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1423
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Title: The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication
Body: In the March 2004 edition of Language Learning, Tomoko Yashima, Lori Zenuk-Nishide, and Kazuaki Shimizu present the findings from two investigations of the willingness to communicate in a second language in Japanese adolescent learners of English. The first study involved 160 students and "a model was created based on the hypothesis that willingness to communicate results in more frequent communication in the L2 and that the attitudinal construct international posture leads to willingness to communicate and communication behavior. This model was tested with structural equation modeling and was found to fit the data well." The second investigation involved 60 students, who participated in a study- abroad program in the United States. The results from this study confirmed the results of the first study. Each study found more frequent communication in the second language. Also, frequency of communication was found to correlate with satisfaction in interpersonal relationships. This article is not available online. A subscription is required. "The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication," by Tomoko Yashima, Lori Zenuk- Nishide, and Kazuaki Shimizu appears in Language Learning, Volume 54 (1), pp. 119-153, March 2004.
Source: Tomoko Yashima, Lori Zenuk-Nishide, and Kazuaki Shimizu, Language Learning
Inputdate: 2004-04-02 15:13:00
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Title: The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication
Body: In the March 2004 edition of Language Learning, Tomoko Yashima, Lori Zenuk-Nishide, and Kazuaki Shimizu present the findings from two investigations of the willingness to communicate in a second language in Japanese adolescent learners of English. The first study involved 160 students and "a model was created based on the hypothesis that willingness to communicate results in more frequent communication in the L2 and that the attitudinal construct international posture leads to willingness to communicate and communication behavior. This model was tested with structural equation modeling and was found to fit the data well." The second investigation involved 60 students, who participated in a study- abroad program in the United States. The results from this study confirmed the results of the first study. Each study found more frequent communication in the second language. Also, frequency of communication was found to correlate with satisfaction in interpersonal relationships. This article is not available online. A subscription is required. "The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication," by Tomoko Yashima, Lori Zenuk- Nishide, and Kazuaki Shimizu appears in Language Learning, Volume 54 (1), pp. 119-153, March 2004.
Source: Tomoko Yashima, Lori Zenuk-Nishide, and Kazuaki Shimizu, Language Learning
Inputdate: 2004-04-02 15:13:00
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Contentid:
1424
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Title: Strategies for Supporting Literacy Development of Second-Language Learners
Body: From: OELA Newsline, March 30 What strategies are effective in supporting the literacy development of second-language learners? Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom offers the following suggestions: * Introduce a unit or lesson by using bilingual literature that relates thematically to the new topic. * Support the transfer of reading in the first (L1) to the second (L2) language by having students with first language reading fluency read aloud . * Encourage independent and pleasure reading by offering books in the native language. * Use L1 to preview (and compare to) L2 reading. * Compare and contrast L1 and L2 cognates. * Emphasize home-school connections and family literacy. * Raise student and teacher awareness of multiculturalism and multilingualism. Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom, by Gisela Ernst-Slavit and Margaret Mulhern, appears in Reading Online, Volume 7(2), September/October 2003. To read this article, visit: http://www.readingonline.org/articles/art_index.asp?HREF=ernst-slavit/ index.html
Source: Gisela Ernst-Slavit and Margaret Mulhern, Reading Online
Inputdate: 2004-04-02 15:17:00
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Title: Strategies for Supporting Literacy Development of Second-Language Learners
Body: From: OELA Newsline, March 30 What strategies are effective in supporting the literacy development of second-language learners? Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom offers the following suggestions: * Introduce a unit or lesson by using bilingual literature that relates thematically to the new topic. * Support the transfer of reading in the first (L1) to the second (L2) language by having students with first language reading fluency read aloud . * Encourage independent and pleasure reading by offering books in the native language. * Use L1 to preview (and compare to) L2 reading. * Compare and contrast L1 and L2 cognates. * Emphasize home-school connections and family literacy. * Raise student and teacher awareness of multiculturalism and multilingualism. Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom, by Gisela Ernst-Slavit and Margaret Mulhern, appears in Reading Online, Volume 7(2), September/October 2003. To read this article, visit: http://www.readingonline.org/articles/art_index.asp?HREF=ernst-slavit/ index.html
Source: Gisela Ernst-Slavit and Margaret Mulhern, Reading Online
Inputdate: 2004-04-02 15:17:00
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1425
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Title: The Case for Narrow Reading
Body: Read the entire article online at: http://www.sdkrashen.com/articles/narrow/index.html Originally published in: Language Magazine 3(5):17-19, (2004) Article Introduction: Most foreign and second language classes provide students with exposure to a variety of topics. Beginning level texts typically jump from topic to topic (e.g. "shopping," "ordering food," "families"), "readers" usually include several different kinds of short articles (e.g. "nonverbal communication," "mind, body and health,") and short stories, and introductory courses in literature usually give the student only one short example of each author's work. Only later, in advanced courses, does a second language student "specialize," e.g. by taking classes in "20th century fiction," and only the most advanced students focus on the work of a single author. The assumption behind this is that exposure to different topics, genres, and styles is beneficial. This may be all wrong. It may be that narrow input is much more efficient for second language acquisition. It may be much better if second language acquirers specialize early rather than late. This means reading several books by one author or about a single topic of interest. (I focus here on reading, but the idea of narrow input has been applied to listening as well; see e.g. Krashen, 1996; Rodrigo and Krashen, 1996; Dupuy, 1999). The case for narrow reading is based on the idea that the acquisition of both structure and vocabulary comes from many exposures in a comprehensible context, that is, we acquire new structures and words when we understand messages, many messages, that they encode. Narrow reading facilitates this process in several ways.
Source: Stephen Krashen
Inputdate: 2004-04-02 15:22:00
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Title: The Case for Narrow Reading
Body: Read the entire article online at: http://www.sdkrashen.com/articles/narrow/index.html Originally published in: Language Magazine 3(5):17-19, (2004) Article Introduction: Most foreign and second language classes provide students with exposure to a variety of topics. Beginning level texts typically jump from topic to topic (e.g. "shopping," "ordering food," "families"), "readers" usually include several different kinds of short articles (e.g. "nonverbal communication," "mind, body and health,") and short stories, and introductory courses in literature usually give the student only one short example of each author's work. Only later, in advanced courses, does a second language student "specialize," e.g. by taking classes in "20th century fiction," and only the most advanced students focus on the work of a single author. The assumption behind this is that exposure to different topics, genres, and styles is beneficial. This may be all wrong. It may be that narrow input is much more efficient for second language acquisition. It may be much better if second language acquirers specialize early rather than late. This means reading several books by one author or about a single topic of interest. (I focus here on reading, but the idea of narrow input has been applied to listening as well; see e.g. Krashen, 1996; Rodrigo and Krashen, 1996; Dupuy, 1999). The case for narrow reading is based on the idea that the acquisition of both structure and vocabulary comes from many exposures in a comprehensible context, that is, we acquire new structures and words when we understand messages, many messages, that they encode. Narrow reading facilitates this process in several ways.
Source: Stephen Krashen
Inputdate: 2004-04-02 15:22:00
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Contentid:
1426
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Title: Assistant Professor of Japanese,
Body: Department: Modern Languages Job Posted On: 04/01/2004 Job Start Date: 08/30/2004 Job Type: Full Time Job Status: Permanent Job Post ID: 488 Description: The Department of Modern Languages at The College of New Jersey announces a one year renewable position in Japanese (3 year maximum) with a strong background in language teaching. MA required, Ph.D. preferred. Native or near-native fluency. Familiarity with the Nakama curriculum preferred. Opportunities to teach courses in all levels of Japanese language as well as Japanese Culture, Film and Literature. Demonstrated excellence in teaching and willingness to participate in departmental committees, and advise students. Applications will be considered until position is filled. Contact Information: Please send letter of application and complete dossier, including 3 letters of recommendation and Statement on Philosophy of Teaching to Prof. Adriana Rosman-Askot, Chair, Department of Modern Languages, The College of New Jersey, P.O. Box 7718, Ewing, NJ 08628-0718. The job ad can be reached at: http://delphi.tcnj.edu:8500/test/Employment/show_job.cfm?jobid=488& category=Academic%20Positions/Faculty
Source: The College of New Jersey
Inputdate: 2004-04-02 15:26:00
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Title: Assistant Professor of Japanese,
Body: Department: Modern Languages Job Posted On: 04/01/2004 Job Start Date: 08/30/2004 Job Type: Full Time Job Status: Permanent Job Post ID: 488 Description: The Department of Modern Languages at The College of New Jersey announces a one year renewable position in Japanese (3 year maximum) with a strong background in language teaching. MA required, Ph.D. preferred. Native or near-native fluency. Familiarity with the Nakama curriculum preferred. Opportunities to teach courses in all levels of Japanese language as well as Japanese Culture, Film and Literature. Demonstrated excellence in teaching and willingness to participate in departmental committees, and advise students. Applications will be considered until position is filled. Contact Information: Please send letter of application and complete dossier, including 3 letters of recommendation and Statement on Philosophy of Teaching to Prof. Adriana Rosman-Askot, Chair, Department of Modern Languages, The College of New Jersey, P.O. Box 7718, Ewing, NJ 08628-0718. The job ad can be reached at: http://delphi.tcnj.edu:8500/test/Employment/show_job.cfm?jobid=488& category=Academic%20Positions/Faculty
Source: The College of New Jersey
Inputdate: 2004-04-02 15:26:00
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1427
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Title: Job Posting: HS French Teacher, IL
Body: From: FLTEACH North Shore Country Day School (http://www.nscds.org) is a college preparatory, independent school with a tradition of innovation and academic excellence Our campus holds a Lower, Middle, and Upper School with students from Junior Kindergarten through 12th grade (460 students). We have an extensive language program which includes the following: Spanish K - 12 (for ALL Lower School students) French 6 - 12 Mandarin Chinese 9 - 12 (We also have summer language immersion programs in Spanish, French, Mandarin, and Japanese for students ages 4 -10) We have an opening for a full-time French teacher in our high school program for the 2004-05 school year. The ideal candidate has at least three years of experience, is a trained language teacher (although state certification is not required at an independent school), loves working with students, is independent, creative and able to work with colleagues in integrating curriculum, and enjoys small classes, involved parents and supportive colleagues. Coaching and/or teaching photography or Spanish would be assets as well. Interested teachers should send their resumés to: Ms. Sharon Dole, Assistant to the Head of School The North Shore Country Day School 310 Green Bay Road Winnetka, IL 60093 sdole@nscds.org
Source: North Shore Country Day School
Inputdate: 2004-04-02 15:33:00
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Title: Job Posting: HS French Teacher, IL
Body: From: FLTEACH North Shore Country Day School (http://www.nscds.org) is a college preparatory, independent school with a tradition of innovation and academic excellence Our campus holds a Lower, Middle, and Upper School with students from Junior Kindergarten through 12th grade (460 students). We have an extensive language program which includes the following: Spanish K - 12 (for ALL Lower School students) French 6 - 12 Mandarin Chinese 9 - 12 (We also have summer language immersion programs in Spanish, French, Mandarin, and Japanese for students ages 4 -10) We have an opening for a full-time French teacher in our high school program for the 2004-05 school year. The ideal candidate has at least three years of experience, is a trained language teacher (although state certification is not required at an independent school), loves working with students, is independent, creative and able to work with colleagues in integrating curriculum, and enjoys small classes, involved parents and supportive colleagues. Coaching and/or teaching photography or Spanish would be assets as well. Interested teachers should send their resumés to: Ms. Sharon Dole, Assistant to the Head of School The North Shore Country Day School 310 Green Bay Road Winnetka, IL 60093 sdole@nscds.org
Source: North Shore Country Day School
Inputdate: 2004-04-02 15:33:00
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Contentid:
1428
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Title: Website: Geography and Countries test
Body: Here is a site where your students can go to and name the countries: http://www.funbrain.com/where/
Source: FLTEACH
Inputdate: 2004-04-02 15:37:00
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Title: Website: Geography and Countries test
Body: Here is a site where your students can go to and name the countries: http://www.funbrain.com/where/
Source: FLTEACH
Inputdate: 2004-04-02 15:37:00
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1429
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Title: Job Posting: Instructor of French/German, Clarion University
Body: We are in dire need of someone who can fill this position for the 2004-05 academic year! Clarion is located in Western Pennsylvania, about a one 1/2 hour north-east of Pittsburgh, on I-80. Note that it seems that the way this position is being refined, that this person will probably teach more German than French and therefore, German should be his/her stronger language (although, ideally, we'd like someone who is has native-like proficiency in both languages). Instructor of French/German: One-year full-time temporary position, beginning August 2004. Ph.D. or ABD in French, German, or Comparative Literature,with ability to teach one language (either French or German) at the advanced level, the other at the elementary level is required. Completion of a successful interview is also required. Course load: 4 courses per semester. Highly competitive salary and benefits. Deadline: April 15, 2004. Send letter of application, vita,graduate transcripts and three letters of recommendation to: Vincent Spina Chair of Search Committee Department of Modern Languages and Cultures Clarion University of Pennsylvania Clarion, PA 16214 E-mail: spina@clarion.edu. Clarion University of Pennsylvania is building a diverse academic community and encourages people of color, women, veterans, and persons with disabilities to apply. AA/EOE.
Source: Clarion University of Pennsylvania,Clarion, PA
Inputdate: 2004-04-02 15:41:00
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Title: Job Posting: Instructor of French/German, Clarion University
Body: We are in dire need of someone who can fill this position for the 2004-05 academic year! Clarion is located in Western Pennsylvania, about a one 1/2 hour north-east of Pittsburgh, on I-80. Note that it seems that the way this position is being refined, that this person will probably teach more German than French and therefore, German should be his/her stronger language (although, ideally, we'd like someone who is has native-like proficiency in both languages). Instructor of French/German: One-year full-time temporary position, beginning August 2004. Ph.D. or ABD in French, German, or Comparative Literature,with ability to teach one language (either French or German) at the advanced level, the other at the elementary level is required. Completion of a successful interview is also required. Course load: 4 courses per semester. Highly competitive salary and benefits. Deadline: April 15, 2004. Send letter of application, vita,graduate transcripts and three letters of recommendation to: Vincent Spina Chair of Search Committee Department of Modern Languages and Cultures Clarion University of Pennsylvania Clarion, PA 16214 E-mail: spina@clarion.edu. Clarion University of Pennsylvania is building a diverse academic community and encourages people of color, women, veterans, and persons with disabilities to apply. AA/EOE.
Source: Clarion University of Pennsylvania,Clarion, PA
Inputdate: 2004-04-02 15:41:00
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1430
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Title: 2004 Conference on Asian Pacific American Leadership Scholarships
Body: 2004 CAPAL Scholarships http://www.capal.org/ The Conference on Asian Pacific American Leadership (CAPAL) will be awarding 6 scholarships to outstanding Asian Pacific American (APA) college undergraduates and one scholarship to a graduate student for internships in Washington, D.C. for the summer of 2004. Awarded annually since 1992, the scholarships are intended to enable outstanding APA scholars with the potential for leadership, to work full-time and learn about ways to influence public policy that benefits APA communities. Through the generous donations of its sponsors, CAPAL is able to fund 6 students with $2000 stipends. Any students interning in Washington, D.C. with an interest in current issues facing the APA community are also encouraged to participate in CAPAL's Washington Leadership Program (WLP), a free leadership development and education series. Through intense workshops and skill-building sessions conducted weekly in the evenings, the WLP participants develop an understanding of public policies that affect APA communities and the skills needed to bring leadership to the community. CAPAL, a 501(c)(3) charitable and education organization, was founded in 1989 by APA professionals as a nonprofit, nonpartisan educational organization. Its mission is to promote Asian Pacific American interests and success in public sector careers, to provide information and education on policy issues affecting the APA community, and to serve the APA community at large. Please inform both undergraduate and graduate students of this exciting opportunity to gain exposure to the unique public resources of Washington, D.C., develop leadership skills and learn more about important issues facing the Asian Pacific American community. Conference on Asian Pacific American Leadership CAPAL, c/o Summer Internship Application P.O. Box 65073, Washington, DC 20035-5073 Phone: (877) 892-5427 info@capal.org
Source: CAPAL
Inputdate: 2004-04-02 15:47:00
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Title: 2004 Conference on Asian Pacific American Leadership Scholarships
Body: 2004 CAPAL Scholarships http://www.capal.org/ The Conference on Asian Pacific American Leadership (CAPAL) will be awarding 6 scholarships to outstanding Asian Pacific American (APA) college undergraduates and one scholarship to a graduate student for internships in Washington, D.C. for the summer of 2004. Awarded annually since 1992, the scholarships are intended to enable outstanding APA scholars with the potential for leadership, to work full-time and learn about ways to influence public policy that benefits APA communities. Through the generous donations of its sponsors, CAPAL is able to fund 6 students with $2000 stipends. Any students interning in Washington, D.C. with an interest in current issues facing the APA community are also encouraged to participate in CAPAL's Washington Leadership Program (WLP), a free leadership development and education series. Through intense workshops and skill-building sessions conducted weekly in the evenings, the WLP participants develop an understanding of public policies that affect APA communities and the skills needed to bring leadership to the community. CAPAL, a 501(c)(3) charitable and education organization, was founded in 1989 by APA professionals as a nonprofit, nonpartisan educational organization. Its mission is to promote Asian Pacific American interests and success in public sector careers, to provide information and education on policy issues affecting the APA community, and to serve the APA community at large. Please inform both undergraduate and graduate students of this exciting opportunity to gain exposure to the unique public resources of Washington, D.C., develop leadership skills and learn more about important issues facing the Asian Pacific American community. Conference on Asian Pacific American Leadership CAPAL, c/o Summer Internship Application P.O. Box 65073, Washington, DC 20035-5073 Phone: (877) 892-5427 info@capal.org
Source: CAPAL
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1431
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Title: French Website: www.spiritsoleil.com
Body: Website recommendation from FLTEACH I just found a really cool French site to pass on to you. It has short pity sayings, little paragraphs that are lessons in morality, philosophy about life. They would be great to use in a French 3 or 4 class. Kids could illustrate them, or do skits based on them. Don't be turned off by the title "Short little Zen Koans." They are not Koans in the traditional sense. Some of them are quotes by people like Einstein, Newton, etc. but all of them make you think. Here's the site: http://www.spiritsoleil.com/ Enjoy!
Source: FLTEACH
Inputdate: 2004-04-02 15:51:00
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Title: French Website: www.spiritsoleil.com
Body: Website recommendation from FLTEACH I just found a really cool French site to pass on to you. It has short pity sayings, little paragraphs that are lessons in morality, philosophy about life. They would be great to use in a French 3 or 4 class. Kids could illustrate them, or do skits based on them. Don't be turned off by the title "Short little Zen Koans." They are not Koans in the traditional sense. Some of them are quotes by people like Einstein, Newton, etc. but all of them make you think. Here's the site: http://www.spiritsoleil.com/ Enjoy!
Source: FLTEACH
Inputdate: 2004-04-02 15:51:00
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Title: National Conference on Race and Ethnicity in American Higher Education, June 1-5, Miami Beach, FL
Body: Please visit our website for more information on registration and conference program at www.ncore.ou.edu Keynote Presentations include: Living Beyond the Hyphen: Identity in the Age of Multiculturalism by Cristina Garcia, an award-winning author of Dreaming in Cuban. Diversity in the New Millennium by Dr. Harold Bud Hodgkinson, Director, Center for Demographic Policy, Institute for Educational Leadership in Washington, D.C. Brown vs. Board of Education: 50 Years Later by Mary Frances Berry, Ph.D., author, educator, and historian. Trapped in a History They Do Not Understand: Developing White Allies in the Face of Racial Privilege by Tim Wise, Anti-Racism Educator, ZNet Columnist, and the Director of the newly-formed Association for White Anti-Racist Education (AWARE) in Nashville. Embracing Our Gift From Creation: Belonging by bea Shawanda, a Native American from the Odawa-Pottawottomi Tribe in Ontario Canada. Toward a Diverse Democracy: Affirmative Action and the Future of Racial Justice by Dr. Frank H. Wu, Professor at Howard University School of Law and also an adjunct Professor at Columbia University.
Source: NCORE
Inputdate: 2004-04-02 16:02:00
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Title: National Conference on Race and Ethnicity in American Higher Education, June 1-5, Miami Beach, FL
Body: Please visit our website for more information on registration and conference program at www.ncore.ou.edu Keynote Presentations include: Living Beyond the Hyphen: Identity in the Age of Multiculturalism by Cristina Garcia, an award-winning author of Dreaming in Cuban. Diversity in the New Millennium by Dr. Harold Bud Hodgkinson, Director, Center for Demographic Policy, Institute for Educational Leadership in Washington, D.C. Brown vs. Board of Education: 50 Years Later by Mary Frances Berry, Ph.D., author, educator, and historian. Trapped in a History They Do Not Understand: Developing White Allies in the Face of Racial Privilege by Tim Wise, Anti-Racism Educator, ZNet Columnist, and the Director of the newly-formed Association for White Anti-Racist Education (AWARE) in Nashville. Embracing Our Gift From Creation: Belonging by bea Shawanda, a Native American from the Odawa-Pottawottomi Tribe in Ontario Canada. Toward a Diverse Democracy: Affirmative Action and the Future of Racial Justice by Dr. Frank H. Wu, Professor at Howard University School of Law and also an adjunct Professor at Columbia University.
Source: NCORE
Inputdate: 2004-04-02 16:02:00
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