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Contentid:
13949
Content Type: 1
Title: Student May Have Been Benched for Speaking Menominee
Body: From http://www.shawanoleader.com/main.asp?Search=1&ArticleID=30309&SectionID=2&SubSectionID=27&S=1 Parents of a child at Sacred Heart Catholic School are upset about the school's decision to bench the girl for "attitude issues" after she spoke a few words in the Menominee language at school. The seventh-grader's mother, Tanaes Washinawatok, said her daughter, Miranda, was not allowed to play in the basketball game Jan. 19 after being reprimanded that day for using the Menominee language during a homeroom supervised by teacher Julie Gurta. Later in the day Miranda was not allowed to play in a basketball game. Washinawatok said assistant coach Billie Joe Duquaine, a preschool teacher at the school, told Miranda she was benched because of an "attitude issue." Read three articles about this incident: http://www.shawanoleader.com/main.asp?Search=1&ArticleID=30309&SectionID=2&SubSectionID=27&S=1 http://www.nbc26.com/news/local/138452384.html?page=1 http://www.greenbaypressgazette.com/article/20120202/GPG0101/202020566/Shawano-principal-apologizes-benching-student-speaking-Menominee-class-read-letter?odyssey=mod|defcon|text|FRONTPAGE
Source: Various
Inputdate: 2012-02-05 08:17:31
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Title: Student May Have Been Benched for Speaking Menominee
Body: From http://www.shawanoleader.com/main.asp?Search=1&ArticleID=30309&SectionID=2&SubSectionID=27&S=1 Parents of a child at Sacred Heart Catholic School are upset about the school's decision to bench the girl for "attitude issues" after she spoke a few words in the Menominee language at school. The seventh-grader's mother, Tanaes Washinawatok, said her daughter, Miranda, was not allowed to play in the basketball game Jan. 19 after being reprimanded that day for using the Menominee language during a homeroom supervised by teacher Julie Gurta. Later in the day Miranda was not allowed to play in a basketball game. Washinawatok said assistant coach Billie Joe Duquaine, a preschool teacher at the school, told Miranda she was benched because of an "attitude issue." Read three articles about this incident: http://www.shawanoleader.com/main.asp?Search=1&ArticleID=30309&SectionID=2&SubSectionID=27&S=1 http://www.nbc26.com/news/local/138452384.html?page=1 http://www.greenbaypressgazette.com/article/20120202/GPG0101/202020566/Shawano-principal-apologizes-benching-student-speaking-Menominee-class-read-letter?odyssey=mod|defcon|text|FRONTPAGE
Source: Various
Inputdate: 2012-02-05 08:17:31
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Contentid:
13950
Content Type: 1
Title: U.S., Chinese Schools Build Virtual Ed. Partnerships, Study Abroad Opportunities
Body: From http://www.edweek.org/ew/articles/2012/02/01/19el-chinaexchange.h31.html U.S., Chinese Schools Build Virtual Ed. Partnerships By Katie Ash January 30, 2012 Several schools aiming to better prepare students for a global economy and foster cultural understanding between the United States and China have turned to virtual exchange programs between American and Chinese schools. "The global market is changing 24-7," said William Skilling, the superintendent of the 4,600-student Oxford community school system in Michigan. "We feel it is mission-critical for every student to become fluent in a world language and fluent in multiple world cultures." To that end, the district hires only native speakers to teach foreign languages, hosts both virtual and physical exchange programs with Chinese students and educators, and launched an international school in China that will allow students from the district to study there. Read a full description of what the school systems are doing at http://www.edweek.org/ew/articles/2012/02/01/19el-chinaexchange.h31.html
Source: Education Week
Inputdate: 2012-02-05 08:32:36
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Publishdate: 2012-02-06 00:00:00
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Title: U.S., Chinese Schools Build Virtual Ed. Partnerships, Study Abroad Opportunities
Body: From http://www.edweek.org/ew/articles/2012/02/01/19el-chinaexchange.h31.html U.S., Chinese Schools Build Virtual Ed. Partnerships By Katie Ash January 30, 2012 Several schools aiming to better prepare students for a global economy and foster cultural understanding between the United States and China have turned to virtual exchange programs between American and Chinese schools. "The global market is changing 24-7," said William Skilling, the superintendent of the 4,600-student Oxford community school system in Michigan. "We feel it is mission-critical for every student to become fluent in a world language and fluent in multiple world cultures." To that end, the district hires only native speakers to teach foreign languages, hosts both virtual and physical exchange programs with Chinese students and educators, and launched an international school in China that will allow students from the district to study there. Read a full description of what the school systems are doing at http://www.edweek.org/ew/articles/2012/02/01/19el-chinaexchange.h31.html
Source: Education Week
Inputdate: 2012-02-05 08:32:36
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Contentid:
13951
Content Type: 1
Title: Learner Language: Tools for Teachers Website
Body: Research shows that implicit proficiency in a second language only develops when learners are given opportunities to use the language in unrehearsed communication. The Learner Language: Tools for Teachers project uses the theoretical framework of Exploratory Practice and a set of multimedia materials to show teachers of Chinese, Japanese, Korean, and Persian how to encourage and focus on learner language development through unrehearsed communication activities in their own classrooms. An annotated bibliography supplies research findings on second language acquisition and learner language development specific to each of the four languages. Under the direction of CARLA Director Elaine Tarone, beginning/intermediate students of Chinese, Japanese, Korean, and Persian were video recorded as they worked in pairs on unrehearsed interactive puzzle-solving speaking tasks with stimulating visual images as prompts. The video clips were professionally edited, transcribed and translated into English. Project staff developed and field tested activities to help teachers of Chinese, Japanese, Korean, and Persian learn six different methods of analyzing learner language: Learner Characteristics—teachers learn to identify individual differences among second language learners that may affect their success in second language acquisition. Error Analysis—teachers learn how to document and analyze learners’ systematic errors. Interlanguage—teachers identify stages of development of certain grammatical forms in learner language. Learning in Interaction—teachers see how learners co-construct language and respond to correction in pairwork. Referential Communication—teachers identify ways the learners effectively identify things, actions and locations. Complexity—teachers learn simple measures of syntactic complexity and lexical variety, and how to use these to measure learners’ development of academic language. With these materials, teachers will develop the hands-on skills they need to monitor the growth of learner language in their own classrooms so they can more effectively tailor their instruction to meet the learning needs of their students. The web-based materials are designed to be useful for self-study as well as in teacher development and second language acquisition courses. The learner language website provides a wealth of information for teachers of all languages on learner language, error analysis, interlanguage, referential communication, and complexity. Another section gives practical information on designing interactive communication tasks that invite learners to use their second language in meaningful, unrehearsed communication. The Learner Language: Tools for Teachers website and multi-media materials for Chinese, Japanese, Korean and Persian are available on the CARLA website at: http://www.carla.umn.edu/learnerlanguage CARLA Update - Winter 2012. (carla@umn.edu, 13 Jan 2012).
Source: CARLA
Inputdate: 2012-02-05 08:34:14
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Title: Learner Language: Tools for Teachers Website
Body: Research shows that implicit proficiency in a second language only develops when learners are given opportunities to use the language in unrehearsed communication. The Learner Language: Tools for Teachers project uses the theoretical framework of Exploratory Practice and a set of multimedia materials to show teachers of Chinese, Japanese, Korean, and Persian how to encourage and focus on learner language development through unrehearsed communication activities in their own classrooms. An annotated bibliography supplies research findings on second language acquisition and learner language development specific to each of the four languages. Under the direction of CARLA Director Elaine Tarone, beginning/intermediate students of Chinese, Japanese, Korean, and Persian were video recorded as they worked in pairs on unrehearsed interactive puzzle-solving speaking tasks with stimulating visual images as prompts. The video clips were professionally edited, transcribed and translated into English. Project staff developed and field tested activities to help teachers of Chinese, Japanese, Korean, and Persian learn six different methods of analyzing learner language: Learner Characteristics—teachers learn to identify individual differences among second language learners that may affect their success in second language acquisition. Error Analysis—teachers learn how to document and analyze learners’ systematic errors. Interlanguage—teachers identify stages of development of certain grammatical forms in learner language. Learning in Interaction—teachers see how learners co-construct language and respond to correction in pairwork. Referential Communication—teachers identify ways the learners effectively identify things, actions and locations. Complexity—teachers learn simple measures of syntactic complexity and lexical variety, and how to use these to measure learners’ development of academic language. With these materials, teachers will develop the hands-on skills they need to monitor the growth of learner language in their own classrooms so they can more effectively tailor their instruction to meet the learning needs of their students. The web-based materials are designed to be useful for self-study as well as in teacher development and second language acquisition courses. The learner language website provides a wealth of information for teachers of all languages on learner language, error analysis, interlanguage, referential communication, and complexity. Another section gives practical information on designing interactive communication tasks that invite learners to use their second language in meaningful, unrehearsed communication. The Learner Language: Tools for Teachers website and multi-media materials for Chinese, Japanese, Korean and Persian are available on the CARLA website at: http://www.carla.umn.edu/learnerlanguage CARLA Update - Winter 2012. (carla@umn.edu, 13 Jan 2012).
Source: CARLA
Inputdate: 2012-02-05 08:34:14
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Publishdate: 2012-02-06 00:00:00
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Contentid:
13952
Content Type: 1
Title: Institute of Turkish Studies
Body: From http://turkishstudies.org Founded and incorporated in the District of Columbia in 1982, the Institute of Turkish Studies (ITS) is the only non-profit, private educational foundation in the United States exclusively dedicated to the support and development of Turkish Studies in American higher education. Visit the ITS website to subscribe to e-mail updates, learn about grants and study abroad opportunities, find useful links, and more: http://turkishstudies.org/links.shtml
Source: Institute of Turkish Studies
Inputdate: 2012-02-05 08:35:13
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Title: Institute of Turkish Studies
Body: From http://turkishstudies.org Founded and incorporated in the District of Columbia in 1982, the Institute of Turkish Studies (ITS) is the only non-profit, private educational foundation in the United States exclusively dedicated to the support and development of Turkish Studies in American higher education. Visit the ITS website to subscribe to e-mail updates, learn about grants and study abroad opportunities, find useful links, and more: http://turkishstudies.org/links.shtml
Source: Institute of Turkish Studies
Inputdate: 2012-02-05 08:35:13
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13953
Content Type: 1
Title: Accademia della Crusca: Italian Language History and Resources
Body: From http://italian.about.com/library/weekly/aa071900a.htm?nl=1 Accademia della Crusca, or The Academy of the Chaff, was founded in Florence in 1582 to maintain the purity of the language. Still in existence today, Accademia della Crusca was the first such institution in Europe and the first to produce a modern national language. For those interested in Italian linguistics, the history of the Italian language, and philological studies, there is the historical archive which consists of early diaries, literary manuscript texts, and correspondences from early Academy members. La Crusca per Voi is a semiannual periodical dedicated to schools and lovers of the Italian Language and published by the members of Accademia della Crusca. The biblioteca virtuale at the Academy consists of language texts, dictionaries and lexicons and works devoted to the study of the Italian and to linguistics in general. Read more about the Accademia at http://italian.about.com/library/weekly/aa071900a.htm?nl=1 and visit the website of the Accademia at http://www.accademiadellacrusca.it/index_eng.php
Source: Various
Inputdate: 2012-02-05 08:36:21
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Publishdate: 2012-02-06 00:00:00
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Title: Accademia della Crusca: Italian Language History and Resources
Body: From http://italian.about.com/library/weekly/aa071900a.htm?nl=1 Accademia della Crusca, or The Academy of the Chaff, was founded in Florence in 1582 to maintain the purity of the language. Still in existence today, Accademia della Crusca was the first such institution in Europe and the first to produce a modern national language. For those interested in Italian linguistics, the history of the Italian language, and philological studies, there is the historical archive which consists of early diaries, literary manuscript texts, and correspondences from early Academy members. La Crusca per Voi is a semiannual periodical dedicated to schools and lovers of the Italian Language and published by the members of Accademia della Crusca. The biblioteca virtuale at the Academy consists of language texts, dictionaries and lexicons and works devoted to the study of the Italian and to linguistics in general. Read more about the Accademia at http://italian.about.com/library/weekly/aa071900a.htm?nl=1 and visit the website of the Accademia at http://www.accademiadellacrusca.it/index_eng.php
Source: Various
Inputdate: 2012-02-05 08:36:21
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Contentid:
13954
Content Type: 1
Title: Online German Grammar Flowcharts
Body: From http://hschwab.com A German teacher has created three online tools, each working like a flow chart to guide students through the process of choosing the correct form of a word. For case: http://hschwab.com/casemachine For adjectives: http://hschwab.com/adjmachine For prepositions: http://hschwab.com/prepmachine
Source: hschwab.com
Inputdate: 2012-02-05 08:37:25
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Content Type: 1
Title: Online German Grammar Flowcharts
Body: From http://hschwab.com A German teacher has created three online tools, each working like a flow chart to guide students through the process of choosing the correct form of a word. For case: http://hschwab.com/casemachine For adjectives: http://hschwab.com/adjmachine For prepositions: http://hschwab.com/prepmachine
Source: hschwab.com
Inputdate: 2012-02-05 08:37:25
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Contentid:
13955
Content Type: 1
Title: Free 2012 German Quotations Calendar
Body: From http://www.aboutgerman.net Download a free 2012 German quotations calendar with holidays and important dates for the German-speaking countries and North America from AboutGerman.net at http://www.aboutgerman.net/agn_Kalender.htm
Source: AboutGerman.net
Inputdate: 2012-02-05 08:38:32
Lastmodifieddate: 2012-02-05 08:38:32
Expdate: 2012-12-31 00:00:00
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Content Type: 1
Title: Free 2012 German Quotations Calendar
Body: From http://www.aboutgerman.net Download a free 2012 German quotations calendar with holidays and important dates for the German-speaking countries and North America from AboutGerman.net at http://www.aboutgerman.net/agn_Kalender.htm
Source: AboutGerman.net
Inputdate: 2012-02-05 08:38:32
Lastmodifieddate: 2012-02-05 08:38:32
Expdate: 2012-12-31 00:00:00
Publishdate: 2012-02-06 00:00:00
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Contentid:
13956
Content Type: 1
Title: Blog Features Latin Distichs
Body: From http://bestlatin.blogspot.com/2012/01/what-to-expect-in-2012.html A distich is a two-line poem. Laura Gibbs has an active blog dedicated to these short poems; a new poem along with a vocabulary list appear almost daily at http://distichalatina.blogspot.com
Source: Bestiaria Latina
Inputdate: 2012-02-05 08:39:19
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Title: Blog Features Latin Distichs
Body: From http://bestlatin.blogspot.com/2012/01/what-to-expect-in-2012.html A distich is a two-line poem. Laura Gibbs has an active blog dedicated to these short poems; a new poem along with a vocabulary list appear almost daily at http://distichalatina.blogspot.com
Source: Bestiaria Latina
Inputdate: 2012-02-05 08:39:19
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Publishdate: 2012-02-06 00:00:00
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Contentid:
13957
Content Type: 1
Title: Report: Helping Newcomer Students Succeed in Secondary Schools and Beyond
Body: From http://www.cal.org/resources/pubs/helping-newcomer-students-succeed-in-secondary-schools-and-beyond.html Helping Newcomer Students Succeed in Secondary Schools and Beyond Deborah J. Short & Beverly A. Boyson Adolescent newcomer students are at risk in our middle and high schools funded by the Carnegie Corporation of New York, and districts across the United States have been looking for effective program models to serve them. Helping Newcomer Students Succeed in Secondary Schools and Beyond has been written for educators and policymakers to focus attention on these newcomer adolescent English language learners at the middle and high school grades and to communicate promising practices for serving their educational and social needs. The report is based on a 3-year national research study, Exemplary Programs for Newcomer English Language Learners at the Secondary Level, conducted by the Center for Applied Linguistics on behalf of the Carnegie Corporation of New York. This research project consisted of a national survey of secondary school newcomer programs; compilation of program profiles into an online, searchable database; and case studies of 10 of these programs, selected for their exemplary practices. Access the report at http://www.cal.org/resources/pubs/helping-newcomer-students-succeed-in-secondary-schools-and-beyond.html
Source: CAL
Inputdate: 2012-02-05 08:40:39
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Title: Report: Helping Newcomer Students Succeed in Secondary Schools and Beyond
Body: From http://www.cal.org/resources/pubs/helping-newcomer-students-succeed-in-secondary-schools-and-beyond.html Helping Newcomer Students Succeed in Secondary Schools and Beyond Deborah J. Short & Beverly A. Boyson Adolescent newcomer students are at risk in our middle and high schools funded by the Carnegie Corporation of New York, and districts across the United States have been looking for effective program models to serve them. Helping Newcomer Students Succeed in Secondary Schools and Beyond has been written for educators and policymakers to focus attention on these newcomer adolescent English language learners at the middle and high school grades and to communicate promising practices for serving their educational and social needs. The report is based on a 3-year national research study, Exemplary Programs for Newcomer English Language Learners at the Secondary Level, conducted by the Center for Applied Linguistics on behalf of the Carnegie Corporation of New York. This research project consisted of a national survey of secondary school newcomer programs; compilation of program profiles into an online, searchable database; and case studies of 10 of these programs, selected for their exemplary practices. Access the report at http://www.cal.org/resources/pubs/helping-newcomer-students-succeed-in-secondary-schools-and-beyond.html
Source: CAL
Inputdate: 2012-02-05 08:40:39
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Contentid:
13958
Content Type: 1
Title: Camp OFLA 2012
Body: From http://www.campofla.org/campofla.org/Welcome.html Camp OFLA is an elementary foreign language for students in grades 4-8. It was created by the Ohio Foreign Language Association in 2005 in celebration of the American Council of Teachers of Foreign Languages Year of Languages. Learn more about the 2012 camp at http://www.campofla.org/campofla.org/Welcome.html
Source: OFLA
Inputdate: 2012-02-05 08:41:47
Lastmodifieddate: 2012-02-05 08:41:47
Expdate: 2012-09-30 00:00:00
Publishdate: 2012-02-06 00:00:00
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Title: Camp OFLA 2012
Body: From http://www.campofla.org/campofla.org/Welcome.html Camp OFLA is an elementary foreign language for students in grades 4-8. It was created by the Ohio Foreign Language Association in 2005 in celebration of the American Council of Teachers of Foreign Languages Year of Languages. Learn more about the 2012 camp at http://www.campofla.org/campofla.org/Welcome.html
Source: OFLA
Inputdate: 2012-02-05 08:41:47
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Expdate: 2012-09-30 00:00:00
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