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Contentid:
14199
Content Type: 1
Title: Workshop: Immersion A-Z: Essential Basics for Language Immersion Programs
Body: From http://www.ilinative.org/cilo/Workshops.html Upcoming workshop Immersion A-Z: Essential Basics for Language Immersion Programs June 4 - 6, 2012 Desert Diamond Casino and Hotel, Tucson, Arizona Download a tentative schedule from http://www.ilinative.org/cilo/CILO%20A-ZImmersionGeneralSchedule8.25.11.pdf For more details about registration go to http://www.ilinative.org/cilo/Workshops.html
Source: Consortium of Indigenous Language Organizations
Inputdate: 2012-04-01 01:15:56
Lastmodifieddate: 2012-04-01 01:15:56
Expdate: 2012-06-06 00:00:00
Publishdate: 2012-04-09 00:00:00
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Title: Workshop: Immersion A-Z: Essential Basics for Language Immersion Programs
Body: From http://www.ilinative.org/cilo/Workshops.html Upcoming workshop Immersion A-Z: Essential Basics for Language Immersion Programs June 4 - 6, 2012 Desert Diamond Casino and Hotel, Tucson, Arizona Download a tentative schedule from http://www.ilinative.org/cilo/CILO%20A-ZImmersionGeneralSchedule8.25.11.pdf For more details about registration go to http://www.ilinative.org/cilo/Workshops.html
Source: Consortium of Indigenous Language Organizations
Inputdate: 2012-04-01 01:15:56
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Expdate: 2012-06-06 00:00:00
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Contentid:
14200
Content Type: 1
Title: Job: Lecturer, Modern Greek, University of Illinois
Body: From http://linguistlist.org/issues/23/23-1379.html The Department of Linguistics at the University of Illinois at Urbana-Champaign invites applications for a three-year, full-time position as Lecturer in Modern Greek Studies with a target start date of 08/16/2012. See the full job posting at http://linguistlist.org/issues/23/23-1379.html
Source: LINGUIST List
Inputdate: 2012-04-01 01:16:52
Lastmodifieddate: 2012-04-01 01:16:52
Expdate: 2013-04-03 00:00:00
Publishdate: 2012-04-09 00:00:00
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Title: Job: Lecturer, Modern Greek, University of Illinois
Body: From http://linguistlist.org/issues/23/23-1379.html The Department of Linguistics at the University of Illinois at Urbana-Champaign invites applications for a three-year, full-time position as Lecturer in Modern Greek Studies with a target start date of 08/16/2012. See the full job posting at http://linguistlist.org/issues/23/23-1379.html
Source: LINGUIST List
Inputdate: 2012-04-01 01:16:52
Lastmodifieddate: 2012-04-01 01:16:52
Expdate: 2013-04-03 00:00:00
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Contentid:
14201
Content Type: 1
Title: Employment Opportunity: Project Director, CUNY-New York State Initiative on Emergent Bilinguals
Body: The CUNY-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), a New York State Education Department funded project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education located at the CUNY Graduate Center, is looking for a Project Director knowledgeable about the education of emergent bilinguals to begin work in July 2012. The Principal Investigator (PI) of the CUNY-NYSIEB project is Professor Ricardo Otheguy. The Co-PIs are Professor Ofelia García and Professor Kate Menken. The major goals of this initiative are (1) to develop the intellectual and leadership capacities of principals of schools that serve large numbers of emergent bilinguals in New York State, (2) to document successful practices for emergent bilinguals occurring state-wide, and (3) to create Bilingual Common Core Standards through the alignment of the current NLA and ESL standards with the Common Core standards. Responsibilities: Under the supervision of the principal investigators of the project, the primary duties of the Project Director will be to- Oversee the implementation of all components of the project and a staff of approximately 30. Maintain on-going communication with the PI and Co-PIs of the project and ensure project fidelity to their theoretical approach to bilingualism. Coordinate on-going support to over 30 participating schools that are catered to each of their specific needs. Be the primary contact person to the New York State Education Department and ensure constant communication is maintained and required reports are submitted in a timely manner. Supervise and support all staff members in the creation of high quality deliverables as stated in our legal Memorandum of Understanding with the New York State Education Department. Monitor expenses associated with the project and allocate funds appropriately to ensure the success of our project while adhering to state regulations. Qualifications: A master’s degree in Bilingual Education, TESOL, or another relevant field. A doctorate in a relevant field preferred. A detail-oriented individual who is both a leader able to create and implement a long-term vision for project and is highly organized. Knowledge of public education in New York State preferred. Experience overseeing large grants and working with budgets preferred. Hours and compensation: This is a full time position. Hours are M-F 9-5. Some evenings and weekend work may be required. The yearly salary for this position is $85,000. Application: To apply please send a cover letter and your resume to Nelson Flores at nflores at gc dot cuny dot edu. Review of applications will begin April 15, 2012. The position will be open until filled. Employment Opportunity: Project Director, CUNY-New York State Initiative on Emergent Bilinguals (NYSIEB). NCELA listserv (NCELA@HERMES.GWU.EDU, 26 Mar 2012).
Source: NCELA
Inputdate: 2012-04-01 01:17:51
Lastmodifieddate: 2012-04-01 01:17:51
Expdate: 2013-04-10 00:00:00
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Title: Employment Opportunity: Project Director, CUNY-New York State Initiative on Emergent Bilinguals
Body: The CUNY-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), a New York State Education Department funded project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education located at the CUNY Graduate Center, is looking for a Project Director knowledgeable about the education of emergent bilinguals to begin work in July 2012. The Principal Investigator (PI) of the CUNY-NYSIEB project is Professor Ricardo Otheguy. The Co-PIs are Professor Ofelia García and Professor Kate Menken. The major goals of this initiative are (1) to develop the intellectual and leadership capacities of principals of schools that serve large numbers of emergent bilinguals in New York State, (2) to document successful practices for emergent bilinguals occurring state-wide, and (3) to create Bilingual Common Core Standards through the alignment of the current NLA and ESL standards with the Common Core standards. Responsibilities: Under the supervision of the principal investigators of the project, the primary duties of the Project Director will be to- Oversee the implementation of all components of the project and a staff of approximately 30. Maintain on-going communication with the PI and Co-PIs of the project and ensure project fidelity to their theoretical approach to bilingualism. Coordinate on-going support to over 30 participating schools that are catered to each of their specific needs. Be the primary contact person to the New York State Education Department and ensure constant communication is maintained and required reports are submitted in a timely manner. Supervise and support all staff members in the creation of high quality deliverables as stated in our legal Memorandum of Understanding with the New York State Education Department. Monitor expenses associated with the project and allocate funds appropriately to ensure the success of our project while adhering to state regulations. Qualifications: A master’s degree in Bilingual Education, TESOL, or another relevant field. A doctorate in a relevant field preferred. A detail-oriented individual who is both a leader able to create and implement a long-term vision for project and is highly organized. Knowledge of public education in New York State preferred. Experience overseeing large grants and working with budgets preferred. Hours and compensation: This is a full time position. Hours are M-F 9-5. Some evenings and weekend work may be required. The yearly salary for this position is $85,000. Application: To apply please send a cover letter and your resume to Nelson Flores at nflores at gc dot cuny dot edu. Review of applications will begin April 15, 2012. The position will be open until filled. Employment Opportunity: Project Director, CUNY-New York State Initiative on Emergent Bilinguals (NYSIEB). NCELA listserv (NCELA@HERMES.GWU.EDU, 26 Mar 2012).
Source: NCELA
Inputdate: 2012-04-01 01:17:51
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Contentid:
14202
Content Type: 1
Title: Momentum Builds for Dual-Language Learning
Body: From http://www.edweek.org/ew/articles/2012/03/23/26duallanguage_ep.h31.html Momentum Builds for Dual-Language Learning By Lesli A. Maxwell March 23, 2012 In a preschool class at Gardner Academy, a public elementary school near downtown San Jose, teacher Rosemary Zavala sketched a tree as she fired off questions about what plants need to grow. "¿Qué necesitan las plantas?" she asked her 4-year-old charges in Spanish. "Las flores toman agua" was the exuberant answer from one girl, who said that flowers drink water. A boy answered in English: "I saw a tree in my yard." The next day, Ms. Zavala's questions about plants would continue—but in English. This classroom, with its steady stream of lively, vocabulary-laden conversations in Spanish and in English, is what many educators and advocates hope represents the future of language instruction in the United States for both English-language learners and native English-speakers. The numbers of dual-language-immersion programs like this one have been steadily growing in public schools over the past decade or so, rising to more than 2,000 in 2011-12, according to estimates from national experts. That growth has come even as the numbers of transitional-bilingual-education programs shrank in the aftermath of heated, politically charged ballot initiatives pushing English immersion in states like Arizona, Massachusetts, and here in California. Experts say the interest in dual-language programs now is driven by an increased demand for bilingual and biliterate workers and by educators who see positive impacts on academic achievement for both English-learners and students already fluent in English. Read this extensive article at http://www.edweek.org/ew/articles/2012/03/23/26duallanguage_ep.h31.html?tkn=UOYFwCZn88e1rEM0d6te+OfLl3FuSrmoWNqO&cmp=clp-actfl
Source: Education Week
Inputdate: 2012-04-01 01:33:41
Lastmodifieddate: 2012-04-01 01:33:41
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Publishdate: 2012-04-09 00:00:00
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Title: Momentum Builds for Dual-Language Learning
Body: From http://www.edweek.org/ew/articles/2012/03/23/26duallanguage_ep.h31.html Momentum Builds for Dual-Language Learning By Lesli A. Maxwell March 23, 2012 In a preschool class at Gardner Academy, a public elementary school near downtown San Jose, teacher Rosemary Zavala sketched a tree as she fired off questions about what plants need to grow. "¿Qué necesitan las plantas?" she asked her 4-year-old charges in Spanish. "Las flores toman agua" was the exuberant answer from one girl, who said that flowers drink water. A boy answered in English: "I saw a tree in my yard." The next day, Ms. Zavala's questions about plants would continue—but in English. This classroom, with its steady stream of lively, vocabulary-laden conversations in Spanish and in English, is what many educators and advocates hope represents the future of language instruction in the United States for both English-language learners and native English-speakers. The numbers of dual-language-immersion programs like this one have been steadily growing in public schools over the past decade or so, rising to more than 2,000 in 2011-12, according to estimates from national experts. That growth has come even as the numbers of transitional-bilingual-education programs shrank in the aftermath of heated, politically charged ballot initiatives pushing English immersion in states like Arizona, Massachusetts, and here in California. Experts say the interest in dual-language programs now is driven by an increased demand for bilingual and biliterate workers and by educators who see positive impacts on academic achievement for both English-learners and students already fluent in English. Read this extensive article at http://www.edweek.org/ew/articles/2012/03/23/26duallanguage_ep.h31.html?tkn=UOYFwCZn88e1rEM0d6te+OfLl3FuSrmoWNqO&cmp=clp-actfl
Source: Education Week
Inputdate: 2012-04-01 01:33:41
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Contentid:
14203
Content Type: 1
Title: Panel Says Schools’ Foreign Language Failings Could Threaten Economy and National Security
Body: From http://www.nytimes.com/2012/03/20/education/panel-says-schools-failings-could-threaten-economy-and-national-security.html?_r=1 Panel Says Schools’ Failings Could Threaten Economy and National Security March 19, 2012 The nation’s security and economic prosperity are at risk if schools do not improve, warns a report by a panel led by former Secretary of State Condoleezza Rice and Joel I. Klein, a former chancellor of New York City’s school system. The report said that the State Department and intelligence agencies face critical shortages in the number of foreign-language speakers and that fields like science, defense and aerospace are at risk because a shortage of skilled workers is likely to worsen as baby boomers retire. The panel made three main recommendations: ¶ Common Core standards should be adopted and expanded to include science, technology and foreign languages. ¶ Students, especially those in poor schools, should have more choices in where they go to school. ¶ Governors, working with the federal government, should develop a national security readiness audit, to judge whether schools are meeting targets. Read the full article at http://www.nytimes.com/2012/03/20/education/panel-says-schools-failings-could-threaten-economy-and-national-security.html?_r=1
Source: New York Times
Inputdate: 2012-04-01 01:34:38
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Title: Panel Says Schools’ Foreign Language Failings Could Threaten Economy and National Security
Body: From http://www.nytimes.com/2012/03/20/education/panel-says-schools-failings-could-threaten-economy-and-national-security.html?_r=1 Panel Says Schools’ Failings Could Threaten Economy and National Security March 19, 2012 The nation’s security and economic prosperity are at risk if schools do not improve, warns a report by a panel led by former Secretary of State Condoleezza Rice and Joel I. Klein, a former chancellor of New York City’s school system. The report said that the State Department and intelligence agencies face critical shortages in the number of foreign-language speakers and that fields like science, defense and aerospace are at risk because a shortage of skilled workers is likely to worsen as baby boomers retire. The panel made three main recommendations: ¶ Common Core standards should be adopted and expanded to include science, technology and foreign languages. ¶ Students, especially those in poor schools, should have more choices in where they go to school. ¶ Governors, working with the federal government, should develop a national security readiness audit, to judge whether schools are meeting targets. Read the full article at http://www.nytimes.com/2012/03/20/education/panel-says-schools-failings-could-threaten-economy-and-national-security.html?_r=1
Source: New York Times
Inputdate: 2012-04-01 01:34:38
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Contentid:
14204
Content Type: 1
Title: Ojibwe People’s Dictionary Debuts Today
Body: From http://www.minnpost.com/community-sketchbook/2012/03/amazing-%E2%80%98talking%E2%80%99-dictionary-project-helps-preserve-ojibwe-language Amazing ‘talking’ dictionary project helps preserve Ojibwe language By Cynthia Boyd March 28, 2012 Now, thanks to an amazing project in progress at the University of Minnesota and spearheaded by their Department of American Indian Studies, there’s a new online resource called “The Ojibwe Peoples Dictionary” that opens doors to the sounds and context of the indigenous Ojibwe language and will help preserve it. The dictionary officially launches with a celebration event from 4 p.m. to 6 p.m. April 2 at the McNamara Alumni Center’s Maroon and Gold room at the University in Minneapolis. More than just a translation tool, the “talking” Ojibwe-English dictionary, which so far boasts more than 30,000 Ojibwe words spoken by native speakers, “sets the standard for how indigenous languages will be learned and preserved into the future," says James A. Parente, Jr., dean of the university’s College of Liberal Arts. The dictionary is an expansion of a printed volume with 7,000 words called “A Concise Dictionary of Minnesota Ojibwe,’’ co-written by John D. Nichols, a professor in the University’s American Indian Studies department. Read the full article about the dictionary at http://www.minnpost.com/community-sketchbook/2012/03/amazing-%E2%80%98talking%E2%80%99-dictionary-project-helps-preserve-ojibwe-language The online dictionary is available at http://ojibwe.lib.umn.edu
Source: Various
Inputdate: 2012-04-01 01:35:58
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Title: Ojibwe People’s Dictionary Debuts Today
Body: From http://www.minnpost.com/community-sketchbook/2012/03/amazing-%E2%80%98talking%E2%80%99-dictionary-project-helps-preserve-ojibwe-language Amazing ‘talking’ dictionary project helps preserve Ojibwe language By Cynthia Boyd March 28, 2012 Now, thanks to an amazing project in progress at the University of Minnesota and spearheaded by their Department of American Indian Studies, there’s a new online resource called “The Ojibwe Peoples Dictionary” that opens doors to the sounds and context of the indigenous Ojibwe language and will help preserve it. The dictionary officially launches with a celebration event from 4 p.m. to 6 p.m. April 2 at the McNamara Alumni Center’s Maroon and Gold room at the University in Minneapolis. More than just a translation tool, the “talking” Ojibwe-English dictionary, which so far boasts more than 30,000 Ojibwe words spoken by native speakers, “sets the standard for how indigenous languages will be learned and preserved into the future," says James A. Parente, Jr., dean of the university’s College of Liberal Arts. The dictionary is an expansion of a printed volume with 7,000 words called “A Concise Dictionary of Minnesota Ojibwe,’’ co-written by John D. Nichols, a professor in the University’s American Indian Studies department. Read the full article about the dictionary at http://www.minnpost.com/community-sketchbook/2012/03/amazing-%E2%80%98talking%E2%80%99-dictionary-project-helps-preserve-ojibwe-language The online dictionary is available at http://ojibwe.lib.umn.edu
Source: Various
Inputdate: 2012-04-01 01:35:58
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Contentid:
14205
Content Type: 1
Title: Colorado Native Languages Bill Takes Another Step Forward
Body: From http://indiancountrytodaymedianetwork.com/2012/03/24/native-languages-bill-takes-another-step-forward-104299 Native Languages Bill Takes Another Step Forward By Carol Berry March 24, 2012 Native American language teaching won a victory March 21 when a bill that would help to preserve tribal languages sailed through an education committee of the Colorado House of Representatives by unanimous vote. The bill, already approved in a Senate hearing, appears destined for the governor’s signature and enactment. The bill would allow tribal elders and other fluent speakers of the Native languages of federally recognized tribes to teach the languages even though they may not have teaching licenses. They would be under the supervision of qualified teachers in order to obtain license waivers from the Colorado Department of Education (CDE). Read more: http://indiancountrytodaymedianetwork.com/2012/03/24/native-languages-bill-takes-another-step-forward-104299
Source: Indian Country Today
Inputdate: 2012-04-01 01:37:02
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Title: Colorado Native Languages Bill Takes Another Step Forward
Body: From http://indiancountrytodaymedianetwork.com/2012/03/24/native-languages-bill-takes-another-step-forward-104299 Native Languages Bill Takes Another Step Forward By Carol Berry March 24, 2012 Native American language teaching won a victory March 21 when a bill that would help to preserve tribal languages sailed through an education committee of the Colorado House of Representatives by unanimous vote. The bill, already approved in a Senate hearing, appears destined for the governor’s signature and enactment. The bill would allow tribal elders and other fluent speakers of the Native languages of federally recognized tribes to teach the languages even though they may not have teaching licenses. They would be under the supervision of qualified teachers in order to obtain license waivers from the Colorado Department of Education (CDE). Read more: http://indiancountrytodaymedianetwork.com/2012/03/24/native-languages-bill-takes-another-step-forward-104299
Source: Indian Country Today
Inputdate: 2012-04-01 01:37:02
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Contentid:
14206
Content Type: 1
Title: African Film Library
Body: From http://www.africanfilmlibrary.com/About The African Film Library is an M-Net initiative showcasing the best of the African film industry – making the movies easily accessible for movie aficionados around the world. The library forms an important archive of the continent’s cultural cinematic heritage, and also, for the first time, makes the African artists’ works easily accessible by a wide viewership around the globe – creating a new audience for existing and emerging filmmakers. The library consists of award-winning works from more than 80 producers including Senegalese Ousmane Sembene and Djibril Mambety, Yousef Chahine from Egypt and Haile Gerima from Ethiopia. Site visitors can browse the website and view trailers in the flash player without registering or logging in. Users will need to be logged in to rent a film. The African Film Library service is a PPV rental service. The system works on credit; users can buy credit, and credit will be deducted when content is viewed. The African Film Library is available at http://www.africanfilmlibrary.com
Source: African Film Library
Inputdate: 2012-04-01 01:37:58
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Title: African Film Library
Body: From http://www.africanfilmlibrary.com/About The African Film Library is an M-Net initiative showcasing the best of the African film industry – making the movies easily accessible for movie aficionados around the world. The library forms an important archive of the continent’s cultural cinematic heritage, and also, for the first time, makes the African artists’ works easily accessible by a wide viewership around the globe – creating a new audience for existing and emerging filmmakers. The library consists of award-winning works from more than 80 producers including Senegalese Ousmane Sembene and Djibril Mambety, Yousef Chahine from Egypt and Haile Gerima from Ethiopia. Site visitors can browse the website and view trailers in the flash player without registering or logging in. Users will need to be logged in to rent a film. The African Film Library service is a PPV rental service. The system works on credit; users can buy credit, and credit will be deducted when content is viewed. The African Film Library is available at http://www.africanfilmlibrary.com
Source: African Film Library
Inputdate: 2012-04-01 01:37:58
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Contentid:
14207
Content Type: 1
Title: Wiki: Arabic Culture in the Classroom
Body: Arabic Culture in the Classroom is an online workspace of open source audiovisuals, with the purpose of exposing learners of Arabic to culture: http://arabicculture.pbworks.com/w/page/29964513/Arabic%20Culture%20in%20the%20Classroom From the wiki: “The purpose is to have handy a wide variety of audiovisual texts that can serve as a platform to expose learners of Arabic to cultural input on a daily basis, either as a warm-up in the classroom or as a text that is showed, taught or discussed on its own. Therefore, different genres and points of view are presented in this website in the hope that they represent Arabic cultural trends as faithfully as possible. “The video-clips you will find here are in English and/or in Arabic, either subtitled or not, and some are accompanied by tips for exploiting these materials, or worksheets for students to work inside or outside the classroom. Approaching the subject matter using non-traditional approaches like this one makes it suitable for different levels of language proficiency, and it makes it easy to expose students to different registers of the language and the Culture and bridge between these.”
Source: NCLRC Arabic K-12 Bulletin
Inputdate: 2012-04-01 01:39:01
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Title: Wiki: Arabic Culture in the Classroom
Body: Arabic Culture in the Classroom is an online workspace of open source audiovisuals, with the purpose of exposing learners of Arabic to culture: http://arabicculture.pbworks.com/w/page/29964513/Arabic%20Culture%20in%20the%20Classroom From the wiki: “The purpose is to have handy a wide variety of audiovisual texts that can serve as a platform to expose learners of Arabic to cultural input on a daily basis, either as a warm-up in the classroom or as a text that is showed, taught or discussed on its own. Therefore, different genres and points of view are presented in this website in the hope that they represent Arabic cultural trends as faithfully as possible. “The video-clips you will find here are in English and/or in Arabic, either subtitled or not, and some are accompanied by tips for exploiting these materials, or worksheets for students to work inside or outside the classroom. Approaching the subject matter using non-traditional approaches like this one makes it suitable for different levels of language proficiency, and it makes it easy to expose students to different registers of the language and the Culture and bridge between these.”
Source: NCLRC Arabic K-12 Bulletin
Inputdate: 2012-04-01 01:39:01
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Contentid:
14208
Content Type: 1
Title: Al Arabiya: Clearinghouse of Arabic Language Materials
Body: re you looking for Arabic teaching materials? The Al Arabiya website is a well-organized clearinghouse for published materials and other resources: http://www.al3arabiya.org
Source: Al Arabiya
Inputdate: 2012-04-01 01:39:44
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Title: Al Arabiya: Clearinghouse of Arabic Language Materials
Body: re you looking for Arabic teaching materials? The Al Arabiya website is a well-organized clearinghouse for published materials and other resources: http://www.al3arabiya.org
Source: Al Arabiya
Inputdate: 2012-04-01 01:39:44
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