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Contentid:
13939
Content Type: 1
Title: Summer Classics Institute at the University of Georgia
Body: From http://www.classics.uga.edu For nearly 30 years, the Department of Classics at the University of Georgia has sponsored the Summer Classics Institute. The Institute offers a variety of undergraduate and graduate courses, including Latin and Classical Culture courses, and, in alternate years, Intensive Beginning Greek and Intensive Beginning Latin. The Institute's summer programs are an attractive option for Latin teachers who wish to continue their education or work towards initial or upgraded certification Students who are interested in pursuing a Master of Arts degree in Latin on a summers-only basis Students who are seeking a summer enrichment program in Classics. Classes are held from mid-June to early August; some courses are offered in intensive four-week short sessions. Requirements for the M.A. in Latin may be completed in four summers, including, if the student wishes, one summer term in Rome or on an archaeological site; a non-thesis option, including teaching methods and other additional coursework, is available for teachers. The Classics Department faculty share in a tradition of cooperation with high school teachers and programs that culminates each summer in an exciting and challenging curriculum. Application and supporting documents must be received no later than April 1st for domestic applicants, six weeks earlier for international applicants. For full details about the 2012 institute, go to http://www.classics.uga.edu/academic_programs/summer_institute.htm
Source: University of Georgia
Inputdate: 2012-02-05 08:04:40
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Expdate: 2012-09-30 00:00:00
Publishdate: 2012-02-06 00:00:00
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Title: Summer Classics Institute at the University of Georgia
Body: From http://www.classics.uga.edu For nearly 30 years, the Department of Classics at the University of Georgia has sponsored the Summer Classics Institute. The Institute offers a variety of undergraduate and graduate courses, including Latin and Classical Culture courses, and, in alternate years, Intensive Beginning Greek and Intensive Beginning Latin. The Institute's summer programs are an attractive option for Latin teachers who wish to continue their education or work towards initial or upgraded certification Students who are interested in pursuing a Master of Arts degree in Latin on a summers-only basis Students who are seeking a summer enrichment program in Classics. Classes are held from mid-June to early August; some courses are offered in intensive four-week short sessions. Requirements for the M.A. in Latin may be completed in four summers, including, if the student wishes, one summer term in Rome or on an archaeological site; a non-thesis option, including teaching methods and other additional coursework, is available for teachers. The Classics Department faculty share in a tradition of cooperation with high school teachers and programs that culminates each summer in an exciting and challenging curriculum. Application and supporting documents must be received no later than April 1st for domestic applicants, six weeks earlier for international applicants. For full details about the 2012 institute, go to http://www.classics.uga.edu/academic_programs/summer_institute.htm
Source: University of Georgia
Inputdate: 2012-02-05 08:04:40
Lastmodifieddate: 2012-02-05 08:04:40
Expdate: 2012-09-30 00:00:00
Publishdate: 2012-02-06 00:00:00
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Contentid:
13940
Content Type: 1
Title: The Italy of Caesar and Vergil: A Workshop for Teachers
Body: From http://vergil.clarku.edu The Italy of Caesar and Vergil: A Workshop for Teachers July 12-23, 2012 This 12 day workshop for high school Latin teachers will combine classroom sessions in successful pedagogical practices with fascinating and relevant site visits that illuminate the lives and works of Caesar and Vergil. Morning study sessions will provide ideas and skills to enrich both beginning and advanced courses, with a focus on the readings and abilities required by the revised Advanced Placement syllabus. Afternoon site and museum visits will contextualize the writings of our authors elucidating the common themes of Caesar's commentarii and Vergil's Aeneid. While new and veteran AP teachers stand to gain the most from this experience, all teachers are welcome. Application deadline: Early registration (by March 15) is advised, to be certain of reaching the minimum number of participants required to ensure the tour can take place; registration deadline: April 30. For full details go to http://vergil.clarku.edu/cumae2.htm
Source: The Vergilian Society
Inputdate: 2012-02-05 08:05:37
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Expdate: 2012-07-23 00:00:00
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Title: The Italy of Caesar and Vergil: A Workshop for Teachers
Body: From http://vergil.clarku.edu The Italy of Caesar and Vergil: A Workshop for Teachers July 12-23, 2012 This 12 day workshop for high school Latin teachers will combine classroom sessions in successful pedagogical practices with fascinating and relevant site visits that illuminate the lives and works of Caesar and Vergil. Morning study sessions will provide ideas and skills to enrich both beginning and advanced courses, with a focus on the readings and abilities required by the revised Advanced Placement syllabus. Afternoon site and museum visits will contextualize the writings of our authors elucidating the common themes of Caesar's commentarii and Vergil's Aeneid. While new and veteran AP teachers stand to gain the most from this experience, all teachers are welcome. Application deadline: Early registration (by March 15) is advised, to be certain of reaching the minimum number of participants required to ensure the tour can take place; registration deadline: April 30. For full details go to http://vergil.clarku.edu/cumae2.htm
Source: The Vergilian Society
Inputdate: 2012-02-05 08:05:37
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Expdate: 2012-07-23 00:00:00
Publishdate: 2012-02-06 00:00:00
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Contentid:
13941
Content Type: 1
Title: U.S. - Indonesia Travel Grants
Body: From http://www.usindo.org/events/travel-grant-application-now-open USINDO awards grants of up to $2000 to fund travel to Indonesia or to the United States. These grants are awarded to promote academic and other exchanges between the two countries. USINDO Travel Grants are open U.S. and Indonesian citizens seeking to travel to Indonesia or the United States to conduct field research or other professional projects, including conferences. The deadline for the next application cycle is March 1, 2012. Application details can be found here: http://www.usindo.org/usindo-grants/travel-grants
Source: USINDO
Inputdate: 2012-02-05 08:06:39
Lastmodifieddate: 2012-02-05 08:06:39
Expdate: 2012-03-01 00:00:00
Publishdate: 2012-02-06 00:00:00
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Title: U.S. - Indonesia Travel Grants
Body: From http://www.usindo.org/events/travel-grant-application-now-open USINDO awards grants of up to $2000 to fund travel to Indonesia or to the United States. These grants are awarded to promote academic and other exchanges between the two countries. USINDO Travel Grants are open U.S. and Indonesian citizens seeking to travel to Indonesia or the United States to conduct field research or other professional projects, including conferences. The deadline for the next application cycle is March 1, 2012. Application details can be found here: http://www.usindo.org/usindo-grants/travel-grants
Source: USINDO
Inputdate: 2012-02-05 08:06:39
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Expdate: 2012-03-01 00:00:00
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Contentid:
13942
Content Type: 1
Title: Lorraine A. Strasheim Memorial Scholarship for Summertime Study
Body: From http://www.iflta.org/grants Each year the Indiana Foreign Language Teachers Association, Inc. sponsors a competition for the Lorraine A. Strasheim Memorial Scholarship which may offer as much as up to $1,500 to defray the costs of summertime study and/or educational projects abroad by those who have been IFLTA members for three years. Submission deadline: March 1, 2012 For more details go to http://www.iflta.org/grants/strasheim.html
Source: IFLTA
Inputdate: 2012-02-05 08:07:35
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Expdate: 2012-03-01 00:00:00
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Title: Lorraine A. Strasheim Memorial Scholarship for Summertime Study
Body: From http://www.iflta.org/grants Each year the Indiana Foreign Language Teachers Association, Inc. sponsors a competition for the Lorraine A. Strasheim Memorial Scholarship which may offer as much as up to $1,500 to defray the costs of summertime study and/or educational projects abroad by those who have been IFLTA members for three years. Submission deadline: March 1, 2012 For more details go to http://www.iflta.org/grants/strasheim.html
Source: IFLTA
Inputdate: 2012-02-05 08:07:35
Lastmodifieddate: 2012-02-05 08:07:35
Expdate: 2012-03-01 00:00:00
Publishdate: 2012-02-06 00:00:00
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Contentid:
13943
Content Type: 1
Title: Jobs at Twin Cities German Immersion School
Body: Twin Cities German Immersion School Postings: 2012– 2013 School Year Location: St. Paul, MN Positions: · Elementary School German Immersion Teachers (Kindergarten, First Grade, Third Grade) · Spanish Teacher (.6) · 5-8 Language Arts Specialist (German and English) Salary: Dependent on experience and qualifications; current range $28,000 - $42,000/yr Benefits: Medical, Dental, TRA Posting Date: February 1st, 2012 Timeline: Immediate Opening Available. Also hiring for the 2012-2013 School year. Applications accepted until hire completed. German Immersion Teachers Position Description: The Twin Cities German Immersion School is accepting applications for licensed teachers at the elementary and middle school levels, with a particular interest in those with lower elementary experience. Classroom instruction is delivered in German. Class size averages 22. Additional information about the school can be found at www.germanschool-mn.org We’re looking for passionate, dedicated and resourceful candidates who are supportive of the charter school concept; knowledgeable of full immersion instructional techniques; committed to delivering high quality curriculum using best practices; and able to connect and build positive relationships with students and parents. Our school is committed to principles of Responsive Classroom for the integration of the social and academic curriculum. Qualifications: · Bachelors Degree; · Valid Minnesota elementary or middle level teaching license or eligibility to possess a MN license or teaching certification from a German-speaking country . Licensures sought: Elementary, K-12 German, 5-8 Language Arts, Spanish. · Fluent in German at native or near-native level in reading, writing and speaking. To apply submit a letter of introduction, resume, and two letters of reference to afjelstad at tcgis dot org -- Annika Fjelstad Director Twin Cities German Immersion School afjelstad at tcgis dot org 651-492-7106
Source: LIM-A
Inputdate: 2012-02-05 08:08:46
Lastmodifieddate: 2012-02-05 08:08:46
Expdate: 2013-02-28 00:00:00
Publishdate: 2012-02-06 00:00:00
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Title: Jobs at Twin Cities German Immersion School
Body: Twin Cities German Immersion School Postings: 2012– 2013 School Year Location: St. Paul, MN Positions: · Elementary School German Immersion Teachers (Kindergarten, First Grade, Third Grade) · Spanish Teacher (.6) · 5-8 Language Arts Specialist (German and English) Salary: Dependent on experience and qualifications; current range $28,000 - $42,000/yr Benefits: Medical, Dental, TRA Posting Date: February 1st, 2012 Timeline: Immediate Opening Available. Also hiring for the 2012-2013 School year. Applications accepted until hire completed. German Immersion Teachers Position Description: The Twin Cities German Immersion School is accepting applications for licensed teachers at the elementary and middle school levels, with a particular interest in those with lower elementary experience. Classroom instruction is delivered in German. Class size averages 22. Additional information about the school can be found at www.germanschool-mn.org We’re looking for passionate, dedicated and resourceful candidates who are supportive of the charter school concept; knowledgeable of full immersion instructional techniques; committed to delivering high quality curriculum using best practices; and able to connect and build positive relationships with students and parents. Our school is committed to principles of Responsive Classroom for the integration of the social and academic curriculum. Qualifications: · Bachelors Degree; · Valid Minnesota elementary or middle level teaching license or eligibility to possess a MN license or teaching certification from a German-speaking country . Licensures sought: Elementary, K-12 German, 5-8 Language Arts, Spanish. · Fluent in German at native or near-native level in reading, writing and speaking. To apply submit a letter of introduction, resume, and two letters of reference to afjelstad at tcgis dot org -- Annika Fjelstad Director Twin Cities German Immersion School afjelstad at tcgis dot org 651-492-7106
Source: LIM-A
Inputdate: 2012-02-05 08:08:46
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Expdate: 2013-02-28 00:00:00
Publishdate: 2012-02-06 00:00:00
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Contentid:
13944
Content Type: 1
Title: Internship: Heritage Alliance
Body: Heritage Alliance Intern Spring/Summer 2012 Job Title: Heritage Alliance Intern Program: Alliance for the Advancement of Heritage Languages Hours per week: 15-35 Salary: non-paid (small honorarium) Position Available: January – August, 2012 The Center for Applied Linguistics supports heritage language education and research through the Alliance for the Advancement of Heritage Languages (Heritage Alliance). The Heritage Alliance is committed to advancing language development for heritage language speakers in the United States as part of a larger effort to educate members of our society who can function professionally in English and in other languages. To achieve this mission, the Alliance provides leadership, supports collaboration, and promotes information sharing to foster heritage language maintenance and education. The Heritage Alliance program at CAL seeks self-motivated individuals who can work with the Alliance during the spring and summer 2012 for four-month internships. Hours per week can be flexible (between 15 and 35). Heritage Alliance interns have the opportunity to make original contributions in the field and work with a strong and supportive team of professionals in language education, research, and documentation in the greater Washington, D.C. area. Description of Duties: CAL is primarily interested in graduate students who are familiar with and interested in languages considered “critical” by the U.S. government – Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, and Urdu. Interns can choose to focus on two or more of the following tasks: documenting heritage language programs, writing Heritage Voices on these languages and on programs where they are taught, writing Heritage Briefs on topics related to these languages, organizing training programs for heritage language teachers, applying for research funding, presenting at conferences, and making connections with the community of speakers of these languages. Qualifications: Educational or working experience in language/linguistics, education or related discipline Experience with Microsoft Office is required Knowledge about specific heritage languages and heritage language communities and passion to work with heritage language educators is desirable. Graduate students are preferred, undergraduate students and recent graduates will also be considered. Applicants who prefer to work on heritage languages other than those listed here will also be considered. IF INTERESTED, SEND RESUME AND COVER LETTER: Mail: Center for Applied Linguistics Phyllis Pointer-Tate 4646 40th Street NW Washington, D.C. 20016-1859 ATTN: Phyllis Tate, Recruitment I12-01 Electronically: jobs at cal dot org Attn: Recruitment I12-01 CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line. The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment. In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Source: CAL
Inputdate: 2012-02-05 08:10:00
Lastmodifieddate: 2012-02-05 08:10:00
Expdate: 2013-02-05 00:00:00
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Title: Internship: Heritage Alliance
Body: Heritage Alliance Intern Spring/Summer 2012 Job Title: Heritage Alliance Intern Program: Alliance for the Advancement of Heritage Languages Hours per week: 15-35 Salary: non-paid (small honorarium) Position Available: January – August, 2012 The Center for Applied Linguistics supports heritage language education and research through the Alliance for the Advancement of Heritage Languages (Heritage Alliance). The Heritage Alliance is committed to advancing language development for heritage language speakers in the United States as part of a larger effort to educate members of our society who can function professionally in English and in other languages. To achieve this mission, the Alliance provides leadership, supports collaboration, and promotes information sharing to foster heritage language maintenance and education. The Heritage Alliance program at CAL seeks self-motivated individuals who can work with the Alliance during the spring and summer 2012 for four-month internships. Hours per week can be flexible (between 15 and 35). Heritage Alliance interns have the opportunity to make original contributions in the field and work with a strong and supportive team of professionals in language education, research, and documentation in the greater Washington, D.C. area. Description of Duties: CAL is primarily interested in graduate students who are familiar with and interested in languages considered “critical” by the U.S. government – Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, and Urdu. Interns can choose to focus on two or more of the following tasks: documenting heritage language programs, writing Heritage Voices on these languages and on programs where they are taught, writing Heritage Briefs on topics related to these languages, organizing training programs for heritage language teachers, applying for research funding, presenting at conferences, and making connections with the community of speakers of these languages. Qualifications: Educational or working experience in language/linguistics, education or related discipline Experience with Microsoft Office is required Knowledge about specific heritage languages and heritage language communities and passion to work with heritage language educators is desirable. Graduate students are preferred, undergraduate students and recent graduates will also be considered. Applicants who prefer to work on heritage languages other than those listed here will also be considered. IF INTERESTED, SEND RESUME AND COVER LETTER: Mail: Center for Applied Linguistics Phyllis Pointer-Tate 4646 40th Street NW Washington, D.C. 20016-1859 ATTN: Phyllis Tate, Recruitment I12-01 Electronically: jobs at cal dot org Attn: Recruitment I12-01 CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line. The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment. In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Source: CAL
Inputdate: 2012-02-05 08:10:00
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Contentid:
13945
Content Type: 1
Title: Debate at the New York Times: Does the US Need To Be More Multilingual?
Body: From http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile The New York Times Room for Debate website recently featured responses to this essay: English Is Global, So Why Learn Arabic? Debaters and arguments include the following: Stacie Nevadomski Berdan: Companies want globally competent employees, including multilanguage competency. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/being-monolingual-is-no-longer-an-option Anthony Jackson: Learning another language nurtures cognitive skills that are critical for students’ academic success. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/theres-more-to-language-than-speaking Michael Erard: If English is your only language, accommodating your ear and your speech to those for whom it's not takes linguistic skill and practice. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/advice-for-native-english-speakers Melanie Ho: Maybe you don't need to be 'fluent' in multiple languages, but life might be more interesting if you were proficient in more than one. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/more-foreign-languages-means-more-opportunities Marcelo M. Suarez-Orozco: Get economists like Lawrence Summers out of the education debate. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/what-would-aristotle-think Clayton Lewis: Knowing two or more languages is an advantage, not a burden. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/getting-by-with-languages-isnt-enough Follow the discussion at http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile Read the original article at that the debaters are responding to at http://www.nytimes.com/2012/01/22/education/edlife/the-21st-century-education.html
Source: New York Times
Inputdate: 2012-02-05 08:11:49
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Title: Debate at the New York Times: Does the US Need To Be More Multilingual?
Body: From http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile The New York Times Room for Debate website recently featured responses to this essay: English Is Global, So Why Learn Arabic? Debaters and arguments include the following: Stacie Nevadomski Berdan: Companies want globally competent employees, including multilanguage competency. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/being-monolingual-is-no-longer-an-option Anthony Jackson: Learning another language nurtures cognitive skills that are critical for students’ academic success. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/theres-more-to-language-than-speaking Michael Erard: If English is your only language, accommodating your ear and your speech to those for whom it's not takes linguistic skill and practice. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/advice-for-native-english-speakers Melanie Ho: Maybe you don't need to be 'fluent' in multiple languages, but life might be more interesting if you were proficient in more than one. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/more-foreign-languages-means-more-opportunities Marcelo M. Suarez-Orozco: Get economists like Lawrence Summers out of the education debate. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/what-would-aristotle-think Clayton Lewis: Knowing two or more languages is an advantage, not a burden. http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile/getting-by-with-languages-isnt-enough Follow the discussion at http://www.nytimes.com/roomfordebate/2012/01/29/is-learning-a-language-other-than-english-worthwhile Read the original article at that the debaters are responding to at http://www.nytimes.com/2012/01/22/education/edlife/the-21st-century-education.html
Source: New York Times
Inputdate: 2012-02-05 08:11:49
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13946
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Title: Loss of FLAP Funding Halts Foreign Language Assessments
Body: From http://www.districtadministration.com/article/loss-flap-funding-halts-foreign-language-assessments Loss of FLAP Funding Halts Foreign Language Assessments By: Marion Herbert January 27, 2012 While in the fourth year of a five-year Foreign Language Assistance Program (FLAP) federal grant, the American Council on the Teaching of Foreign Languages (ACTFL) learned in late December that Congress had cut the grant’s final year of funding. ACTFL had used its portion of the grant, which was created to improve innovative foreign language programs, to develop nationally recognized language assessments. Consequently, four years’ worth of work developing these tests assessments would go unfinished. While the language programs in districts will continue, many teachers may lose their jobs and the assessments, which were intended to gauge students’ progress and assist in higher education placement, will remain unfinished. Read the full article at http://www.districtadministration.com/article/loss-flap-funding-halts-foreign-language-assessments
Source: District Administration
Inputdate: 2012-02-05 08:14:21
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Title: Loss of FLAP Funding Halts Foreign Language Assessments
Body: From http://www.districtadministration.com/article/loss-flap-funding-halts-foreign-language-assessments Loss of FLAP Funding Halts Foreign Language Assessments By: Marion Herbert January 27, 2012 While in the fourth year of a five-year Foreign Language Assistance Program (FLAP) federal grant, the American Council on the Teaching of Foreign Languages (ACTFL) learned in late December that Congress had cut the grant’s final year of funding. ACTFL had used its portion of the grant, which was created to improve innovative foreign language programs, to develop nationally recognized language assessments. Consequently, four years’ worth of work developing these tests assessments would go unfinished. While the language programs in districts will continue, many teachers may lose their jobs and the assessments, which were intended to gauge students’ progress and assist in higher education placement, will remain unfinished. Read the full article at http://www.districtadministration.com/article/loss-flap-funding-halts-foreign-language-assessments
Source: District Administration
Inputdate: 2012-02-05 08:14:21
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13947
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Title: Congressional Caucus wants Investigation of Tucson Mexican-American Studies Ban
Body: From http://inamerica.blogs.cnn.com/2012/01/24/march-petition-urge-tucson-school-officials-to-bring-back-books Congressional caucus wants investigation of Tucson Mexican-American studies ban By Stephanie Siek January 24, 2012 As students and faculty of several Tucson high schools protested the end of Mexican-American studies and removal of text books, some members of Congress are seeking an investigation into the ethnic studies ban. The Congressional Hispanic Caucus sent a letter to the U.S. Department of Education’s Civil Rights Office asking it to investigate the language of the law banning ethnic studies and its specific application against Tucson’s Mexican-American studies program. Read the full article at http://inamerica.blogs.cnn.com/2012/01/24/march-petition-urge-tucson-school-officials-to-bring-back-books
Source: CNN
Inputdate: 2012-02-05 08:15:21
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Title: Congressional Caucus wants Investigation of Tucson Mexican-American Studies Ban
Body: From http://inamerica.blogs.cnn.com/2012/01/24/march-petition-urge-tucson-school-officials-to-bring-back-books Congressional caucus wants investigation of Tucson Mexican-American studies ban By Stephanie Siek January 24, 2012 As students and faculty of several Tucson high schools protested the end of Mexican-American studies and removal of text books, some members of Congress are seeking an investigation into the ethnic studies ban. The Congressional Hispanic Caucus sent a letter to the U.S. Department of Education’s Civil Rights Office asking it to investigate the language of the law banning ethnic studies and its specific application against Tucson’s Mexican-American studies program. Read the full article at http://inamerica.blogs.cnn.com/2012/01/24/march-petition-urge-tucson-school-officials-to-bring-back-books
Source: CNN
Inputdate: 2012-02-05 08:15:21
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13948
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Title: Article: College Credit for Rosetta Stone
Body: From http://www.insidehighered.com/news/2012/01/27/educators-question-taking-rosetta-stone-credit Rosetta Reservations by Mitch Smith January 17, 2012 Depending on whom you ask, Rosetta Stone is either modernizing higher education or jeopardizing the quality of foreign language instruction by offering classes for transferrable college credit. Rosemary Feal, executive director of the Modern Language Association and a Spanish professor, calls the idea “scandalous.” David McAlpine, president of the board of directors for the American Council for the Teaching of Foreign Languages (ACTFL), said teaching a Spanish class completely online threatens educational standards and leaves students floundering behind their peers in traditional courses. But James Madison University officials say the academic demands in an online class they offer through Rosetta Stone are the same ones that students face in their Harrisonburg, Va., lecture halls. In April, James Madison became the first college to partner with Rosetta Stone, an international company that creates instructional language software, to offer a for-credit course to the general public in which instruction is provided by the company's software. Read more: http://www.insidehighered.com/news/2012/01/27/educators-question-taking-rosetta-stone-credit#ixzz1kuacvKCe
Source: Inside Higher Ed
Inputdate: 2012-02-05 08:16:28
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Content Type: 1
Title: Article: College Credit for Rosetta Stone
Body: From http://www.insidehighered.com/news/2012/01/27/educators-question-taking-rosetta-stone-credit Rosetta Reservations by Mitch Smith January 17, 2012 Depending on whom you ask, Rosetta Stone is either modernizing higher education or jeopardizing the quality of foreign language instruction by offering classes for transferrable college credit. Rosemary Feal, executive director of the Modern Language Association and a Spanish professor, calls the idea “scandalous.” David McAlpine, president of the board of directors for the American Council for the Teaching of Foreign Languages (ACTFL), said teaching a Spanish class completely online threatens educational standards and leaves students floundering behind their peers in traditional courses. But James Madison University officials say the academic demands in an online class they offer through Rosetta Stone are the same ones that students face in their Harrisonburg, Va., lecture halls. In April, James Madison became the first college to partner with Rosetta Stone, an international company that creates instructional language software, to offer a for-credit course to the general public in which instruction is provided by the company's software. Read more: http://www.insidehighered.com/news/2012/01/27/educators-question-taking-rosetta-stone-credit#ixzz1kuacvKCe
Source: Inside Higher Ed
Inputdate: 2012-02-05 08:16:28
Lastmodifieddate: 2012-02-05 08:16:28
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Publishdate: 2012-02-06 00:00:00
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