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Contentid:
14259
Content Type: 1
Title: STARTALK Excellence in Leadership Summer Institute for Chinese, Dari, Swahili, Turkish, Hindi and Urdu
Body: From http://www.plc.sas.upenn.edu/elsi2012/Welcome.html The Penn Center for Foreign Language Teaching and Learning with Technology (PLC) will host the second STARTALK Excellence in Leadership Summer Institute at the University of Pennsylvania, Philadelphia, on July 1-5, 2012. The program of the Summer Institute is designed for Leader-Teachers to •gain leadership know-how •strengthen existing programs •expand and solidify programs •discuss current pedagogical trends in language education •promote and implement curricular changes •endorse lasting efficacy of robust learning outcomes •practice pedagogically-sound applications of technology •engage in succinct field building opportunities For each of the languages (Chinese, Dari, Hindi, Swahili, Turkish and Urdu), the Summer Institute invites no more than five participants each. These participants must hold positions as principals, supervisors of world language and/or language program directors who wish to implement curricular changes and gain leadership know-how in an effort to strengthen, expand and solidify their respective programs. These leaders become STARTALK multiplicators who in turn will promote and implement programmatic and curricular changes. The application deadline is May 1, 2012. For full details go to http://www.plc.sas.upenn.edu/elsi2012/Welcome.html
Source: Penn Language Center
Inputdate: 2012-04-13 08:26:22
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Expdate: 2012-07-05 00:00:00
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Title: STARTALK Excellence in Leadership Summer Institute for Chinese, Dari, Swahili, Turkish, Hindi and Urdu
Body: From http://www.plc.sas.upenn.edu/elsi2012/Welcome.html The Penn Center for Foreign Language Teaching and Learning with Technology (PLC) will host the second STARTALK Excellence in Leadership Summer Institute at the University of Pennsylvania, Philadelphia, on July 1-5, 2012. The program of the Summer Institute is designed for Leader-Teachers to •gain leadership know-how •strengthen existing programs •expand and solidify programs •discuss current pedagogical trends in language education •promote and implement curricular changes •endorse lasting efficacy of robust learning outcomes •practice pedagogically-sound applications of technology •engage in succinct field building opportunities For each of the languages (Chinese, Dari, Hindi, Swahili, Turkish and Urdu), the Summer Institute invites no more than five participants each. These participants must hold positions as principals, supervisors of world language and/or language program directors who wish to implement curricular changes and gain leadership know-how in an effort to strengthen, expand and solidify their respective programs. These leaders become STARTALK multiplicators who in turn will promote and implement programmatic and curricular changes. The application deadline is May 1, 2012. For full details go to http://www.plc.sas.upenn.edu/elsi2012/Welcome.html
Source: Penn Language Center
Inputdate: 2012-04-13 08:26:22
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14260
Content Type: 1
Title: Santa Barbara Summer Seminar
Body: The California Language Teachers’ Association and the California World Language Project present Thee 23rd Annual Summer Seminar for Language Teachers Standards-based Instruction in the Context of 21st Century Skills July 22 – July 27, 2012 University of California, Santa Barbara Program strands include 21st. Century Skills in the World Language Classroom Teaching French to 21st Century Learners Project-based Learning in the World Language Classroom Integrating Career Technical Education into the World Language Courses of Study Integrating World Language Instructional and Assessment Strategies to Enhance English Learners' Academic Performance Professional Development for Cooperating/Master Teachers of World Languages and Cultures Registration Deadline: Postmarked or Uploaded by June 15, 2012 Download full details from http://www.stanford.edu/group/CFLP/summerseminar.pdf
Source: CLTA
Inputdate: 2012-04-13 08:27:18
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Expdate: 2012-07-27 00:00:00
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Title: Santa Barbara Summer Seminar
Body: The California Language Teachers’ Association and the California World Language Project present Thee 23rd Annual Summer Seminar for Language Teachers Standards-based Instruction in the Context of 21st Century Skills July 22 – July 27, 2012 University of California, Santa Barbara Program strands include 21st. Century Skills in the World Language Classroom Teaching French to 21st Century Learners Project-based Learning in the World Language Classroom Integrating Career Technical Education into the World Language Courses of Study Integrating World Language Instructional and Assessment Strategies to Enhance English Learners' Academic Performance Professional Development for Cooperating/Master Teachers of World Languages and Cultures Registration Deadline: Postmarked or Uploaded by June 15, 2012 Download full details from http://www.stanford.edu/group/CFLP/summerseminar.pdf
Source: CLTA
Inputdate: 2012-04-13 08:27:18
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Expdate: 2012-07-27 00:00:00
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14261
Content Type: 1
Title: Institutes on Teaching Reading to English Language Learners
Body: From http://www.cal.org/solutions/profdev/workshops/index.html In response to growing requests from K-8 educators for training materials on teaching reading to English language learners, CAL is offering three-day institutes in Washington DC in Summer 2012. Training of Trainers Institute June 6-8, 2012 What’s Different Training of Trainers Institutes are designed for specialists to provide professional development for educators who teach reading in classes with English language learners. A graduate credit option is also available. Direct Strategies Institute July 11-13, 2012 What's Different Direct Strategies Institutes are designed to help teachers provide effective reading strategies for English language learners. A graduate credit option is also available. For full details and to register go to http://www.cal.org/solutions/profdev/workshops/index.html
Source: CAL
Inputdate: 2012-04-13 08:28:33
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Title: Institutes on Teaching Reading to English Language Learners
Body: From http://www.cal.org/solutions/profdev/workshops/index.html In response to growing requests from K-8 educators for training materials on teaching reading to English language learners, CAL is offering three-day institutes in Washington DC in Summer 2012. Training of Trainers Institute June 6-8, 2012 What’s Different Training of Trainers Institutes are designed for specialists to provide professional development for educators who teach reading in classes with English language learners. A graduate credit option is also available. Direct Strategies Institute July 11-13, 2012 What's Different Direct Strategies Institutes are designed to help teachers provide effective reading strategies for English language learners. A graduate credit option is also available. For full details and to register go to http://www.cal.org/solutions/profdev/workshops/index.html
Source: CAL
Inputdate: 2012-04-13 08:28:33
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14262
Content Type: 1
Title: Call for Entries: Belarusian Studies Competition
Body: Call for Entries: 2012 Zora Kipel Book and Article Prize Competition The North American Association for Belarusian Studies is pleased to solicit entries for the 2012 Zora Kipel prize competition for books and articles in Belarusian studies. The Zora Kipel prizes, funded jointly by the family of Zora Kipel and the North American Association for Belarusian Studies, are awarded biennially and are designed to recognize outstanding new publications in the fields of Belarusian cultural studies, literature, linguistics, history, and social sciences. As of this year, the prize categories will alternate thematically each cycle. For the 2012 book competition (prize amount: $500), we are soliciting entries only in the fields of history and social sciences, published between 2009 and 2012. For the 2012 article competition (prize: $200), we are soliciting entries only in the fields of Belarusian literature, linguistics and cultural studies published between 2009 and 2012 (please note that the thematic scope of the book and article competitions will be reversed in the next cycle in 2014, in which publications that appeared between 2009 and 2014 will be considered). We particularly encourage scholars based in North America to enter the competition (entrants need not, however, be members of NAABS). Winners will be selected by a panel of judges made up of NAABS officers and members. To enter the competition, please send a copy of your book or article to the following address by October 1, 2012: Dr. Curt Woolhiser Department of German, Russian and Asian Languages and Literature Brandeis University 415 South Street MS-024 Waltham, MA 02454 Tel. (781) 736-3200 Fax (781) 736-3207 Email: cwoolhis at brandeis dot edu Winners will be announced in the spring of 2013. Woohiser, C. [SEELANGS] Belarusian studies competition: call for entries. SEELANGS listserv (SEELANGS@bama.ua.edu, 3 Apr 2012).
Source: SEELANGS
Inputdate: 2012-04-13 08:29:33
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Expdate: 2012-10-01 00:00:00
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Title: Call for Entries: Belarusian Studies Competition
Body: Call for Entries: 2012 Zora Kipel Book and Article Prize Competition The North American Association for Belarusian Studies is pleased to solicit entries for the 2012 Zora Kipel prize competition for books and articles in Belarusian studies. The Zora Kipel prizes, funded jointly by the family of Zora Kipel and the North American Association for Belarusian Studies, are awarded biennially and are designed to recognize outstanding new publications in the fields of Belarusian cultural studies, literature, linguistics, history, and social sciences. As of this year, the prize categories will alternate thematically each cycle. For the 2012 book competition (prize amount: $500), we are soliciting entries only in the fields of history and social sciences, published between 2009 and 2012. For the 2012 article competition (prize: $200), we are soliciting entries only in the fields of Belarusian literature, linguistics and cultural studies published between 2009 and 2012 (please note that the thematic scope of the book and article competitions will be reversed in the next cycle in 2014, in which publications that appeared between 2009 and 2014 will be considered). We particularly encourage scholars based in North America to enter the competition (entrants need not, however, be members of NAABS). Winners will be selected by a panel of judges made up of NAABS officers and members. To enter the competition, please send a copy of your book or article to the following address by October 1, 2012: Dr. Curt Woolhiser Department of German, Russian and Asian Languages and Literature Brandeis University 415 South Street MS-024 Waltham, MA 02454 Tel. (781) 736-3200 Fax (781) 736-3207 Email: cwoolhis at brandeis dot edu Winners will be announced in the spring of 2013. Woohiser, C. [SEELANGS] Belarusian studies competition: call for entries. SEELANGS listserv (SEELANGS@bama.ua.edu, 3 Apr 2012).
Source: SEELANGS
Inputdate: 2012-04-13 08:29:33
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Contentid:
14263
Content Type: 1
Title: Going Global With a Schoolwide Festival
Body: From http://www.edweek.org/tm/articles/2012/04/10/tln_zeichner.html Going Global With a Schoolwide Festival By Noah Zeichner April 10, 2012 Many of us are passionate about teaching students to be global citizens. But we often ask: How do we get beyond the “food, flags, and festivals” approach as we try to provide our students with a global education? Read about how Mr. Zeichner and his colleagues organized a recent festival around global water issues at http://www.edweek.org/tm/articles/2012/04/10/tln_zeichner.html?tkn=VRCFKQquN32QOUpQX72%2BlPw1oPOZ%2B5jstdxM&cmp=clp-sb-teacher
Source: Education Week
Inputdate: 2012-04-13 08:32:08
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Title: Going Global With a Schoolwide Festival
Body: From http://www.edweek.org/tm/articles/2012/04/10/tln_zeichner.html Going Global With a Schoolwide Festival By Noah Zeichner April 10, 2012 Many of us are passionate about teaching students to be global citizens. But we often ask: How do we get beyond the “food, flags, and festivals” approach as we try to provide our students with a global education? Read about how Mr. Zeichner and his colleagues organized a recent festival around global water issues at http://www.edweek.org/tm/articles/2012/04/10/tln_zeichner.html?tkn=VRCFKQquN32QOUpQX72%2BlPw1oPOZ%2B5jstdxM&cmp=clp-sb-teacher
Source: Education Week
Inputdate: 2012-04-13 08:32:08
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14264
Content Type: 1
Title: Students Hone Debating Skills, Study World Issues at Model United Nation
Body: From http://www.tampabay.com/news/education/article1223682.ece Students hone debating skills, study world issues at Model United Nations By Sherri Ackerman April 8, 2012 Connor Neal was just a baby when the first Model United Nations Conference came to Tampa. Last week, the 11-year-old from Lee Magnet Elementary in Tampa not only participated in the event, he had the privilege of questioning the keynote speaker during opening ceremonies. "What can we as a country do to help other countries come together to work as one group instead of separate groups?'' Connor asked Gillian Sorensen, one-time assistant to former U.N. Secretary General Kofi Annan. Connor and his classmates are among the youngest in the state to take part in the United Nations Association of the USA program known as Global Classrooms. In Hillsborough, Pasco and Pinellas counties, about 3,500 middle and high school students at 89 schools study the U.N. curriculum designed to challenge them and help them discover other cultures and views on issues such as malnutrition, women and development, and sustainable energy. Teachers assign students a country and a topic. They have to work together to research and write a resolution that addresses the issue, then convince other nations to support it. Read the full article at http://www.tampabay.com/news/education/article1223682.ece
Source: Tampa Bay Times
Inputdate: 2012-04-13 08:33:04
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Title: Students Hone Debating Skills, Study World Issues at Model United Nation
Body: From http://www.tampabay.com/news/education/article1223682.ece Students hone debating skills, study world issues at Model United Nations By Sherri Ackerman April 8, 2012 Connor Neal was just a baby when the first Model United Nations Conference came to Tampa. Last week, the 11-year-old from Lee Magnet Elementary in Tampa not only participated in the event, he had the privilege of questioning the keynote speaker during opening ceremonies. "What can we as a country do to help other countries come together to work as one group instead of separate groups?'' Connor asked Gillian Sorensen, one-time assistant to former U.N. Secretary General Kofi Annan. Connor and his classmates are among the youngest in the state to take part in the United Nations Association of the USA program known as Global Classrooms. In Hillsborough, Pasco and Pinellas counties, about 3,500 middle and high school students at 89 schools study the U.N. curriculum designed to challenge them and help them discover other cultures and views on issues such as malnutrition, women and development, and sustainable energy. Teachers assign students a country and a topic. They have to work together to research and write a resolution that addresses the issue, then convince other nations to support it. Read the full article at http://www.tampabay.com/news/education/article1223682.ece
Source: Tampa Bay Times
Inputdate: 2012-04-13 08:33:04
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Contentid:
14265
Content Type: 1
Title: Article: How Immersion Helps to Learn a Language
Body: From http://www.nytimes.com/2012/04/03/science/how-immersion-helps-to-learn-a-new-language.html?_r=2 How Immersion Helps to Learn a Language By SINDYA N. BHANOO April 2, 2012 Learning a foreign language is never easy, but contrary to common wisdom, it is possible for adults to process a language the same way a native speaker does. And over time, the processing improves even when the skill goes unused, researchers are reporting. For their study, in the journal PloS One, the scientists used an artificial language of 13 words, completely different from English. The language dealt with pieces and moves in a computer game, and the researchers tested proficiency by asking test subjects to play the game. The subjects were split into two groups. One group studied the language in a formal classroom setting, while the other was trained through immersion. After five months, both groups retained the language even though they had not used it at all, and both displayed brain processing similar to that of a native speaker. But the immersion group displayed the full brain patterns of a native speaker. Read the full article at http://www.nytimes.com/2012/04/03/science/how-immersion-helps-to-learn-a-new-language.html?_r=2
Source: New York Times
Inputdate: 2012-04-13 08:34:00
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Title: Article: How Immersion Helps to Learn a Language
Body: From http://www.nytimes.com/2012/04/03/science/how-immersion-helps-to-learn-a-new-language.html?_r=2 How Immersion Helps to Learn a Language By SINDYA N. BHANOO April 2, 2012 Learning a foreign language is never easy, but contrary to common wisdom, it is possible for adults to process a language the same way a native speaker does. And over time, the processing improves even when the skill goes unused, researchers are reporting. For their study, in the journal PloS One, the scientists used an artificial language of 13 words, completely different from English. The language dealt with pieces and moves in a computer game, and the researchers tested proficiency by asking test subjects to play the game. The subjects were split into two groups. One group studied the language in a formal classroom setting, while the other was trained through immersion. After five months, both groups retained the language even though they had not used it at all, and both displayed brain processing similar to that of a native speaker. But the immersion group displayed the full brain patterns of a native speaker. Read the full article at http://www.nytimes.com/2012/04/03/science/how-immersion-helps-to-learn-a-new-language.html?_r=2
Source: New York Times
Inputdate: 2012-04-13 08:34:00
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14266
Content Type: 1
Title: Fort Mojave Indian Tribe and Arizona State University's Center for Indian Education Collaborate for Language Documentation
Body: From http://www.mnn.com/lifestyle/arts-culture/stories/keeping-languages-alive-a-different-kind-of-conservation Keeping languages alive: A different kind of conservation How Arizona State University's Center for Indian Education is working with Southwest tribes to document and revitalize the language and culture of indigenous people. By Pete Zrioka April 6, 2012 To prevent Native American languages from dying out, Arizona State University’s Center for Indian Education (CIE) is working with Southwest tribes to document and revitalize the languages of indigenous people. One partnership is with the Fort Mojave Indian Tribe, who reside along the Colorado River, straddling the tri-state area of Needles, Calif., Mohave Valley, Ariz., and Laughlin, Nev. Natalie Diaz, coordinator of the Fort Mojave Language Recovery Program, has been recording and transcribing the Mojave language for three years. In 2009, she contacted the CIE, which sponsored a Mojave language summit at ASU. This led to a collaborative CIE-Fort Mojave National Science Foundation grant to aid in the language recovery efforts. “Our main focus right now, because we have so few speakers, is documentation,” says Diaz. “We’re trying our best to get as much as we can documented with audio and visual recordings.” Part of the program is dedicated to retaining the Mojave bird songs, which are traditionally songs of celebration. The songs are also part of a larger oral tradition that communicates values and carry lessons of cultural importance to Mojave people, says Teresa McCarty, co-director of the CIE. Read the full article at http://www.mnn.com/lifestyle/arts-culture/stories/keeping-languages-alive-a-different-kind-of-conservation
Source: Mother Nature Network
Inputdate: 2012-04-13 10:35:05
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Title: Fort Mojave Indian Tribe and Arizona State University's Center for Indian Education Collaborate for Language Documentation
Body: From http://www.mnn.com/lifestyle/arts-culture/stories/keeping-languages-alive-a-different-kind-of-conservation Keeping languages alive: A different kind of conservation How Arizona State University's Center for Indian Education is working with Southwest tribes to document and revitalize the language and culture of indigenous people. By Pete Zrioka April 6, 2012 To prevent Native American languages from dying out, Arizona State University’s Center for Indian Education (CIE) is working with Southwest tribes to document and revitalize the languages of indigenous people. One partnership is with the Fort Mojave Indian Tribe, who reside along the Colorado River, straddling the tri-state area of Needles, Calif., Mohave Valley, Ariz., and Laughlin, Nev. Natalie Diaz, coordinator of the Fort Mojave Language Recovery Program, has been recording and transcribing the Mojave language for three years. In 2009, she contacted the CIE, which sponsored a Mojave language summit at ASU. This led to a collaborative CIE-Fort Mojave National Science Foundation grant to aid in the language recovery efforts. “Our main focus right now, because we have so few speakers, is documentation,” says Diaz. “We’re trying our best to get as much as we can documented with audio and visual recordings.” Part of the program is dedicated to retaining the Mojave bird songs, which are traditionally songs of celebration. The songs are also part of a larger oral tradition that communicates values and carry lessons of cultural importance to Mojave people, says Teresa McCarty, co-director of the CIE. Read the full article at http://www.mnn.com/lifestyle/arts-culture/stories/keeping-languages-alive-a-different-kind-of-conservation
Source: Mother Nature Network
Inputdate: 2012-04-13 10:35:05
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Title: Arabic Alphabet Resources
Body: Here are some online resources for teaching Arabic writing: Interactive lessons from Arabic Alphabet: http://www.arabic-alphabet.org/arabic-lessons Online lessons (also some grammar) at Fun with Arabic: http://www.funwitharabic.com A course on reading Arabic (also other language lessons and sets of online flashcards) from Madinah Arabic: http://www.madinaharabic.com/Arabic_Reading_Course/Lessons/L000_001.html Arabic alphabet games and puzzles from Islamic Playground: http://www.islamicplayground.com/Scripts/prodList.asp?idCategory=22 A series on lesson on reading and writing from Arabic-Studio.com at http://www.arabic-studio.com/arabic_letters.html Lessons from Wikibooks at http://en.wikibooks.org/wiki/Arabic/LearnRW (more Arabic lessons on the main page at http://en.wikibooks.org/wiki/Arabic ) A tutorial called Let’s Learn Arabic at http://www.arabion.net/learnarabic.html A color-based presentation of the alphabet from Abjad at http://www.abjad.com/pyramid.htm
Source: Various
Inputdate: 2012-04-13 10:36:52
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Title: Arabic Alphabet Resources
Body: Here are some online resources for teaching Arabic writing: Interactive lessons from Arabic Alphabet: http://www.arabic-alphabet.org/arabic-lessons Online lessons (also some grammar) at Fun with Arabic: http://www.funwitharabic.com A course on reading Arabic (also other language lessons and sets of online flashcards) from Madinah Arabic: http://www.madinaharabic.com/Arabic_Reading_Course/Lessons/L000_001.html Arabic alphabet games and puzzles from Islamic Playground: http://www.islamicplayground.com/Scripts/prodList.asp?idCategory=22 A series on lesson on reading and writing from Arabic-Studio.com at http://www.arabic-studio.com/arabic_letters.html Lessons from Wikibooks at http://en.wikibooks.org/wiki/Arabic/LearnRW (more Arabic lessons on the main page at http://en.wikibooks.org/wiki/Arabic ) A tutorial called Let’s Learn Arabic at http://www.arabion.net/learnarabic.html A color-based presentation of the alphabet from Abjad at http://www.abjad.com/pyramid.htm
Source: Various
Inputdate: 2012-04-13 10:36:52
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14268
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Title: Intensive Summer Programs and Year-Long Online Course in Chinese or Swahili for High School Students
Body: From http://cra.uoregon.edu The College Readiness Academy prepares high school students for college success through an intensive summer experience in Chinese and Swahili followed by a year-long guided online course. Students will achieve Intermediate-Low proficiency by the end of the College Readiness Academy while earning high school language credit. Students select either the Chinese track or the Swahili track. Both tracks attend courses at the residential institute at the University of Oregon in Eugene, July 8-27, 2012. Students take classes and engage in activities taking advantage of the University of Oregon’s numerous language and cultural resources. After the institute, students will take the online language and culture learning program called Hermes. These thematic units feature content and issues from the language’s culture. Hermes will help students achieve and document their language learning progress, and is essential to the long-term goal of sustainable learning. Applications are now available. Tuition is charged for the Chinese program; the Swahili program tuition is waived for qualified applicants. For full details go to http://cra.uoregon.edu
Source: CASLS
Inputdate: 2012-04-13 10:38:11
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Expdate: 2012-12-12 00:00:00
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Title: Intensive Summer Programs and Year-Long Online Course in Chinese or Swahili for High School Students
Body: From http://cra.uoregon.edu The College Readiness Academy prepares high school students for college success through an intensive summer experience in Chinese and Swahili followed by a year-long guided online course. Students will achieve Intermediate-Low proficiency by the end of the College Readiness Academy while earning high school language credit. Students select either the Chinese track or the Swahili track. Both tracks attend courses at the residential institute at the University of Oregon in Eugene, July 8-27, 2012. Students take classes and engage in activities taking advantage of the University of Oregon’s numerous language and cultural resources. After the institute, students will take the online language and culture learning program called Hermes. These thematic units feature content and issues from the language’s culture. Hermes will help students achieve and document their language learning progress, and is essential to the long-term goal of sustainable learning. Applications are now available. Tuition is charged for the Chinese program; the Swahili program tuition is waived for qualified applicants. For full details go to http://cra.uoregon.edu
Source: CASLS
Inputdate: 2012-04-13 10:38:11
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Expdate: 2012-12-12 00:00:00
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