Contents
Displaying 14031-14040 of 28843 results.
Contentid:
14279
Content Type: 1
Title: One Teacher’s Experience with TPRS
Body: From http://www.edweek.org/tm/articles/2012/04/02/tln_borich.html?tkn=VYVFBA9BrASAyF8EO%2BFiT7Eto12tZpWhHk2t&cmp=clp-edweek Teaching Foreign Language Through Storytelling By Jeanette Borich April 3, 2012 What is the best way to help students learn a second language? Traditionally, teachers tackle the "how" of the language. Students learn a list of vocabulary, are introduced to various rules, produce language according to those rules, and are corrected as needed. This year I tried something different: using storytelling to help my 8th graders become more confident second-language (L2) learners. This method emphasizes the gradual acquisition of language rather than the memorization of vocabulary and rules. It's more about "what" is said than "how" it is said. Here are my takeaways from this big change. While these insights are about teaching Spanish, they could apply to any major pedagogical shift. -Learn as much as you can about the new approach. -Match your approach to the standards your students must meet. -Seek out supportive colleagues. -Ask students for mid-year feedback. -Make adjustments accordingly. Read the full article at http://www.edweek.org/tm/articles/2012/04/02/tln_borich.html?tkn=VYVFBA9BrASAyF8EO%2BFiT7Eto12tZpWhHk2t&cmp=clp-edweek
Source: Education Week
Inputdate: 2012-04-13 10:53:59
Lastmodifieddate: 2012-04-13 10:53:59
Expdate:
Publishdate: 2012-04-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: One Teacher’s Experience with TPRS
Body: From http://www.edweek.org/tm/articles/2012/04/02/tln_borich.html?tkn=VYVFBA9BrASAyF8EO%2BFiT7Eto12tZpWhHk2t&cmp=clp-edweek Teaching Foreign Language Through Storytelling By Jeanette Borich April 3, 2012 What is the best way to help students learn a second language? Traditionally, teachers tackle the "how" of the language. Students learn a list of vocabulary, are introduced to various rules, produce language according to those rules, and are corrected as needed. This year I tried something different: using storytelling to help my 8th graders become more confident second-language (L2) learners. This method emphasizes the gradual acquisition of language rather than the memorization of vocabulary and rules. It's more about "what" is said than "how" it is said. Here are my takeaways from this big change. While these insights are about teaching Spanish, they could apply to any major pedagogical shift. -Learn as much as you can about the new approach. -Match your approach to the standards your students must meet. -Seek out supportive colleagues. -Ask students for mid-year feedback. -Make adjustments accordingly. Read the full article at http://www.edweek.org/tm/articles/2012/04/02/tln_borich.html?tkn=VYVFBA9BrASAyF8EO%2BFiT7Eto12tZpWhHk2t&cmp=clp-edweek
Source: Education Week
Inputdate: 2012-04-13 10:53:59
Lastmodifieddate: 2012-04-13 10:53:59
Expdate:
Publishdate: 2012-04-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14280
Content Type: 1
Title: 8-week Residential Mandarin Chinese Language Program
Body: From https://www.indiana.edu/~cclp/main Flagship Chinese Institute 8-week residential Mandarin Chinese language program June 3 - July 28, 2012 Indiana University's Flagship Chinese Institute is open to beginning, intermediate, and advanced students committed to participatory, experiential, and immersion-style learning. This program offers undergraduate or graduate credit to 45 learners of Chinese. This intensive, eight-week residential student program provides participants a full spectrum of active learning experiences in Mandarin through formal class instruction, one-on-one tutoring sessions, individual projects to build discipline specific language competence, and extracurricular activities to increase cultural literacy. Students and institute faculty reside in a campus residence center while working in a variety of campus and community settings. Undergraduate and graduate students from IU and other institutions are all encouraged to apply, with priority consideration granted to students accepted into any Flagship Chinese program. For full details about the program go to https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=63&Itemid=70
Source: University of Indiana Bloomington
Inputdate: 2012-04-22 01:03:26
Lastmodifieddate: 2012-04-22 01:03:26
Expdate: 2012-07-28 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 8-week Residential Mandarin Chinese Language Program
Body: From https://www.indiana.edu/~cclp/main Flagship Chinese Institute 8-week residential Mandarin Chinese language program June 3 - July 28, 2012 Indiana University's Flagship Chinese Institute is open to beginning, intermediate, and advanced students committed to participatory, experiential, and immersion-style learning. This program offers undergraduate or graduate credit to 45 learners of Chinese. This intensive, eight-week residential student program provides participants a full spectrum of active learning experiences in Mandarin through formal class instruction, one-on-one tutoring sessions, individual projects to build discipline specific language competence, and extracurricular activities to increase cultural literacy. Students and institute faculty reside in a campus residence center while working in a variety of campus and community settings. Undergraduate and graduate students from IU and other institutions are all encouraged to apply, with priority consideration granted to students accepted into any Flagship Chinese program. For full details about the program go to https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=63&Itemid=70
Source: University of Indiana Bloomington
Inputdate: 2012-04-22 01:03:26
Lastmodifieddate: 2012-04-22 01:03:26
Expdate: 2012-07-28 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14281
Content Type: 1
Title: Book: Cognitive Linguistics and Second Language Learning
Body: From http://www.routledge.com/books/details/9780415802505 Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence By Andrea Tyler Published by Routledge Description: This book illustrates the ways that cognitive linguistics, a relatively new paradigm in language studies, can illuminate and facilitate language research and teaching. The first part of the book introduces the basics of cognitive linguistic theory in a way that is geared toward second language teachers and researchers. The second part of the book provides experimental evidence of the usefulness of applying cognitive linguistics to the teaching of English. Included is a thorough review of the existing literature on cognitive linguistic applications to teaching and cognitive linguistic-based experiments. Three chapters report original experiments which focus on teaching modals, prepositions and syntactic constructions, elements of English that learners tend to find challenging. A chapter on “future directions” reports on an innovative analysis of English conditionals. Pedagogical aids such as diagrams and sample exercises round out this text. Visit the publisher’s website at http://www.routledge.com/books/details/9780415802505
Source: Routledge
Inputdate: 2012-04-22 01:04:15
Lastmodifieddate: 2012-04-22 01:04:15
Expdate:
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Cognitive Linguistics and Second Language Learning
Body: From http://www.routledge.com/books/details/9780415802505 Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence By Andrea Tyler Published by Routledge Description: This book illustrates the ways that cognitive linguistics, a relatively new paradigm in language studies, can illuminate and facilitate language research and teaching. The first part of the book introduces the basics of cognitive linguistic theory in a way that is geared toward second language teachers and researchers. The second part of the book provides experimental evidence of the usefulness of applying cognitive linguistics to the teaching of English. Included is a thorough review of the existing literature on cognitive linguistic applications to teaching and cognitive linguistic-based experiments. Three chapters report original experiments which focus on teaching modals, prepositions and syntactic constructions, elements of English that learners tend to find challenging. A chapter on “future directions” reports on an innovative analysis of English conditionals. Pedagogical aids such as diagrams and sample exercises round out this text. Visit the publisher’s website at http://www.routledge.com/books/details/9780415802505
Source: Routledge
Inputdate: 2012-04-22 01:04:15
Lastmodifieddate: 2012-04-22 01:04:15
Expdate:
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14282
Content Type: 1
Title: Book: Intercultural Dialogue in Practice
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847697240 Intercultural Dialogue in Practice: Managing Value Judgment through Foreign Language Education By Stephanie Houghton Published by Multilingual Matters Summary: The term intercultural dialogue has become a buzzword at policy level, but there is a pressing need to synchronize the terminology of policymakers with that of academics. An overarching aim of this book is to explore the wide-ranging terminology relevant to intercultural dialogue in order to promote clearer consideration of the underlying issues. More specifically, this book reports the findings of a research project conducted in Japan that brought teaching practice to bear upon some of the main conflicting theoretical perspectives on how value judgment should be managed in foreign language education. At the heart of this issue lies the management of prejudice, which is a key dynamic in intercultural dialogue that brings many other factors into play. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847697240
Source: Multilingual Matters
Inputdate: 2012-04-22 01:05:06
Lastmodifieddate: 2012-04-22 01:05:06
Expdate:
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Intercultural Dialogue in Practice
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847697240 Intercultural Dialogue in Practice: Managing Value Judgment through Foreign Language Education By Stephanie Houghton Published by Multilingual Matters Summary: The term intercultural dialogue has become a buzzword at policy level, but there is a pressing need to synchronize the terminology of policymakers with that of academics. An overarching aim of this book is to explore the wide-ranging terminology relevant to intercultural dialogue in order to promote clearer consideration of the underlying issues. More specifically, this book reports the findings of a research project conducted in Japan that brought teaching practice to bear upon some of the main conflicting theoretical perspectives on how value judgment should be managed in foreign language education. At the heart of this issue lies the management of prejudice, which is a key dynamic in intercultural dialogue that brings many other factors into play. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847697240
Source: Multilingual Matters
Inputdate: 2012-04-22 01:05:06
Lastmodifieddate: 2012-04-22 01:05:06
Expdate:
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14283
Content Type: 1
Title: April 2012 Issue of Reading in a Foreign Language
Body: From http://nflrc.hawaii.edu/rfl The April 2012 issue (Volume 24, Number 1) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl/April2012 In this issue, Mami Yoshida reports on the interplay of processing task, text type, and proficiency in L2 reading, followed by an article written by Etsuo Taguchi, Greta Gorsuch, Miyoko Takayasu-Maass, & Kirsten Snipp in which they present a longitudinal study addressing assisted repeated reading with an advanced-level Japanese EFL reader. Anna C-S Chang presents a study for improving reading rate activities for EFL students involving repeated oral reading. Xiangying Jiang discusses the effects of discourse structure graphic organizers for EFL reading comprehension. And in the last article, Gillian Claridge addresses how publishers provide graded readers This issue also includes two book reviews. Hideki Goya reviews, Measuring Second Language Vocabulary Acquisition authored by James Milton, and Liliya Gorelova reviews Manchu: A Textbook for Reading Documents (2nd ed.) by Gertrude Roth Li. They also have Alan Taylor's discussion piece in which he comments on Irena Kuzborska's article that appeared in Volume 23, #1, April 2011 issue, followed by Irena Kuzborska's response to Taylor's comments. RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor. The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
Source: NFLRC
Inputdate: 2012-04-22 01:06:07
Lastmodifieddate: 2012-04-22 01:06:07
Expdate:
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: April 2012 Issue of Reading in a Foreign Language
Body: From http://nflrc.hawaii.edu/rfl The April 2012 issue (Volume 24, Number 1) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl/April2012 In this issue, Mami Yoshida reports on the interplay of processing task, text type, and proficiency in L2 reading, followed by an article written by Etsuo Taguchi, Greta Gorsuch, Miyoko Takayasu-Maass, & Kirsten Snipp in which they present a longitudinal study addressing assisted repeated reading with an advanced-level Japanese EFL reader. Anna C-S Chang presents a study for improving reading rate activities for EFL students involving repeated oral reading. Xiangying Jiang discusses the effects of discourse structure graphic organizers for EFL reading comprehension. And in the last article, Gillian Claridge addresses how publishers provide graded readers This issue also includes two book reviews. Hideki Goya reviews, Measuring Second Language Vocabulary Acquisition authored by James Milton, and Liliya Gorelova reviews Manchu: A Textbook for Reading Documents (2nd ed.) by Gertrude Roth Li. They also have Alan Taylor's discussion piece in which he comments on Irena Kuzborska's article that appeared in Volume 23, #1, April 2011 issue, followed by Irena Kuzborska's response to Taylor's comments. RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor. The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
Source: NFLRC
Inputdate: 2012-04-22 01:06:07
Lastmodifieddate: 2012-04-22 01:06:07
Expdate:
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14284
Content Type: 1
Title: Call for Papers: 3rd International Conference on Language Documentation and Conservation
Body: From http://nflrc.hawaii.edu/ICLDC/2013 The 3rd International Conference on Language Documentation and Conservation (ICLDC), “Sharing Worlds of Knowledge,” will be held February 28-March 3, 2013, at the Hawai‘i Imin International Conference Center on the University of Hawai‘i at Mānoa campus. The organizers especially welcome abstracts that address the conference theme of the interdisciplinary nature of language documentation. Language encodes knowledge from many facets of life: kinship, science, taxonomy, material culture, spirituality, music, and others. They organizers are also seeking abstracts on the science of documentation and revitalization. Documentation is usually portrayed as a means of collecting language data, and revitalization is generally seen primarily as a kind of applied work directly benefiting communities. However, each of those domains is a genuine area of research, and we welcome presentations that treat documentation and revitalization not merely as activities, but also as domains requiring theorization in their own right. In addition to the topics above, they warmly welcome abstracts on other subjects in language documentation and conservation, which may include but are not limited to: Archiving matters Community experiences of revitalization Data management Ethical issues Language planning Lexicography and reference grammar design Methods of assessing ethnolinguistic vitality Orthography design Teaching/learning small languages Technology in documentation – methods and pitfalls Topics in areal language documentation Training in documentation methods – beyond the university Assessing success in documentation and revitalization strategies Abstracts are due by August 31, 2012. View the full call for papers at http://nflrc.hawaii.edu/ICLDC/2013/call.html
Source: NFLRC
Inputdate: 2012-04-22 01:08:28
Lastmodifieddate: 2012-04-22 01:08:28
Expdate: 2012-08-31 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: 3rd International Conference on Language Documentation and Conservation
Body: From http://nflrc.hawaii.edu/ICLDC/2013 The 3rd International Conference on Language Documentation and Conservation (ICLDC), “Sharing Worlds of Knowledge,” will be held February 28-March 3, 2013, at the Hawai‘i Imin International Conference Center on the University of Hawai‘i at Mānoa campus. The organizers especially welcome abstracts that address the conference theme of the interdisciplinary nature of language documentation. Language encodes knowledge from many facets of life: kinship, science, taxonomy, material culture, spirituality, music, and others. They organizers are also seeking abstracts on the science of documentation and revitalization. Documentation is usually portrayed as a means of collecting language data, and revitalization is generally seen primarily as a kind of applied work directly benefiting communities. However, each of those domains is a genuine area of research, and we welcome presentations that treat documentation and revitalization not merely as activities, but also as domains requiring theorization in their own right. In addition to the topics above, they warmly welcome abstracts on other subjects in language documentation and conservation, which may include but are not limited to: Archiving matters Community experiences of revitalization Data management Ethical issues Language planning Lexicography and reference grammar design Methods of assessing ethnolinguistic vitality Orthography design Teaching/learning small languages Technology in documentation – methods and pitfalls Topics in areal language documentation Training in documentation methods – beyond the university Assessing success in documentation and revitalization strategies Abstracts are due by August 31, 2012. View the full call for papers at http://nflrc.hawaii.edu/ICLDC/2013/call.html
Source: NFLRC
Inputdate: 2012-04-22 01:08:28
Lastmodifieddate: 2012-04-22 01:08:28
Expdate: 2012-08-31 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14285
Content Type: 1
Title: Call for Papers: Boston University Conference on Language Development
Body: From http://linguistlist.org/issues/23/23-1895.html 37th Annual Boston University Conference on Language Development November 2-4, 2012 Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including: Bilingualism, Cognition & Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. Call Deadline: 15-May-2012 View the full call for papers at http://linguistlist.org/issues/23/23-1895.html
Source: LINGUIST List
Inputdate: 2012-04-22 01:09:18
Lastmodifieddate: 2012-04-22 01:09:18
Expdate: 2012-05-15 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: Boston University Conference on Language Development
Body: From http://linguistlist.org/issues/23/23-1895.html 37th Annual Boston University Conference on Language Development November 2-4, 2012 Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including: Bilingualism, Cognition & Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. Call Deadline: 15-May-2012 View the full call for papers at http://linguistlist.org/issues/23/23-1895.html
Source: LINGUIST List
Inputdate: 2012-04-22 01:09:18
Lastmodifieddate: 2012-04-22 01:09:18
Expdate: 2012-05-15 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14286
Content Type: 1
Title: Call for Papers: The 23rd Annual Conference of the Central Association of Teachers of Japanese
Body: The 23rd Annual Conference of the Central Association of Teachers of Japanese will be held at Ball State University in Muncie, Indiana on Saturday, September 29, 2012. Japanese education in the U.S. entered a new phase in the last few years due to budget cut and the competition from interests in Chinese. The impact of such changes is seen in the unprecedented cancellation of the 2011 CATJ meeting and the elimination of Japanese programs, particularly high schools. Meanwhile technology has created unprecedented potentials for foreign language education. What is the nature of these changes? How should we respond to it? This conference is organized to resume the annual CATJ meeting and to provide a platform for teachers of Japanese to exchange views on these and other issues. The theme of the conference is “Embracing the New Phase in Japanese Education in the United States.” We welcome proposal of papers that address topics including but not limited to the following: the nature of the changes in Japanese education in the U.S., Japanese pedagogy, second language acquisition, heritage language education, technology in language learning and teaching, Japanese culture, and Japanese literature. Individual presentations will be 20 minutes long followed by 10-minute Q&A sessions. The conference is open to both K-12 and college levels teachers of Japanese. For high school teachers from Indiana, registration fees and transportation (mileages) will be reimbursed after the conference by a grant from Indiana Humanities. The submission deadline is June 15th, 2012. Notification of the acceptance will be sent in July 2012. Papers presented, with revisions made after the conference, will be published in a Conference Proceedings volume as well as online. Please submit an anonymous proposal to kmatsumoto at bsu dot edu by June 15th, 2012 with a separate sheet containing the following information: 1. Your name, affiliation, position, e-mail and summer contact information 2. The title of your paper, in both English and Japanese 3. Abstract of your paper (300 words in English or 700 characters in Japanese) 4. Equipment needed, other than a computer and a projector If you have any questions, please contact Kazumi Matsumoto at kmatsumoto at bsu dot edu. The 23rd CATJ conference is organized by the Japanese Program in the Department of Modern Languages and Classics at Ball State University, funded by two generous grants from the National Endowment for the Humanities through Indiana Humanities and the Northeast Asia Council (NEAC) of the Association of Asian Studies. Zheng, G. Call for Papers: the 23rd Annual Conference of the Central Association of Teachers of Japanese. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 16 Apr 2012).
Source: JTIT-L
Inputdate: 2012-04-22 01:10:59
Lastmodifieddate: 2012-04-22 01:10:59
Expdate: 2012-06-15 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: The 23rd Annual Conference of the Central Association of Teachers of Japanese
Body: The 23rd Annual Conference of the Central Association of Teachers of Japanese will be held at Ball State University in Muncie, Indiana on Saturday, September 29, 2012. Japanese education in the U.S. entered a new phase in the last few years due to budget cut and the competition from interests in Chinese. The impact of such changes is seen in the unprecedented cancellation of the 2011 CATJ meeting and the elimination of Japanese programs, particularly high schools. Meanwhile technology has created unprecedented potentials for foreign language education. What is the nature of these changes? How should we respond to it? This conference is organized to resume the annual CATJ meeting and to provide a platform for teachers of Japanese to exchange views on these and other issues. The theme of the conference is “Embracing the New Phase in Japanese Education in the United States.” We welcome proposal of papers that address topics including but not limited to the following: the nature of the changes in Japanese education in the U.S., Japanese pedagogy, second language acquisition, heritage language education, technology in language learning and teaching, Japanese culture, and Japanese literature. Individual presentations will be 20 minutes long followed by 10-minute Q&A sessions. The conference is open to both K-12 and college levels teachers of Japanese. For high school teachers from Indiana, registration fees and transportation (mileages) will be reimbursed after the conference by a grant from Indiana Humanities. The submission deadline is June 15th, 2012. Notification of the acceptance will be sent in July 2012. Papers presented, with revisions made after the conference, will be published in a Conference Proceedings volume as well as online. Please submit an anonymous proposal to kmatsumoto at bsu dot edu by June 15th, 2012 with a separate sheet containing the following information: 1. Your name, affiliation, position, e-mail and summer contact information 2. The title of your paper, in both English and Japanese 3. Abstract of your paper (300 words in English or 700 characters in Japanese) 4. Equipment needed, other than a computer and a projector If you have any questions, please contact Kazumi Matsumoto at kmatsumoto at bsu dot edu. The 23rd CATJ conference is organized by the Japanese Program in the Department of Modern Languages and Classics at Ball State University, funded by two generous grants from the National Endowment for the Humanities through Indiana Humanities and the Northeast Asia Council (NEAC) of the Association of Asian Studies. Zheng, G. Call for Papers: the 23rd Annual Conference of the Central Association of Teachers of Japanese. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 16 Apr 2012).
Source: JTIT-L
Inputdate: 2012-04-22 01:10:59
Lastmodifieddate: 2012-04-22 01:10:59
Expdate: 2012-06-15 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14287
Content Type: 1
Title: UCLA Indonesian Studies Conference
Body: Indonesian Studies Conference 2012: Indonesia in Global and Transnational Perspective April 27-28, 2012 See the schedule and more details at http://www.international.ucla.edu/cseas/indonesia/article.asp?parentid=123094
Source: UCLA
Inputdate: 2012-04-22 01:15:36
Lastmodifieddate: 2012-04-22 01:15:36
Expdate: 2012-04-28 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: UCLA Indonesian Studies Conference
Body: Indonesian Studies Conference 2012: Indonesia in Global and Transnational Perspective April 27-28, 2012 See the schedule and more details at http://www.international.ucla.edu/cseas/indonesia/article.asp?parentid=123094
Source: UCLA
Inputdate: 2012-04-22 01:15:36
Lastmodifieddate: 2012-04-22 01:15:36
Expdate: 2012-04-28 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14288
Content Type: 1
Title: Professional Development Seminars at CLEAR
Body: The Center for Language Education and Research (CLEAR), a US Department of Education Language Resource Center, invites you to take advantage of their summer professional development workshops in July. These workshops offer hands-on experience and concrete ideas for language teachers. CLEAR has been offering workshops since 1997, and teachers from all over the country have come to Michigan State University's campus to attend them. The workshops offered this year cover a wide range of topics, appropriate as "refreshers" for experienced teachers or as reinforcement on topics in language teaching for newer and pre-service teachers. Summer Workshops for 2012 Visit http://clear.msu.edu/clear/professionaldev/summerworkshops.php to learn more about these summer professional development opportunities. You can apply online! Rich Internet Applications for Language Learning: Introductory Techniques (section 1) July 9-11 Teaching Language in a Blended Environment: Tools and Best Practices (section 1) July 12-14 Integrating Communicative Speaking Activities into Your Other Lessons July 16-18 Rich Internet Applications for Language Learning: Introductory Techniques (section 2, same content as section 1) July 23-25 Teaching Language in a Blended Environment: Tools and Best Practices (section 2, same content as section 1) July 26-28 The early bird deadline is May 1, but applications will be accepted through June 1. To learn more about all of CLEAR’s workshops, please visit http://clear.msu.edu/clear/professionaldev/summerworkshops.php .
Source: CLEAR
Inputdate: 2012-04-22 01:17:01
Lastmodifieddate: 2012-04-22 01:17:01
Expdate: 2012-09-09 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Professional Development Seminars at CLEAR
Body: The Center for Language Education and Research (CLEAR), a US Department of Education Language Resource Center, invites you to take advantage of their summer professional development workshops in July. These workshops offer hands-on experience and concrete ideas for language teachers. CLEAR has been offering workshops since 1997, and teachers from all over the country have come to Michigan State University's campus to attend them. The workshops offered this year cover a wide range of topics, appropriate as "refreshers" for experienced teachers or as reinforcement on topics in language teaching for newer and pre-service teachers. Summer Workshops for 2012 Visit http://clear.msu.edu/clear/professionaldev/summerworkshops.php to learn more about these summer professional development opportunities. You can apply online! Rich Internet Applications for Language Learning: Introductory Techniques (section 1) July 9-11 Teaching Language in a Blended Environment: Tools and Best Practices (section 1) July 12-14 Integrating Communicative Speaking Activities into Your Other Lessons July 16-18 Rich Internet Applications for Language Learning: Introductory Techniques (section 2, same content as section 1) July 23-25 Teaching Language in a Blended Environment: Tools and Best Practices (section 2, same content as section 1) July 26-28 The early bird deadline is May 1, but applications will be accepted through June 1. To learn more about all of CLEAR’s workshops, please visit http://clear.msu.edu/clear/professionaldev/summerworkshops.php .
Source: CLEAR
Inputdate: 2012-04-22 01:17:01
Lastmodifieddate: 2012-04-22 01:17:01
Expdate: 2012-09-09 00:00:00
Publishdate: 2012-04-23 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
