompanied by detailed transcripts, line-by-line commentaries, vocabulary lists, concordances and an audio clip, which are available for free on the companion website to the book. These materials have been available online for several years, but now you can purchase the print version: http://calper.la.psu.edu/publication.php?page=wsc
Source: CALPER
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