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Contentid:
13989
Content Type: 1
Title: Survey: Spanish Academic Language Standards & Assessment
Body: From http://wida.us/standards/salsa.aspx#survey World-class Instructional Design and Assessment is conducting a research study called “Exploratory study of expressive language domains in academic Spanish” as part of the SALSA grant project. The general purpose of this study is to examine the typical linguistic density and complexity of academic Spanish used by beginning, intermediate, and advanced Spanish language learners in the areas of language arts and mathematics. As part of this research, WIDA invites all educators who are familiar with students receiving content instruction in Spanish to participate in an online survey to provide feedback on speaking and writing prompts related to the areas of language arts and mathematics. These prompts are written in Spanish and survey participants will have the option of selecting the grade levels with which they have experience. This voluntary survey is available to all educators in the United States that meet the following criteria: Are bilingual (Spanish/English) Have Spanish literacy skills Have K-12 teaching experience in the U.S. Have experience working with Spanish language learners Based on the survey results, the prompts will be modified as needed and administered to students participating in the study. Data collected in this study will help inform performance criteria for academic Spanish language development. Although the study targets Spanish language learners in Kindergarten, 2nd, 5th, 8th, and 12th grades in Colorado, Illinois, New Mexico, and Wisconsin, the results will impact everyone who uses the Spanish language development standards being developed. The survey will be available until February 17, 2012. Learn more about the SALSA project and take the survey at http://wida.us/standards/salsa.aspx#survey
Source: WIDA
Inputdate: 2012-02-12 11:00:30
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Title: Survey: Spanish Academic Language Standards & Assessment
Body: From http://wida.us/standards/salsa.aspx#survey World-class Instructional Design and Assessment is conducting a research study called “Exploratory study of expressive language domains in academic Spanish” as part of the SALSA grant project. The general purpose of this study is to examine the typical linguistic density and complexity of academic Spanish used by beginning, intermediate, and advanced Spanish language learners in the areas of language arts and mathematics. As part of this research, WIDA invites all educators who are familiar with students receiving content instruction in Spanish to participate in an online survey to provide feedback on speaking and writing prompts related to the areas of language arts and mathematics. These prompts are written in Spanish and survey participants will have the option of selecting the grade levels with which they have experience. This voluntary survey is available to all educators in the United States that meet the following criteria: Are bilingual (Spanish/English) Have Spanish literacy skills Have K-12 teaching experience in the U.S. Have experience working with Spanish language learners Based on the survey results, the prompts will be modified as needed and administered to students participating in the study. Data collected in this study will help inform performance criteria for academic Spanish language development. Although the study targets Spanish language learners in Kindergarten, 2nd, 5th, 8th, and 12th grades in Colorado, Illinois, New Mexico, and Wisconsin, the results will impact everyone who uses the Spanish language development standards being developed. The survey will be available until February 17, 2012. Learn more about the SALSA project and take the survey at http://wida.us/standards/salsa.aspx#survey
Source: WIDA
Inputdate: 2012-02-12 11:00:30
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Expdate: 2012-02-17 00:00:00
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Contentid:
13990
Content Type: 1
Title: Spanish4Teachers: Resources for Your Spanish Class
Body: Spanish teachers can find a variety of useful resources: lesson plans, songs and videos, interactive activities, culture, literature, reading, and more at the Spanish4Teachers website: http://www.spanish4teachers.org
Source: Spanish4Teachers
Inputdate: 2012-02-12 11:01:30
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Title: Spanish4Teachers: Resources for Your Spanish Class
Body: Spanish teachers can find a variety of useful resources: lesson plans, songs and videos, interactive activities, culture, literature, reading, and more at the Spanish4Teachers website: http://www.spanish4teachers.org
Source: Spanish4Teachers
Inputdate: 2012-02-12 11:01:30
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Contentid:
13991
Content Type: 1
Title: Article: Mexican Government Provides College-Bound Curriculum for American Students
Body: From http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story Bilingual classes try to push Latinos toward college Four high schools in Southern California are offering math and science courses using online curriculum from Mexico to get more Latino students to meet requirements to go to college. By Matt Stevens and Dalina Castellanos February 4, 2012 At Sylmar High and three other high schools in Southern California, instructors are running some of the state's only rigorous bilingual math and science classes using online curriculum from Mexico. The idea: to get more Latino students to take and pass the courses they need to go to college. Project SOL (Secondary Online Learning) is a collaborative effort between UCLA professor Patricia Gandara, the University of California system and the Mexican Colegio de Bachilleres, which developed the digital math and science curriculum. The program began at four high schools in 2008 with $1.2 million in grants. Besides Sylmar, the other schools involved are Franklin in East Los Angeles, Brawley Union in Imperial County and Chula Vista in San Diego County. So far, nearly 500 students have enrolled in at least one of seven bilingual courses. The program accounts for about 18% of all high school students in the state learning in a primary language. Though more than half of California's schoolchildren are Latino, Gandara said research shows that only about 13% of them nationwide will earn a bachelor's degree. "We want to be the same as the other students," said Sylmar senior Karla Ibarra, 18. "Even better than the other students — to show them that we can do it." Researchers say rigorous math and science courses are seldom available to students learning English, even though such courses are required for admission to four-year universities. Read the full article at http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story
Source: Los Angeles Times
Inputdate: 2012-02-12 11:02:33
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Title: Article: Mexican Government Provides College-Bound Curriculum for American Students
Body: From http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story Bilingual classes try to push Latinos toward college Four high schools in Southern California are offering math and science courses using online curriculum from Mexico to get more Latino students to meet requirements to go to college. By Matt Stevens and Dalina Castellanos February 4, 2012 At Sylmar High and three other high schools in Southern California, instructors are running some of the state's only rigorous bilingual math and science classes using online curriculum from Mexico. The idea: to get more Latino students to take and pass the courses they need to go to college. Project SOL (Secondary Online Learning) is a collaborative effort between UCLA professor Patricia Gandara, the University of California system and the Mexican Colegio de Bachilleres, which developed the digital math and science curriculum. The program began at four high schools in 2008 with $1.2 million in grants. Besides Sylmar, the other schools involved are Franklin in East Los Angeles, Brawley Union in Imperial County and Chula Vista in San Diego County. So far, nearly 500 students have enrolled in at least one of seven bilingual courses. The program accounts for about 18% of all high school students in the state learning in a primary language. Though more than half of California's schoolchildren are Latino, Gandara said research shows that only about 13% of them nationwide will earn a bachelor's degree. "We want to be the same as the other students," said Sylmar senior Karla Ibarra, 18. "Even better than the other students — to show them that we can do it." Researchers say rigorous math and science courses are seldom available to students learning English, even though such courses are required for admission to four-year universities. Read the full article at http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story
Source: Los Angeles Times
Inputdate: 2012-02-12 11:02:33
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Contentid:
13992
Content Type: 1
Title: Ten Suggestions To Help English Language Learners
Body: From http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html? Helen Janc Malone, a student of educational policy at Harvard University, writes about her experiences as a Serbo-Croatian newcomer to American schools. She includes 10 suggestions, informed by her own experiences, for how to support English-language learners. Access the article at http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html?tkn=ZXYF0DJU7rAoxVO1pcHdOHM4OwMxZYKVn/hX&cmp=clp-edweek
Source: Education Week
Inputdate: 2012-02-12 11:03:34
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Title: Ten Suggestions To Help English Language Learners
Body: From http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html? Helen Janc Malone, a student of educational policy at Harvard University, writes about her experiences as a Serbo-Croatian newcomer to American schools. She includes 10 suggestions, informed by her own experiences, for how to support English-language learners. Access the article at http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html?tkn=ZXYF0DJU7rAoxVO1pcHdOHM4OwMxZYKVn/hX&cmp=clp-edweek
Source: Education Week
Inputdate: 2012-02-12 11:03:34
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Contentid:
13993
Content Type: 1
Title: Draft report: Exploring Approaches to Setting English Language Proficiency (ELP) Performance Criteria and Monitoring English Learner Progress
Body: U.S. Department of Education: New Report Examines Criteria for Measuring the Progress of English Learners The U.S. Department of Education released a draft report today examining approaches to setting criteria for measuring the progress of English learners in classrooms as part of a four-year project led by American Institutes for Research (AIR). The final fully-formatted version of the report will be posted on the ED website in early March of 2012. The report, National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress, provides examples of various ways states can use enhanced data systems to address key questions like: What does English language proficiency mean? How long does it take to become English proficient? How do we take into account the English language proficiency level in setting academic progress for proficiency expectations? The report describes several empirical methods and conceptual/theoretical rationales to help state policymakers, standard-setting panels, and the technical advisory panels and assistance providers supporting them. The report was a collaborative effort among Gary Cook of the Wisconsin Center for Educational Research, Robert Linquanti of WestEd, and AIR staff led by Marjorie Chinen. The four-year project funded through the U.S. Department of Education, Policy and Program Studies Service, and led by a team of experts from AIR is evaluating Part A of the Title III Program, which provides federal grants to assist states and local governments in addressing the needs of limited English proficient children and immigrant youth. Three additional reports will be issued in the coming months. For more information about the National Evaluation of Title III Implementation, please contact James Taylor (jtaylor at air dot org) at AIR or Andrew Abrams (Andrew.abrams at ed dot gov) at the U.S. Department of Education, Policy and Program Studies Service. The report is available at http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#titleiii
Source: NCELA List
Inputdate: 2012-02-12 11:04:55
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Title: Draft report: Exploring Approaches to Setting English Language Proficiency (ELP) Performance Criteria and Monitoring English Learner Progress
Body: U.S. Department of Education: New Report Examines Criteria for Measuring the Progress of English Learners The U.S. Department of Education released a draft report today examining approaches to setting criteria for measuring the progress of English learners in classrooms as part of a four-year project led by American Institutes for Research (AIR). The final fully-formatted version of the report will be posted on the ED website in early March of 2012. The report, National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress, provides examples of various ways states can use enhanced data systems to address key questions like: What does English language proficiency mean? How long does it take to become English proficient? How do we take into account the English language proficiency level in setting academic progress for proficiency expectations? The report describes several empirical methods and conceptual/theoretical rationales to help state policymakers, standard-setting panels, and the technical advisory panels and assistance providers supporting them. The report was a collaborative effort among Gary Cook of the Wisconsin Center for Educational Research, Robert Linquanti of WestEd, and AIR staff led by Marjorie Chinen. The four-year project funded through the U.S. Department of Education, Policy and Program Studies Service, and led by a team of experts from AIR is evaluating Part A of the Title III Program, which provides federal grants to assist states and local governments in addressing the needs of limited English proficient children and immigrant youth. Three additional reports will be issued in the coming months. For more information about the National Evaluation of Title III Implementation, please contact James Taylor (jtaylor at air dot org) at AIR or Andrew Abrams (Andrew.abrams at ed dot gov) at the U.S. Department of Education, Policy and Program Studies Service. The report is available at http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#titleiii
Source: NCELA List
Inputdate: 2012-02-12 11:04:55
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Contentid:
13994
Content Type: 1
Title: Article: Using Texts Constructively
Body: From http://www.teachingenglish.org.uk/articles Using texts constructively: what are texts for? Submitted by Michael Swan on 1 February, 2012 Texts – by which I mean the relatively short spoken and written passages that come in textbooks and other teaching materials – can, if they are used properly, play an important part in the learning process. A properly-balanced language-teaching programme, will have three ingredients – extensive, intensive and analysed – at both input and output stages. Texts can contribute in various ways to this three-part process. Read more about how texts can be used constructively at http://www.teachingenglish.org.uk/articles/using-texts-constructively-what-are-texts
Source: British Council
Inputdate: 2012-02-12 11:05:46
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Title: Article: Using Texts Constructively
Body: From http://www.teachingenglish.org.uk/articles Using texts constructively: what are texts for? Submitted by Michael Swan on 1 February, 2012 Texts – by which I mean the relatively short spoken and written passages that come in textbooks and other teaching materials – can, if they are used properly, play an important part in the learning process. A properly-balanced language-teaching programme, will have three ingredients – extensive, intensive and analysed – at both input and output stages. Texts can contribute in various ways to this three-part process. Read more about how texts can be used constructively at http://www.teachingenglish.org.uk/articles/using-texts-constructively-what-are-texts
Source: British Council
Inputdate: 2012-02-12 11:05:46
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Contentid:
13995
Content Type: 1
Title: Article: How To Get the Most out of a Study Trip
Body: From http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign Find the Familiar in the Foreign by Jeff Wang We often prepare our students for so-called culture shock, but in a certain sense, we are also training them to spot and perhaps focus too much on the differences. Even if great distances separate societies, we’re connected in a globalized age and by citizens who increasingly share similar aspirations for a better future. How do we, as educators, help students have experiences that celebrate their shared thinking and experiences, particularly during very short study trips? Two factors compel students to notice the differences versus things that are familiar. One comes from the brevity of most exchange visits. Unlike their Chinese counterparts, the majority of whom spent years in American schools and universities, most American students in China are there for a relatively short time, say ten days to a couple of weeks; some may stay for a semester. Another factor often comes from the hosts and the program designers’ kind-hearted but misdirected effort to showcase local traditions and culture. What’s the remedy then? One obvious possibility is to travel more frequently and make each stay longer than the last. That will cost more and require a greater commitment from teachers, administrators, students, and parents alike. While encouraging more American students to spend more time in China is absolutely worthy of investment, we can do more to make existing exchange trips to China more meaningful. Read the full article at http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign
Source: Asia Society
Inputdate: 2012-02-12 11:06:44
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Title: Article: How To Get the Most out of a Study Trip
Body: From http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign Find the Familiar in the Foreign by Jeff Wang We often prepare our students for so-called culture shock, but in a certain sense, we are also training them to spot and perhaps focus too much on the differences. Even if great distances separate societies, we’re connected in a globalized age and by citizens who increasingly share similar aspirations for a better future. How do we, as educators, help students have experiences that celebrate their shared thinking and experiences, particularly during very short study trips? Two factors compel students to notice the differences versus things that are familiar. One comes from the brevity of most exchange visits. Unlike their Chinese counterparts, the majority of whom spent years in American schools and universities, most American students in China are there for a relatively short time, say ten days to a couple of weeks; some may stay for a semester. Another factor often comes from the hosts and the program designers’ kind-hearted but misdirected effort to showcase local traditions and culture. What’s the remedy then? One obvious possibility is to travel more frequently and make each stay longer than the last. That will cost more and require a greater commitment from teachers, administrators, students, and parents alike. While encouraging more American students to spend more time in China is absolutely worthy of investment, we can do more to make existing exchange trips to China more meaningful. Read the full article at http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign
Source: Asia Society
Inputdate: 2012-02-12 11:06:44
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Contentid:
13996
Content Type: 1
Title: Talkabout Primary Languages: Online Network for Teaching Children Languages
Body: Talkabout Primary Languages bills itself as “For anyone teaching languages in a Primary school; a place to share worries, successes and resources with supportive colleagues.” This European-oriented network may also be useful for language teachers in the United States - extensive French resources but also resources for other languages and thematically oriented resources on the wiki section (https://talkaboutprimarymfl.wikispaces.com ), an area for sharing games (http://talkaboutgames.wikispaces.com ), and more. The main page is available at http://primarymfl.ning.com
Source: Talkabout Primary Languages
Inputdate: 2012-02-12 11:08:14
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Title: Talkabout Primary Languages: Online Network for Teaching Children Languages
Body: Talkabout Primary Languages bills itself as “For anyone teaching languages in a Primary school; a place to share worries, successes and resources with supportive colleagues.” This European-oriented network may also be useful for language teachers in the United States - extensive French resources but also resources for other languages and thematically oriented resources on the wiki section (https://talkaboutprimarymfl.wikispaces.com ), an area for sharing games (http://talkaboutgames.wikispaces.com ), and more. The main page is available at http://primarymfl.ning.com
Source: Talkabout Primary Languages
Inputdate: 2012-02-12 11:08:14
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Contentid:
13997
Content Type: 1
Title: Book: Paradigm Shift in Language Planning and Policy
Body: From http://www.degruyter.com/view/product/42465?format=G Paradigm Shift in Language Planning and Policy Game-Theoretic Solutions by Ettien Koffi Published by de Gruyter Description: The book proposes a paradigm shift in language planning and language policy in Africa. For the past fifty years, the dominant model has been the hegemonic model whereby a language of wider communication (LWC) is imposed on minority languages. It is now time for a paradigm shift in favor of a more egalitarian model in which all the languages spoken in the same country, irrespective of their size, are planned. The paradigm shift concerns four critical areas: status planning, cost-benefit planning, acquisition planning, and corpus planning. Visit the publisher’s website at http://www.degruyter.com/view/product/42465?format=G
Source: de Gruyter
Inputdate: 2012-02-16 07:25:32
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Publishdate: 2012-02-20 00:00:00
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Title: Book: Paradigm Shift in Language Planning and Policy
Body: From http://www.degruyter.com/view/product/42465?format=G Paradigm Shift in Language Planning and Policy Game-Theoretic Solutions by Ettien Koffi Published by de Gruyter Description: The book proposes a paradigm shift in language planning and language policy in Africa. For the past fifty years, the dominant model has been the hegemonic model whereby a language of wider communication (LWC) is imposed on minority languages. It is now time for a paradigm shift in favor of a more egalitarian model in which all the languages spoken in the same country, irrespective of their size, are planned. The paradigm shift concerns four critical areas: status planning, cost-benefit planning, acquisition planning, and corpus planning. Visit the publisher’s website at http://www.degruyter.com/view/product/42465?format=G
Source: de Gruyter
Inputdate: 2012-02-16 07:25:32
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13998
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Title: 22nd Annual International National Association for Multilingual Education Conference
Body: From http://nameorg.org/plan-now-names-2012-conference-philly-1128-121/call-for-philly 22nd Annual International NAME Conference November 28 – December 1, 2012 Philadelphia, Pennsylvania, U.S.A. Deadline: Submit proposals online by Monday, April 23, 2012. SUBMISSION PORTAL will be available by February 21st. The 22nd Annual International Conference of the National Association for Multicultural Education (NAME) will explore the role of multicultural education in movements toward equity and social justice at the local, national, and global levels. From pre-K to higher education, from classroom teaching to student support to school leadership to community advocacy to educational research, advocates and practitioners of multicultural education have long played and continue to play critical roles in movements to make our schools and societies better places for all. The 2012 Conference provides a rare and unique opportunity to share resources, build networks, confront challenges, and renew our senses of possibility and hope. Go to http://nameorg.org/plan-now-names-2012-conference-philly-1128-121/call-for-philly to see the call for proposals.
Source: NAME
Inputdate: 2012-02-16 07:26:47
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Title: 22nd Annual International National Association for Multilingual Education Conference
Body: From http://nameorg.org/plan-now-names-2012-conference-philly-1128-121/call-for-philly 22nd Annual International NAME Conference November 28 – December 1, 2012 Philadelphia, Pennsylvania, U.S.A. Deadline: Submit proposals online by Monday, April 23, 2012. SUBMISSION PORTAL will be available by February 21st. The 22nd Annual International Conference of the National Association for Multicultural Education (NAME) will explore the role of multicultural education in movements toward equity and social justice at the local, national, and global levels. From pre-K to higher education, from classroom teaching to student support to school leadership to community advocacy to educational research, advocates and practitioners of multicultural education have long played and continue to play critical roles in movements to make our schools and societies better places for all. The 2012 Conference provides a rare and unique opportunity to share resources, build networks, confront challenges, and renew our senses of possibility and hope. Go to http://nameorg.org/plan-now-names-2012-conference-philly-1128-121/call-for-philly to see the call for proposals.
Source: NAME
Inputdate: 2012-02-16 07:26:47
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