Contents
Displaying 13661-13670 of 28843 results.
Contentid:
13909
Content Type: 1
Title: Job: American Sign Language Lecturer, UCLA
Body: From http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627 UCLA has recently approved the introduction of ASL courses into its undergraduate curriculum. The UCLA Department of Linguistics invites applications for a two-year half time lecturer position in American Sign Language (ASL) starting Fall 2012. This is a teaching position that will involve designing and teaching a one year (three quarter) sequence of ASL instruction (one course per quarter). The salary for the position will range between $27,000-$30,000, and position comes with full UCLA benefits. The position requires native or near- native ASL skills and a strong background in ASL teaching. The individual appointed may also have the possibility of teaching an 8 week intensive summer course in ASL, if there is sufficient enrollment for the course. This 8 week course will carry a salary in the range of $8,000-$9,000. Application deadline: UCLA will start evaluating applications starting February 20, 2011, but the position is open until filled. View the full job posting at http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627
Source: LINGUIST List
Inputdate: 2012-01-29 09:11:41
Lastmodifieddate: 2012-01-29 09:11:41
Expdate: 2012-06-30 00:00:00
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Job: American Sign Language Lecturer, UCLA
Body: From http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627 UCLA has recently approved the introduction of ASL courses into its undergraduate curriculum. The UCLA Department of Linguistics invites applications for a two-year half time lecturer position in American Sign Language (ASL) starting Fall 2012. This is a teaching position that will involve designing and teaching a one year (three quarter) sequence of ASL instruction (one course per quarter). The salary for the position will range between $27,000-$30,000, and position comes with full UCLA benefits. The position requires native or near- native ASL skills and a strong background in ASL teaching. The individual appointed may also have the possibility of teaching an 8 week intensive summer course in ASL, if there is sufficient enrollment for the course. This 8 week course will carry a salary in the range of $8,000-$9,000. Application deadline: UCLA will start evaluating applications starting February 20, 2011, but the position is open until filled. View the full job posting at http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627
Source: LINGUIST List
Inputdate: 2012-01-29 09:11:41
Lastmodifieddate: 2012-01-29 09:11:41
Expdate: 2012-06-30 00:00:00
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13910
Content Type: 1
Title: Job Seekers: Join CASLS’ Applicant Pool
Body: From http://jobs.uoregon.edu/unclassified.php?id=3737 The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing. Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience. Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2013. Screening of applicants will take place as positions become available and continue until positions are filled. Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development. For full details and application information go to http://jobs.uoregon.edu/unclassified.php?id=3737
Source: CASLS
Inputdate: 2012-01-29 09:12:45
Lastmodifieddate: 2012-01-29 09:12:45
Expdate: 2013-01-31 00:00:00
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Job Seekers: Join CASLS’ Applicant Pool
Body: From http://jobs.uoregon.edu/unclassified.php?id=3737 The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing. Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience. Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2013. Screening of applicants will take place as positions become available and continue until positions are filled. Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development. For full details and application information go to http://jobs.uoregon.edu/unclassified.php?id=3737
Source: CASLS
Inputdate: 2012-01-29 09:12:45
Lastmodifieddate: 2012-01-29 09:12:45
Expdate: 2013-01-31 00:00:00
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13911
Content Type: 1
Title: Job at CASLS: Online Curriculum Developer and Teacher
Body: From http://casls.uoregon.edu/pages/about/hermesposition.php The Center for Applied Second Language Studies (CASLS) at the University of Oregon has an opening for an online curriculum developer and teacher. This position will assist CASLS' content development team in designing and developing content and materials for an online, asynchronous Chinese 1 course set for deployment in Oregon school districts in fall 2012. This individual should also be able to deliver and administer an online foreign language course. Essential Qualifications Experience teaching Mandarin at the high school level Experience in developing Mandarin classroom instructional materials and curriculum for Mandarin instruction Preferred Qualifications Current State of Oregon licensing credentials for secondary education Online teaching experience Period of Appointment: February 1, 2012 - May 31, 2012 Pending funding, this position may be extended into the fall of 2012. Salary: $30,000 - $40,000 annual rate View the full job posting at http://casls.uoregon.edu/pages/about/hermesposition.php
Source: CASLS
Inputdate: 2012-01-29 09:14:00
Lastmodifieddate: 2012-01-29 09:14:00
Expdate: 2012-02-29 00:00:00
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Job at CASLS: Online Curriculum Developer and Teacher
Body: From http://casls.uoregon.edu/pages/about/hermesposition.php The Center for Applied Second Language Studies (CASLS) at the University of Oregon has an opening for an online curriculum developer and teacher. This position will assist CASLS' content development team in designing and developing content and materials for an online, asynchronous Chinese 1 course set for deployment in Oregon school districts in fall 2012. This individual should also be able to deliver and administer an online foreign language course. Essential Qualifications Experience teaching Mandarin at the high school level Experience in developing Mandarin classroom instructional materials and curriculum for Mandarin instruction Preferred Qualifications Current State of Oregon licensing credentials for secondary education Online teaching experience Period of Appointment: February 1, 2012 - May 31, 2012 Pending funding, this position may be extended into the fall of 2012. Salary: $30,000 - $40,000 annual rate View the full job posting at http://casls.uoregon.edu/pages/about/hermesposition.php
Source: CASLS
Inputdate: 2012-01-29 09:14:00
Lastmodifieddate: 2012-01-29 09:14:00
Expdate: 2012-02-29 00:00:00
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13912
Content Type: 1
Title: Spanish Teacher Wins Prize for Lesson on Text Messaging
Body: From http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html Shaker Heights Middle School teacher earns $5,000 prize for classroom by text messaging By Pat Hyland January 6, 2012 Seventh-grade Spanish teacher Ellen Roberts recently won a $5,000 prize to purchase any technology-related items for her classroom — plus $1,000 cash for herself. The awards came from a competition among the Shaker schools faculty to find the best ways to measure the effectiveness of technology in the classroom. Roberts’ project studied the use of text messaging to aid her students’ retention of vocabulary words. Daily text messages were sent to students’ cell phones during after-school hours. They contained Spanish vocabulary words and their English translations in a short message service format. Three text messages were sent per day using three different vocabulary words. Students were then tested on their ability to produce the vocabulary terms on short quizzes during regular class times. The test results showed students who received the text messages were able to produce the terms with 18 percent greater frequency than those who did not receive the messages. After adding an interactive element (asking students to respond to her texts) in the final phase of the study, Roberts found that gap grew to 31 percent. Read the full article at http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html
Source: Cleveland Live
Inputdate: 2012-01-29 09:18:44
Lastmodifieddate: 2012-01-29 09:18:44
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Spanish Teacher Wins Prize for Lesson on Text Messaging
Body: From http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html Shaker Heights Middle School teacher earns $5,000 prize for classroom by text messaging By Pat Hyland January 6, 2012 Seventh-grade Spanish teacher Ellen Roberts recently won a $5,000 prize to purchase any technology-related items for her classroom — plus $1,000 cash for herself. The awards came from a competition among the Shaker schools faculty to find the best ways to measure the effectiveness of technology in the classroom. Roberts’ project studied the use of text messaging to aid her students’ retention of vocabulary words. Daily text messages were sent to students’ cell phones during after-school hours. They contained Spanish vocabulary words and their English translations in a short message service format. Three text messages were sent per day using three different vocabulary words. Students were then tested on their ability to produce the vocabulary terms on short quizzes during regular class times. The test results showed students who received the text messages were able to produce the terms with 18 percent greater frequency than those who did not receive the messages. After adding an interactive element (asking students to respond to her texts) in the final phase of the study, Roberts found that gap grew to 31 percent. Read the full article at http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html
Source: Cleveland Live
Inputdate: 2012-01-29 09:18:44
Lastmodifieddate: 2012-01-29 09:18:44
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13913
Content Type: 1
Title: Editorial: Why Wisconsin Went Global
Body: From http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world So many jobs—from manufacturing to the innovation economy—are inherently global. It’s hard to imagine that a person’s first experience working with an international counterpart must wait until one’s professional career starts. Many states have forged international exchange programs to ensure students have not only global knowledge and skills, but also experiences, which will prepare them for the future workplace. Asia Society has asked Gerhard Fischer from the Wisconsin Department of Public Instruction to share why and how his state went global. Read his essay at http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world
Source: Asia Society
Inputdate: 2012-01-29 09:19:49
Lastmodifieddate: 2012-01-29 09:19:49
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Editorial: Why Wisconsin Went Global
Body: From http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world So many jobs—from manufacturing to the innovation economy—are inherently global. It’s hard to imagine that a person’s first experience working with an international counterpart must wait until one’s professional career starts. Many states have forged international exchange programs to ensure students have not only global knowledge and skills, but also experiences, which will prepare them for the future workplace. Asia Society has asked Gerhard Fischer from the Wisconsin Department of Public Instruction to share why and how his state went global. Read his essay at http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world
Source: Asia Society
Inputdate: 2012-01-29 09:19:49
Lastmodifieddate: 2012-01-29 09:19:49
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13914
Content Type: 1
Title: Minneapolis Schools Chart Language-Infused Path of Success for American Indian Students
Body: From http://www.startribune.com/local/minneapolis/137830763.html Minneapolis schools set path of success for Indian students by Steve Brandt January 21, 2012 In its bid to raise dismal school outcomes for Indian students, the Minneapolis School District is staking money and staff on techniques such as those that Paul Bownik and fellow teachers employ at mostly native Anishinabe Academy. The district and Indian leaders this month approved a new five-year agreement with specific student achievement goals, which is a change from their first such pact. The pact designates three schools where research-backed best practices for educating Indian students will be emphasized. Teachers will weave native culture and language into district standards for effective teaching. Researchers found a positive correlation between using those techniques in the classroom and student academic growth and focus. A teacher might use a native-language translation of a familiar story, then ask questions for comprehension. The prekindergarten classes operate in native languages for several hours daily, something that attracts notice at home. Read the full article at http://www.startribune.com/local/minneapolis/137830763.html?page=1&c=y
Source: Minneapolis Star Tribune
Inputdate: 2012-01-29 09:23:41
Lastmodifieddate: 2012-01-29 09:23:41
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Minneapolis Schools Chart Language-Infused Path of Success for American Indian Students
Body: From http://www.startribune.com/local/minneapolis/137830763.html Minneapolis schools set path of success for Indian students by Steve Brandt January 21, 2012 In its bid to raise dismal school outcomes for Indian students, the Minneapolis School District is staking money and staff on techniques such as those that Paul Bownik and fellow teachers employ at mostly native Anishinabe Academy. The district and Indian leaders this month approved a new five-year agreement with specific student achievement goals, which is a change from their first such pact. The pact designates three schools where research-backed best practices for educating Indian students will be emphasized. Teachers will weave native culture and language into district standards for effective teaching. Researchers found a positive correlation between using those techniques in the classroom and student academic growth and focus. A teacher might use a native-language translation of a familiar story, then ask questions for comprehension. The prekindergarten classes operate in native languages for several hours daily, something that attracts notice at home. Read the full article at http://www.startribune.com/local/minneapolis/137830763.html?page=1&c=y
Source: Minneapolis Star Tribune
Inputdate: 2012-01-29 09:23:41
Lastmodifieddate: 2012-01-29 09:23:41
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13915
Content Type: 1
Title: Native American Languages Could Count For Class Credit in Colorado
Body: From http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223 Native American Languages Could Count For Class Credit By Carol Berry January 19, 2012 Under a proposed new program in Colorado, European and Asian tongues would remain options for foreign language credit in high school, but Native languages from federally recognized tribes could also be offered for that purpose. The plan is described in a bill filed January 13 for submission to the Colorado General Assembly by Sen. Suzanne Williams (D-Aurora), a member of the Comanche Nation, and co-sponsor Rep. J. Paul Brown (R-Ignacio). Space is carved out in the proposal for teachers to obtain authorization for Native American language teaching without being required to complete a teacher preparation program or to have a baccalaureate degree, Williams said. The Colorado Board of Education would establish criteria for the authorization. Read more: http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223
Source: Indian Country Today
Inputdate: 2012-01-29 09:24:55
Lastmodifieddate: 2012-01-29 09:24:55
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Native American Languages Could Count For Class Credit in Colorado
Body: From http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223 Native American Languages Could Count For Class Credit By Carol Berry January 19, 2012 Under a proposed new program in Colorado, European and Asian tongues would remain options for foreign language credit in high school, but Native languages from federally recognized tribes could also be offered for that purpose. The plan is described in a bill filed January 13 for submission to the Colorado General Assembly by Sen. Suzanne Williams (D-Aurora), a member of the Comanche Nation, and co-sponsor Rep. J. Paul Brown (R-Ignacio). Space is carved out in the proposal for teachers to obtain authorization for Native American language teaching without being required to complete a teacher preparation program or to have a baccalaureate degree, Williams said. The Colorado Board of Education would establish criteria for the authorization. Read more: http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223
Source: Indian Country Today
Inputdate: 2012-01-29 09:24:55
Lastmodifieddate: 2012-01-29 09:24:55
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13916
Content Type: 1
Title: 2012 Lakota Summer Institute
Body: From http://linguistlist.org/issues/23/23-355.html 6th Lakota Summer Institute Date: 04-Jun-2012 - 22-Jun-2012 Location: Fort Yates, ND The Lakota Summer Institute is the premier Lakota and Dakota language teacher professional development event in the country- with courses ranging from Lakota teaching methods to Lakota morphology and syntax. LSI also focuses on intensive language training and is also well known as a place for people interested in learning Lakota. LSI is open to all participants. Visit the institute website for more information: http://www.regonline.com/builder/site/Default.aspx?EventID=1054949 The registration deadline is May 15, 2012.
Source: LINGUIST List
Inputdate: 2012-01-29 09:26:22
Lastmodifieddate: 2012-01-29 09:26:22
Expdate: 2012-06-04 00:00:00
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 2012 Lakota Summer Institute
Body: From http://linguistlist.org/issues/23/23-355.html 6th Lakota Summer Institute Date: 04-Jun-2012 - 22-Jun-2012 Location: Fort Yates, ND The Lakota Summer Institute is the premier Lakota and Dakota language teacher professional development event in the country- with courses ranging from Lakota teaching methods to Lakota morphology and syntax. LSI also focuses on intensive language training and is also well known as a place for people interested in learning Lakota. LSI is open to all participants. Visit the institute website for more information: http://www.regonline.com/builder/site/Default.aspx?EventID=1054949 The registration deadline is May 15, 2012.
Source: LINGUIST List
Inputdate: 2012-01-29 09:26:22
Lastmodifieddate: 2012-01-29 09:26:22
Expdate: 2012-06-04 00:00:00
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13917
Content Type: 1
Title: Mwana Simba: Swahili Grammar Resource
Body: Swahili grammar, conjugation tables, and English-Swahili lexicon, Swahili proverbs and songs, and more are available at this website: http://mwanasimba.online.fr/E_index.html
Source: Mwana Simba
Inputdate: 2012-01-29 09:35:56
Lastmodifieddate: 2012-01-29 09:35:56
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Mwana Simba: Swahili Grammar Resource
Body: Swahili grammar, conjugation tables, and English-Swahili lexicon, Swahili proverbs and songs, and more are available at this website: http://mwanasimba.online.fr/E_index.html
Source: Mwana Simba
Inputdate: 2012-01-29 09:35:56
Lastmodifieddate: 2012-01-29 09:35:56
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
13918
Content Type: 1
Title: Online Resources for Thai
Body: From http://www.bbc.co.uk/languages/other/thai/guide The BBC has a webpage called A Guide to Thai - Facts, key phrases and the Thai alphabet. Resources and links include language facts, basic words and phrases, a bank of audio clips, vocabulary games, and pictures and translations of Thai signs. Browse these resources at http://www.bbc.co.uk/languages/other/thai/guide
Source: BBC
Inputdate: 2012-01-29 09:50:48
Lastmodifieddate: 2012-01-29 09:50:48
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Online Resources for Thai
Body: From http://www.bbc.co.uk/languages/other/thai/guide The BBC has a webpage called A Guide to Thai - Facts, key phrases and the Thai alphabet. Resources and links include language facts, basic words and phrases, a bank of audio clips, vocabulary games, and pictures and translations of Thai signs. Browse these resources at http://www.bbc.co.uk/languages/other/thai/guide
Source: BBC
Inputdate: 2012-01-29 09:50:48
Lastmodifieddate: 2012-01-29 09:50:48
Expdate:
Publishdate: 2012-01-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
