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Contentid:
14189
Content Type: 1
Title: Book: Current Trends in LSP Research
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62784&concordeid=431054 Current Trends in LSP Research: Aims and Methods Edited by Margrethe Petersen and Jan Engberg Published by Peter Lang International Academic Publishers Summary: This volume offers an overview of new perspectives and ongoing developments in research on Language for Specific Purposes (LSP) and specialized discourse. Traditionally investigated on the basis of terminology and genre studies, the area now also draws on such diverse fields as sociolinguistics, sociology, psychology and communication studies. This widening range of perspectives increases the need for insights into and knowledge about current developments in research on LSP and specialized discourse. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62784&concordeid=431054
Source: Peter Lang International Academic Publishers
Inputdate: 2012-04-01 12:49:12
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Title: Book: Current Trends in LSP Research
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62784&concordeid=431054 Current Trends in LSP Research: Aims and Methods Edited by Margrethe Petersen and Jan Engberg Published by Peter Lang International Academic Publishers Summary: This volume offers an overview of new perspectives and ongoing developments in research on Language for Specific Purposes (LSP) and specialized discourse. Traditionally investigated on the basis of terminology and genre studies, the area now also draws on such diverse fields as sociolinguistics, sociology, psychology and communication studies. This widening range of perspectives increases the need for insights into and knowledge about current developments in research on LSP and specialized discourse. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62784&concordeid=431054
Source: Peter Lang International Academic Publishers
Inputdate: 2012-04-01 12:49:12
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Contentid:
14190
Content Type: 1
Title: March/April Issue of the NCLRC Language Resource Newsletter
Body: From http://www.nclrc.org This month’s newsletter theme is Connections, which ties neatly to ACTFL’s Discover Languages month. Feature author Jean W. LeLoup makes connections inside and outside the classroom. Nada M. Salem continues her exploration of teaching culture of LCTLs by examining the attitudes students bring with them to class and getting adequate training for teachers. In Crossroads in the Classroom Jack Dalton, Alaska Native, brings a unique look at the way languages used in a story open up a wealth of knowledge about a culture. In Sound Bites, Marcel LaVergne asks, “Is this a Spanish class or a geography class taught in Spanish?” Margaret E. Malone provides us with a template for assessing a performance task based on connections in our Testing Tips column. YANA, aka Sheila W. Cockey, makes connections using reflexive verbs. Jill reviews the survey for Tech for Teachers and offers lots of on-line resources and ideas. In the Special Column Mackenzie Phillips tells us about updates to the Foreign Language Assessment Directory. Access the latest newsletter at http://www.nclrc.org/newsletter.html
Source: NCLRC
Inputdate: 2012-04-01 12:50:17
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Title: March/April Issue of the NCLRC Language Resource Newsletter
Body: From http://www.nclrc.org This month’s newsletter theme is Connections, which ties neatly to ACTFL’s Discover Languages month. Feature author Jean W. LeLoup makes connections inside and outside the classroom. Nada M. Salem continues her exploration of teaching culture of LCTLs by examining the attitudes students bring with them to class and getting adequate training for teachers. In Crossroads in the Classroom Jack Dalton, Alaska Native, brings a unique look at the way languages used in a story open up a wealth of knowledge about a culture. In Sound Bites, Marcel LaVergne asks, “Is this a Spanish class or a geography class taught in Spanish?” Margaret E. Malone provides us with a template for assessing a performance task based on connections in our Testing Tips column. YANA, aka Sheila W. Cockey, makes connections using reflexive verbs. Jill reviews the survey for Tech for Teachers and offers lots of on-line resources and ideas. In the Special Column Mackenzie Phillips tells us about updates to the Foreign Language Assessment Directory. Access the latest newsletter at http://www.nclrc.org/newsletter.html
Source: NCLRC
Inputdate: 2012-04-01 12:50:17
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Contentid:
14191
Content Type: 1
Title: Spring 2012 Issue of AccELLerate!
Body: NCELA Quarterly Review: AccELLerate! Spring 2012 - Volume 4: Issue 3 Preparing Pre-service Teachers To Work With English Learners NCELA is pleased to announce the publication of a new edition of AccELLerate! Due to the increased inclusion of ELs in general education classrooms, it is essential that all teachers, including content-area teachers, possess the knowledge, skills, and dispositions to teach these students effectively. The articles in this issue underscore the benefits of interweaving the reality of today’s classrooms, the needs of ELs, and the preparation of prospective teachers across disciplines and at all levels. In this Issue: Blankenship Pedagogic Identity Development of Two ESOL Pre-Service Teachers Participating in Simulated Instruction of a Level 2 EL Cowan & Sandefur To Dance Vocabulary and Dramatize Comprehension: The Role of the Arts in EL Instruction Fregeau & Leier Rethinking Pre-service Teacher ESOL Preparation O’Hara & Pritchard Preparing University Faculty to Meet the Challenge of Diversity Tabaku & Smallwood The Development of a Framework to Integrate Content with ELP Standards Staehr Fenner & Kuhlman The TESOL P-12 Professional Teaching Standards Valdez Pierce Preparing Pre-Service Teachers to Meet TESOL/NCATE Professional Teaching Standards Zhang & Smolen Designing TESOL Courses for Today’s Professionals Also in this issue Success Stories by Cuero, Arreguín-Anderson, & Garza, Elliott & Jacocks, Ingraham, and Sehlaoui You can read AccELLerate! 4.3 on the NCWELA website in pdf format at: http://www.ncela.gwu.edu/files/uploads/17/Accellerate4_3.pdf
Source: NCELA
Inputdate: 2012-04-01 12:51:19
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Title: Spring 2012 Issue of AccELLerate!
Body: NCELA Quarterly Review: AccELLerate! Spring 2012 - Volume 4: Issue 3 Preparing Pre-service Teachers To Work With English Learners NCELA is pleased to announce the publication of a new edition of AccELLerate! Due to the increased inclusion of ELs in general education classrooms, it is essential that all teachers, including content-area teachers, possess the knowledge, skills, and dispositions to teach these students effectively. The articles in this issue underscore the benefits of interweaving the reality of today’s classrooms, the needs of ELs, and the preparation of prospective teachers across disciplines and at all levels. In this Issue: Blankenship Pedagogic Identity Development of Two ESOL Pre-Service Teachers Participating in Simulated Instruction of a Level 2 EL Cowan & Sandefur To Dance Vocabulary and Dramatize Comprehension: The Role of the Arts in EL Instruction Fregeau & Leier Rethinking Pre-service Teacher ESOL Preparation O’Hara & Pritchard Preparing University Faculty to Meet the Challenge of Diversity Tabaku & Smallwood The Development of a Framework to Integrate Content with ELP Standards Staehr Fenner & Kuhlman The TESOL P-12 Professional Teaching Standards Valdez Pierce Preparing Pre-Service Teachers to Meet TESOL/NCATE Professional Teaching Standards Zhang & Smolen Designing TESOL Courses for Today’s Professionals Also in this issue Success Stories by Cuero, Arreguín-Anderson, & Garza, Elliott & Jacocks, Ingraham, and Sehlaoui You can read AccELLerate! 4.3 on the NCWELA website in pdf format at: http://www.ncela.gwu.edu/files/uploads/17/Accellerate4_3.pdf
Source: NCELA
Inputdate: 2012-04-01 12:51:19
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Contentid:
14192
Content Type: 1
Title: New Journal: Journal of Immersion and Content-Based Language Education
Body: From http://linguistlist.org/issues/23/23-1364.html The Journal of Immersion and Content-Based Language Education (JICB) aims at publishing research on language immersion and other types of content-based language education programs that are subject matter-driven and subject matter-accountable. The journal will provides a forum for research on well-established immersion and content-based programs as well as research on new initiatives within the broad field of content-based language education. Both program-specific and program-contrastive articles are invited. JICB editors welcome submissions of the highest quality that report on empirical research and/or offer theoretical discussions, and they seek innovative submissions that push the field forward and generate new knowledge. They encourage work that aims to break down barriers that have isolated language education from other disciplines. The content of each JICB issue is expected to be geographically broad and multidisciplinary (pedagogy; applied linguistics; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods), including action research. Learn more about the journal and the types of submissions desired at http://linguistlist.org/issues/23/23-1364.html
Source: LINGUIST List
Inputdate: 2012-04-01 12:59:54
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Title: New Journal: Journal of Immersion and Content-Based Language Education
Body: From http://linguistlist.org/issues/23/23-1364.html The Journal of Immersion and Content-Based Language Education (JICB) aims at publishing research on language immersion and other types of content-based language education programs that are subject matter-driven and subject matter-accountable. The journal will provides a forum for research on well-established immersion and content-based programs as well as research on new initiatives within the broad field of content-based language education. Both program-specific and program-contrastive articles are invited. JICB editors welcome submissions of the highest quality that report on empirical research and/or offer theoretical discussions, and they seek innovative submissions that push the field forward and generate new knowledge. They encourage work that aims to break down barriers that have isolated language education from other disciplines. The content of each JICB issue is expected to be geographically broad and multidisciplinary (pedagogy; applied linguistics; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods), including action research. Learn more about the journal and the types of submissions desired at http://linguistlist.org/issues/23/23-1364.html
Source: LINGUIST List
Inputdate: 2012-04-01 12:59:54
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Contentid:
14193
Content Type: 1
Title: NCELA Call for Papers: Teacher Evaluation Systems
Body: NCELA Call for Papers: Teacher Evaluation Systems AccELLerate! is the quarterly review of the National Clearinghouse for English Language Acquisition, covering issues of interest to stakeholders in the education of English learners. NCELA invites contributions to the summer 2012 special theme issue that deals with teacher evaluation systems, focusing on measuring the quality of teachers working with English learners. They seek papers that explore Methods for evaluating teachers of ELs; Measuring teacher effectiveness; Identifying indicators of excellent teaching; Linking student achievement and teacher evaluation; or Implementing a system for reviewing teachers' effectiveness. Submissions may be theoretically or empirically based or address more general issues of policy and practice as related to teacher evaluation. Preference is given to manuscripts that are well-prepared, well-organized, and well-written. NCELA always welcomes contributions from teachers who work with English learners. Three categories of papers are published in the review. Full-length articles (approximately 1,000 words including all references, tables, and figures) should provide objective synthesis and interpretation of a subject of importance to the field or report original research. Success Stories (around 500 words) describe successful projects and programs or provide brief reports of new observations, concepts, or methodologies. Teachers’ Gems of Wisdom (around 250 words) share professional insights and best practices in teaching ELs. Papers that have been published or are under consideration for publication elsewhere in an accessible, retrievable form are not acceptable for submission to the review on grounds of prior publication. However, summaries of previously published work may be submitted. To submit an article All submissions should include complete contact information (phone number and email) for the primary author and a short biography with the name, title, and affiliation of each author. All articles will be reviewed carefully; NCELA may request revisions by the author(s) and/or may make needed revisions. A submission does not guarantee publication; revising an article does not guarantee publication. Submissions must be received by April 9, 2012. Complete submissions should be sent to Natalia Romanova, quarterly review coordinator, at romanova at gwu dot edu All authors will be notified of the publication status of their articles by May 30, 2012. Manuscript preparation guidelines The acceptable format for manuscript submission is MSWord. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009), except that, in order to improve the readability of the publication, references should be cited in the text in bracketed numbers, with references following each article in the same numerical order; other notes should be indicated by consecutively numbered superscripts. Go to http://www.ncela.gwu.edu/accellerate to see past issues of the quarterly review. NCELA Call for Papers: Teacher Evaluation Systems. (NCELA@HERMES.GWU.EDU, 22 Mar 2012).
Source: NCELA
Inputdate: 2012-04-01 01:01:04
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Expdate: 2012-05-30 00:00:00
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Title: NCELA Call for Papers: Teacher Evaluation Systems
Body: NCELA Call for Papers: Teacher Evaluation Systems AccELLerate! is the quarterly review of the National Clearinghouse for English Language Acquisition, covering issues of interest to stakeholders in the education of English learners. NCELA invites contributions to the summer 2012 special theme issue that deals with teacher evaluation systems, focusing on measuring the quality of teachers working with English learners. They seek papers that explore Methods for evaluating teachers of ELs; Measuring teacher effectiveness; Identifying indicators of excellent teaching; Linking student achievement and teacher evaluation; or Implementing a system for reviewing teachers' effectiveness. Submissions may be theoretically or empirically based or address more general issues of policy and practice as related to teacher evaluation. Preference is given to manuscripts that are well-prepared, well-organized, and well-written. NCELA always welcomes contributions from teachers who work with English learners. Three categories of papers are published in the review. Full-length articles (approximately 1,000 words including all references, tables, and figures) should provide objective synthesis and interpretation of a subject of importance to the field or report original research. Success Stories (around 500 words) describe successful projects and programs or provide brief reports of new observations, concepts, or methodologies. Teachers’ Gems of Wisdom (around 250 words) share professional insights and best practices in teaching ELs. Papers that have been published or are under consideration for publication elsewhere in an accessible, retrievable form are not acceptable for submission to the review on grounds of prior publication. However, summaries of previously published work may be submitted. To submit an article All submissions should include complete contact information (phone number and email) for the primary author and a short biography with the name, title, and affiliation of each author. All articles will be reviewed carefully; NCELA may request revisions by the author(s) and/or may make needed revisions. A submission does not guarantee publication; revising an article does not guarantee publication. Submissions must be received by April 9, 2012. Complete submissions should be sent to Natalia Romanova, quarterly review coordinator, at romanova at gwu dot edu All authors will be notified of the publication status of their articles by May 30, 2012. Manuscript preparation guidelines The acceptable format for manuscript submission is MSWord. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009), except that, in order to improve the readability of the publication, references should be cited in the text in bracketed numbers, with references following each article in the same numerical order; other notes should be indicated by consecutively numbered superscripts. Go to http://www.ncela.gwu.edu/accellerate to see past issues of the quarterly review. NCELA Call for Papers: Teacher Evaluation Systems. (NCELA@HERMES.GWU.EDU, 22 Mar 2012).
Source: NCELA
Inputdate: 2012-04-01 01:01:04
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Contentid:
14194
Content Type: 1
Title: National SIOP Conferences
Body: SIOP (the Structured Instruction Observation Protocol) is celebrating the 10 year anniversary of SIOP Institutes this summer. To commemorate the occasion, they will be holding 2 National SIOP Conferences, one in San Antonio (June 15-16) and one in Long Beach (July 20-21). Conference: The SIOP National Conference Place: San Antonio, TX Dates: Jun 15 - 16, 2012 Time: 8:30 AM - 4:30PM Registration fee: $600.00 Register: For more information or to register, please go to https://www.pearsonpd.com//register/step1.cfm?event_id=299 Conference: The SIOP National Conference Place: Long Beach, CA Date: Jul 20 - 21, 2012 Time: 8:30 AM - 4:30 PM Registration fee: $600.00 Register: For more information or to register, please go to https://www.pearsonpd.com//register/step1.cfm?event_id=300 The SIOP® National Conference is a two-day institute focused on best practices and research-proven strategies to further your SIOP® implementation results. Participants will learn practical implementation strategies and practices through: Author- and expert-led breakout sessions on topics relevant to leaders, coaches, specialists and classroom educators Keynotes by SIOP® authors Dr. Jana Echevarria, Dr. MaryEllen Vogt and Dr. Deborah Short Moderated panel discussions Participants will also have a chance to network with and learn from Pearson's certified SIOP® implementation experts and other K-12 educators using the SIOP® Model. Those interested in attending the conference can get additional information at http://www.siopinstitute.net/register. Educational Opportunities: National SIOP Conferences. NCELA List (NCELA@HERMES.GWU.EDU, 20 Mar 2012). Learn more about the SIOP model at http://www.cal.org/siop
Source: NCELA List
Inputdate: 2012-04-01 01:02:55
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Expdate: 2012-07-21 00:00:00
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Title: National SIOP Conferences
Body: SIOP (the Structured Instruction Observation Protocol) is celebrating the 10 year anniversary of SIOP Institutes this summer. To commemorate the occasion, they will be holding 2 National SIOP Conferences, one in San Antonio (June 15-16) and one in Long Beach (July 20-21). Conference: The SIOP National Conference Place: San Antonio, TX Dates: Jun 15 - 16, 2012 Time: 8:30 AM - 4:30PM Registration fee: $600.00 Register: For more information or to register, please go to https://www.pearsonpd.com//register/step1.cfm?event_id=299 Conference: The SIOP National Conference Place: Long Beach, CA Date: Jul 20 - 21, 2012 Time: 8:30 AM - 4:30 PM Registration fee: $600.00 Register: For more information or to register, please go to https://www.pearsonpd.com//register/step1.cfm?event_id=300 The SIOP® National Conference is a two-day institute focused on best practices and research-proven strategies to further your SIOP® implementation results. Participants will learn practical implementation strategies and practices through: Author- and expert-led breakout sessions on topics relevant to leaders, coaches, specialists and classroom educators Keynotes by SIOP® authors Dr. Jana Echevarria, Dr. MaryEllen Vogt and Dr. Deborah Short Moderated panel discussions Participants will also have a chance to network with and learn from Pearson's certified SIOP® implementation experts and other K-12 educators using the SIOP® Model. Those interested in attending the conference can get additional information at http://www.siopinstitute.net/register. Educational Opportunities: National SIOP Conferences. NCELA List (NCELA@HERMES.GWU.EDU, 20 Mar 2012). Learn more about the SIOP model at http://www.cal.org/siop
Source: NCELA List
Inputdate: 2012-04-01 01:02:55
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Expdate: 2012-07-21 00:00:00
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Contentid:
14195
Content Type: 1
Title: Partnership for Global Learning Conference
Body: From http://sites.asiasociety.org/pgl2012 Join the Asia Society June 29–30, 2012 in New York City for the fifth annual Partnership for Global Learning Conference. The Asia Society Partnership for Global Learning annual conference is dedicated to preparing American students to be globally competent and ready for college. The two-day event connects educators, business leaders, policymakers and resource providers to share best practices, build partnerships and advance policies to ensure the next generation is ready to lead in an interconnected world. Learn more about the conference and register at http://sites.asiasociety.org/pgl2012
Source: Asia Society
Inputdate: 2012-04-01 01:03:50
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Expdate: 2012-06-30 00:00:00
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Title: Partnership for Global Learning Conference
Body: From http://sites.asiasociety.org/pgl2012 Join the Asia Society June 29–30, 2012 in New York City for the fifth annual Partnership for Global Learning Conference. The Asia Society Partnership for Global Learning annual conference is dedicated to preparing American students to be globally competent and ready for college. The two-day event connects educators, business leaders, policymakers and resource providers to share best practices, build partnerships and advance policies to ensure the next generation is ready to lead in an interconnected world. Learn more about the conference and register at http://sites.asiasociety.org/pgl2012
Source: Asia Society
Inputdate: 2012-04-01 01:03:50
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Expdate: 2012-06-30 00:00:00
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Contentid:
14196
Content Type: 1
Title: Workshop: Approaches to Teaching the Middle East
Body: The Center for Contemporary Arab Studies and the National Resource Center on the Middle East Georgetown University present a one-week workshop for secondary school teachers and community college faculty, “Approaches to Teaching the Middle East” (June 25-29, 2012; 9 am to 4 pm daily). This program offers a multidisciplinary approach to teaching about the countries of southwestern Asia and northern Africa. Through their respective disciplines, scholars and experts will explore topics in the history, geography, politics, religions, economics, sociology, anthropology, literature, culture, and arts of the Middle East. There will be readings and hands-on activities, and plenty of opportunities to ask questions and engage in discussions. Each teacher participant will receive $100 worth of resources, background information, and teaching materials. A light breakfast and Middle Eastern lunch will be provided daily. Deadline for application is May 18, 2012. For further information, contact Zeina at seikalyz at georgetown dot edu or call 202-687-6176. NCLRC Arabic K-12 Bulletin (nclrc@hermes.gwu.edu, 26 Mar 2012).
Source: NCLRC Arabic K-12 Bulletin
Inputdate: 2012-04-01 01:12:43
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Expdate: 2012-06-29 00:00:00
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Title: Workshop: Approaches to Teaching the Middle East
Body: The Center for Contemporary Arab Studies and the National Resource Center on the Middle East Georgetown University present a one-week workshop for secondary school teachers and community college faculty, “Approaches to Teaching the Middle East” (June 25-29, 2012; 9 am to 4 pm daily). This program offers a multidisciplinary approach to teaching about the countries of southwestern Asia and northern Africa. Through their respective disciplines, scholars and experts will explore topics in the history, geography, politics, religions, economics, sociology, anthropology, literature, culture, and arts of the Middle East. There will be readings and hands-on activities, and plenty of opportunities to ask questions and engage in discussions. Each teacher participant will receive $100 worth of resources, background information, and teaching materials. A light breakfast and Middle Eastern lunch will be provided daily. Deadline for application is May 18, 2012. For further information, contact Zeina at seikalyz at georgetown dot edu or call 202-687-6176. NCLRC Arabic K-12 Bulletin (nclrc@hermes.gwu.edu, 26 Mar 2012).
Source: NCLRC Arabic K-12 Bulletin
Inputdate: 2012-04-01 01:12:43
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Expdate: 2012-06-29 00:00:00
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Contentid:
14197
Content Type: 1
Title: 19th Princeton Japanese Pedagogy Forum
Body: The 19th Princeton Japanese Pedagogy Forum Saturday, May 19 - Sunday, May 20, 2012 Theme: "New Horizons in Japanese Language Education" 「日本語教育の新しい地平を開く」 This year’s forum will feature special sessions for which the organizers are inviting fifteen scholars to speak at three round tables on strands revolving around the theme: Round Table 1： Japanese language education and linguistics/cultural studies 日本語教育と言語学・文化学 Round Table 2： Japanese language education and pedagogy 日本語教育と教授法 Round Table 3： Japanese language education and the OPI (Oral Proficiency Interview) 日本語教育と OPI Online registration ends May 12, 2012. For full details and to register go to http://www.princeton.edu/pjpf/forum
Source: JTIT-L
Inputdate: 2012-04-01 01:13:35
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Title: 19th Princeton Japanese Pedagogy Forum
Body: The 19th Princeton Japanese Pedagogy Forum Saturday, May 19 - Sunday, May 20, 2012 Theme: "New Horizons in Japanese Language Education" 「日本語教育の新しい地平を開く」 This year’s forum will feature special sessions for which the organizers are inviting fifteen scholars to speak at three round tables on strands revolving around the theme: Round Table 1： Japanese language education and linguistics/cultural studies 日本語教育と言語学・文化学 Round Table 2： Japanese language education and pedagogy 日本語教育と教授法 Round Table 3： Japanese language education and the OPI (Oral Proficiency Interview) 日本語教育と OPI Online registration ends May 12, 2012. For full details and to register go to http://www.princeton.edu/pjpf/forum
Source: JTIT-L
Inputdate: 2012-04-01 01:13:35
Lastmodifieddate: 2012-04-01 01:13:35
Expdate: 2012-05-20 00:00:00
Publishdate: 2012-04-09 00:00:00
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Contentid:
14198
Content Type: 1
Title: Summer Professional Development Program for Teachers of Russian
Body: Discover Russian Summer Professional Development Program for Teachers of Russian WHAT: Two separate, intensive, two-week professional development programs focused on quality instruction, curriculum and assessments for teachers of Russian. The first session in Fairfax, VA, July 2-13 (no class July 4) focuses on Integrating Technology into the Teaching and Learning of Russian. This course will focus on teachers working to develop an electronic classroom site and creating activities that are linked to the language learning modules on RUSSNET. Participants will be provided training in creating Russian Language lessons using Smart Tools on a SmartBoard. The second session in Glastonbury, CT, July 16-27, focuses on Standards-Based Instruction and Learning in Russian Language. This course is designed to provide teachers with the theory associated with effective classroom instruction to develop students' communicative competency in Russian. There will be an emphasis on the role of the teacher as an instructional planner in a student-centered classroom that effectively matches curriculum, instruction, and assessment to identified learner outcomes. WHO: This program is open to both current teachers of Russian and those who are interested in teaching Russian. WHERE: There will be two program sessions, one in Fairfax, VA and a second offered in Glastonbury, CT. WHEN: July 2-13, 2012 in Fairfax, VA, (Integrating Technology into the Teaching and Learning of Russian) and July 16-27, 2012 in Glastonbury, CT, (Standards-Based Instruction and Learning in Russian Language) There is no cost to teachers selected for the program. Each teacher will receive a $400 travel stipend for successful program completion. Limited housing is available for teachers who reside outside the local area. Graduate credits are available. Deadline: April 13, 2012 Apply at http://www.actfl.org/i4a/forms/form.cfm?id=155 Sandstrom, B. [SEELANGS] Professional Development Workshop for Teachers of Russian. SEELANGS listserv (SEELANGS@bama.ua.edu, 21 Mar 2012).
Source: SEELANGS
Inputdate: 2012-04-01 01:14:51
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Expdate: 2012-07-27 00:00:00
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Content Type: 1
Title: Summer Professional Development Program for Teachers of Russian
Body: Discover Russian Summer Professional Development Program for Teachers of Russian WHAT: Two separate, intensive, two-week professional development programs focused on quality instruction, curriculum and assessments for teachers of Russian. The first session in Fairfax, VA, July 2-13 (no class July 4) focuses on Integrating Technology into the Teaching and Learning of Russian. This course will focus on teachers working to develop an electronic classroom site and creating activities that are linked to the language learning modules on RUSSNET. Participants will be provided training in creating Russian Language lessons using Smart Tools on a SmartBoard. The second session in Glastonbury, CT, July 16-27, focuses on Standards-Based Instruction and Learning in Russian Language. This course is designed to provide teachers with the theory associated with effective classroom instruction to develop students' communicative competency in Russian. There will be an emphasis on the role of the teacher as an instructional planner in a student-centered classroom that effectively matches curriculum, instruction, and assessment to identified learner outcomes. WHO: This program is open to both current teachers of Russian and those who are interested in teaching Russian. WHERE: There will be two program sessions, one in Fairfax, VA and a second offered in Glastonbury, CT. WHEN: July 2-13, 2012 in Fairfax, VA, (Integrating Technology into the Teaching and Learning of Russian) and July 16-27, 2012 in Glastonbury, CT, (Standards-Based Instruction and Learning in Russian Language) There is no cost to teachers selected for the program. Each teacher will receive a $400 travel stipend for successful program completion. Limited housing is available for teachers who reside outside the local area. Graduate credits are available. Deadline: April 13, 2012 Apply at http://www.actfl.org/i4a/forms/form.cfm?id=155 Sandstrom, B. [SEELANGS] Professional Development Workshop for Teachers of Russian. SEELANGS listserv (SEELANGS@bama.ua.edu, 21 Mar 2012).
Source: SEELANGS
Inputdate: 2012-04-01 01:14:51
Lastmodifieddate: 2012-04-01 01:14:51
Expdate: 2012-07-27 00:00:00
Publishdate: 2012-04-09 00:00:00
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