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Displaying 14191-14200 of 28843 results.
Contentid:
14439
Content Type: 1
Title: Call for Papers: Teaching Russian Conference
Body: From http://russconf.uvic.ca Teaching Russian is a biannual conference that promotes innovative methods for teaching the Russian language at the secondary and post-secondary level. The next conference will be held at the University of Victoria on August 23-24, 2012. Deadline for Proposals is extended until 15 June 2012. View the call for papers at http://russconf.uvic.ca/papers.html
Source: University of Victoria
Inputdate: 2012-05-27 12:19:32
Lastmodifieddate: 2012-05-27 12:19:32
Expdate: 2012-06-15 00:00:00
Publishdate: 2012-05-28 00:00:00
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Content Type: 1
Title: Call for Papers: Teaching Russian Conference
Body: From http://russconf.uvic.ca Teaching Russian is a biannual conference that promotes innovative methods for teaching the Russian language at the secondary and post-secondary level. The next conference will be held at the University of Victoria on August 23-24, 2012. Deadline for Proposals is extended until 15 June 2012. View the call for papers at http://russconf.uvic.ca/papers.html
Source: University of Victoria
Inputdate: 2012-05-27 12:19:32
Lastmodifieddate: 2012-05-27 12:19:32
Expdate: 2012-06-15 00:00:00
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Contentid:
14440
Content Type: 1
Title: Call for Papers: Special Issue of the CALICO Journal: Web 2.0 and Language Learning
Body: Call for Papers Special Issue of the CALICO Journal (31.1) Web 2.0 and Language Learning: Rhetoric and Reality Co-editors: Michael Thomas (University of Central Lancashire, UK) and Mark Peterson (Kyoto University, Japan) This special issue of the CALICO Journal will address key issues concerning the role of Web 2.0 technologies in language learning and teaching, examining both the rhetoric and the reality behind a number of associated myths of digital education, from digital natives to digital literacy and 21st century skills. While Web 2.0 technologies have become more popular over the last five years and the case for their inclusion in education more powerful, it is still not clear to what extent they are being used in international language learning contexts and how effective they are for learning, collaboration and learner motivation. E-readers, social media, smartphones and tablets are just some of the latest digital devices that promise to change the way we teach and learn foreign languages over the next decade. While these technologies are becoming more important in our social lives, steadily impacting all areas of our lives from communication to the way we collaborate and exchange information, more research is required on how they are being used rather than their potential. A major challenge of this special edition is to separate the rhetoric from the reality in terms of what is possible as well as desirable vis-à-vis language learning in a Web 2.0 digital education context. The existence of a generation of learners who are skilled at the use of digital technologies remains one of the most frequently used terms and yet one of the biggest myths of the digital age. It reflects the tendency for educational technology to be rather easily aligned with technological determinism and an overly evangelist tone. This special edition encourages the submission of research papers that interrogate many of the uncritical assumptions of Web 2.0 and seeks to map a future agenda for research in the field. For this special issue of the CALICO Journal, the editors invite original research-based articles that examine key issues around Web 2.0 technologies in actual language learning environments, both inside and outside formal classroom contexts. Topics relevant to the special issue may include (but are not limited to) critical perspectives on: • Key terms such as ‘digital divide’, ‘digital literacy,’ ‘digital natives/immigrants’, ‘technological determinism’ • digital game-based language learning • Web 2.0 technologies in the language classroom • e-learning and collaborative learning • social networking applications and tools • teacher professional development and digital technologies • mobile-assisted language learning • digital literacies • telecollaboration • social media and language learning Please send inquiries and abstracts to both Michael Thomas (mthomas4 at uclan dot ac dot uk) and Mark Peterson (kinpaku at hotmail dot com) before 1st July 2012. Please list CALICO Journal Special Issue in the subject line of your email. Publication Timeline • July 1st, 2012: submission deadline for abstracts (approx. 350 words outlining the purposes and content of the paper) • July 15th, 2012: invitation to authors to submit a manuscript • January 25th, 2013: full papers due (author guidelines available at https://calico.org/page.php?id=514) • April 1st, 2013: revised papers due • December, 2013: publication of the special issue Schulze, M. CALICO Journal: CfP Special Issue Web 2.0 and Language Learning. CALICO-L listserv (24 May 2012, CALICO-L@LISTSERV.CALICO.ORG).
Source: CALICO’s CALL Discussion List
Inputdate: 2012-05-27 12:21:36
Lastmodifieddate: 2012-05-27 12:21:36
Expdate: 2012-07-01 00:00:00
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Content Type: 1
Title: Call for Papers: Special Issue of the CALICO Journal: Web 2.0 and Language Learning
Body: Call for Papers Special Issue of the CALICO Journal (31.1) Web 2.0 and Language Learning: Rhetoric and Reality Co-editors: Michael Thomas (University of Central Lancashire, UK) and Mark Peterson (Kyoto University, Japan) This special issue of the CALICO Journal will address key issues concerning the role of Web 2.0 technologies in language learning and teaching, examining both the rhetoric and the reality behind a number of associated myths of digital education, from digital natives to digital literacy and 21st century skills. While Web 2.0 technologies have become more popular over the last five years and the case for their inclusion in education more powerful, it is still not clear to what extent they are being used in international language learning contexts and how effective they are for learning, collaboration and learner motivation. E-readers, social media, smartphones and tablets are just some of the latest digital devices that promise to change the way we teach and learn foreign languages over the next decade. While these technologies are becoming more important in our social lives, steadily impacting all areas of our lives from communication to the way we collaborate and exchange information, more research is required on how they are being used rather than their potential. A major challenge of this special edition is to separate the rhetoric from the reality in terms of what is possible as well as desirable vis-à-vis language learning in a Web 2.0 digital education context. The existence of a generation of learners who are skilled at the use of digital technologies remains one of the most frequently used terms and yet one of the biggest myths of the digital age. It reflects the tendency for educational technology to be rather easily aligned with technological determinism and an overly evangelist tone. This special edition encourages the submission of research papers that interrogate many of the uncritical assumptions of Web 2.0 and seeks to map a future agenda for research in the field. For this special issue of the CALICO Journal, the editors invite original research-based articles that examine key issues around Web 2.0 technologies in actual language learning environments, both inside and outside formal classroom contexts. Topics relevant to the special issue may include (but are not limited to) critical perspectives on: • Key terms such as ‘digital divide’, ‘digital literacy,’ ‘digital natives/immigrants’, ‘technological determinism’ • digital game-based language learning • Web 2.0 technologies in the language classroom • e-learning and collaborative learning • social networking applications and tools • teacher professional development and digital technologies • mobile-assisted language learning • digital literacies • telecollaboration • social media and language learning Please send inquiries and abstracts to both Michael Thomas (mthomas4 at uclan dot ac dot uk) and Mark Peterson (kinpaku at hotmail dot com) before 1st July 2012. Please list CALICO Journal Special Issue in the subject line of your email. Publication Timeline • July 1st, 2012: submission deadline for abstracts (approx. 350 words outlining the purposes and content of the paper) • July 15th, 2012: invitation to authors to submit a manuscript • January 25th, 2013: full papers due (author guidelines available at https://calico.org/page.php?id=514) • April 1st, 2013: revised papers due • December, 2013: publication of the special issue Schulze, M. CALICO Journal: CfP Special Issue Web 2.0 and Language Learning. CALICO-L listserv (24 May 2012, CALICO-L@LISTSERV.CALICO.ORG).
Source: CALICO’s CALL Discussion List
Inputdate: 2012-05-27 12:21:36
Lastmodifieddate: 2012-05-27 12:21:36
Expdate: 2012-07-01 00:00:00
Publishdate: 2012-05-28 00:00:00
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Contentid:
14441
Content Type: 1
Title: Call for Papers: 2013 Conference of the American Association for Applied Linguistics
Body: From http://aaal.org The 2013 conference of the American Association for Applied Linguistics (AAAL) will be held March 16-19 at the Sheraton Dallas Hotel in Dallas, Texas. The 2013 conference foregrounds applied linguistics in a globalizing world. Proposals addressing this theme are particularly encouraged, but proposals are welcome in all of the following topic strands: Analysis of Discourse and Interaction Assessment and Evaluation Bilingual, Immersion, Heritage, and Minority Education Corpus Linguistics Educational Linguistics Language and Cognition Language and Ideology Language and Technology Language Planning and Policy Language, Culture and Socialization Pragmatics Reading, Writing, and Literacy Second and Foreign Language Pedagogy Second Language Acquisition, Language Acquisition, and Attrition Sociolinguistics Text Analysis (Written Discourse) Submission Deadline: August 17, 2012 Access the full call for papers at http://aaal.org/displaycommon.cfm?an=1&subarticlenbr=85
Source: AAAL
Inputdate: 2012-05-27 12:23:29
Lastmodifieddate: 2012-05-27 12:23:29
Expdate: 2012-08-17 00:00:00
Publishdate: 2012-05-28 00:00:00
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Title: Call for Papers: 2013 Conference of the American Association for Applied Linguistics
Body: From http://aaal.org The 2013 conference of the American Association for Applied Linguistics (AAAL) will be held March 16-19 at the Sheraton Dallas Hotel in Dallas, Texas. The 2013 conference foregrounds applied linguistics in a globalizing world. Proposals addressing this theme are particularly encouraged, but proposals are welcome in all of the following topic strands: Analysis of Discourse and Interaction Assessment and Evaluation Bilingual, Immersion, Heritage, and Minority Education Corpus Linguistics Educational Linguistics Language and Cognition Language and Ideology Language and Technology Language Planning and Policy Language, Culture and Socialization Pragmatics Reading, Writing, and Literacy Second and Foreign Language Pedagogy Second Language Acquisition, Language Acquisition, and Attrition Sociolinguistics Text Analysis (Written Discourse) Submission Deadline: August 17, 2012 Access the full call for papers at http://aaal.org/displaycommon.cfm?an=1&subarticlenbr=85
Source: AAAL
Inputdate: 2012-05-27 12:23:29
Lastmodifieddate: 2012-05-27 12:23:29
Expdate: 2012-08-17 00:00:00
Publishdate: 2012-05-28 00:00:00
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Contentid:
14442
Content Type: 1
Title: Call for Papers: The Fourth International Conference on Lao Studies
Body: From http://www.laostudies.org/research-programs/icls The Center for Southeast Asian Studies (CSEAS), University of Wisconsin-Madison and the Center for Lao Studies (CLS) are pleased to announce that the Fourth International Conference on Lao Studies (ICLS) will be held on April 19-21, 2013 in Madison, Wisconsin, USA. The main objective of the conference is to promote Lao studies, broadly defined, by providing an international forum for scholars to present and discuss various aspects of Lao Studies. The theme of the Fourth International Conference on Lao Studies is ‘Lao Studies’ as well as ‘The diverse ethnic groups of Laos’. However, this conference intends to accommodate all academic scholarship in the social sciences and humanities related to Laos, and peoples linked either to identifying as Lao or to the country of Laos more generally, including people from all ethnic groups in Laos, and diaspora communities all over the world. Please submit abstracts in English before October 31, 2012 View the full call for papers at http://laostudies.org/conferences/index.php?option=com_content&view=article&id=29&Itemid=43
Source: Center for Lao Studies
Inputdate: 2012-05-27 12:24:32
Lastmodifieddate: 2012-05-27 12:24:32
Expdate: 2012-10-31 00:00:00
Publishdate: 2012-05-28 00:00:00
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Title: Call for Papers: The Fourth International Conference on Lao Studies
Body: From http://www.laostudies.org/research-programs/icls The Center for Southeast Asian Studies (CSEAS), University of Wisconsin-Madison and the Center for Lao Studies (CLS) are pleased to announce that the Fourth International Conference on Lao Studies (ICLS) will be held on April 19-21, 2013 in Madison, Wisconsin, USA. The main objective of the conference is to promote Lao studies, broadly defined, by providing an international forum for scholars to present and discuss various aspects of Lao Studies. The theme of the Fourth International Conference on Lao Studies is ‘Lao Studies’ as well as ‘The diverse ethnic groups of Laos’. However, this conference intends to accommodate all academic scholarship in the social sciences and humanities related to Laos, and peoples linked either to identifying as Lao or to the country of Laos more generally, including people from all ethnic groups in Laos, and diaspora communities all over the world. Please submit abstracts in English before October 31, 2012 View the full call for papers at http://laostudies.org/conferences/index.php?option=com_content&view=article&id=29&Itemid=43
Source: Center for Lao Studies
Inputdate: 2012-05-27 12:24:32
Lastmodifieddate: 2012-05-27 12:24:32
Expdate: 2012-10-31 00:00:00
Publishdate: 2012-05-28 00:00:00
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Contentid:
14443
Content Type: 1
Title: Workshop: A Progressive Approach to Elementary World Language Instruction
Body: From http://teach21.theschool.columbia.edu/workshops A Progressive Approach to Elementary World Language Instruction June 18-21 Columbia University In this course teachers will examine and apply progressive theories of language instruction-- exploring ways to integrate various disciplines into their teaching, differentiate instruction and, of course, promote global awareness. Presenters will explain the building blocks of our language program as well as what elements are used in our language instruction such as: technology, integrated grammar, culture and differentiation. Participants will have the opportunity to apply what they’ve learned in the creation (or modification) of their own units of study. Learn more and register at http://teach21.theschool.columbia.edu/content/progressive-approach-elementary-world-language-instruction
Source: Columbia University
Inputdate: 2012-05-27 12:25:33
Lastmodifieddate: 2012-05-27 12:25:33
Expdate: 2012-06-21 00:00:00
Publishdate: 2012-05-28 00:00:00
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Title: Workshop: A Progressive Approach to Elementary World Language Instruction
Body: From http://teach21.theschool.columbia.edu/workshops A Progressive Approach to Elementary World Language Instruction June 18-21 Columbia University In this course teachers will examine and apply progressive theories of language instruction-- exploring ways to integrate various disciplines into their teaching, differentiate instruction and, of course, promote global awareness. Presenters will explain the building blocks of our language program as well as what elements are used in our language instruction such as: technology, integrated grammar, culture and differentiation. Participants will have the opportunity to apply what they’ve learned in the creation (or modification) of their own units of study. Learn more and register at http://teach21.theschool.columbia.edu/content/progressive-approach-elementary-world-language-instruction
Source: Columbia University
Inputdate: 2012-05-27 12:25:33
Lastmodifieddate: 2012-05-27 12:25:33
Expdate: 2012-06-21 00:00:00
Publishdate: 2012-05-28 00:00:00
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Contentid:
14444
Content Type: 1
Title: Wisconsin Association of Foreign Language Teachers Summer Language Leadership Institute
Body: From http://www.waflt.org/index.php?q=node/38 WAFLT Summer Language Leadership Institute Connecting our Classrooms, Our Students and Ourselves to the 21st Century August 7-9, 2012 Madison Lowell Center UW-Madison Learn more and register at http://www.waflt.org/index.php?q=node/38
Source: WAFLT
Inputdate: 2012-05-27 12:26:29
Lastmodifieddate: 2012-05-27 12:26:29
Expdate: 2012-08-09 00:00:00
Publishdate: 2012-05-28 00:00:00
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Title: Wisconsin Association of Foreign Language Teachers Summer Language Leadership Institute
Body: From http://www.waflt.org/index.php?q=node/38 WAFLT Summer Language Leadership Institute Connecting our Classrooms, Our Students and Ourselves to the 21st Century August 7-9, 2012 Madison Lowell Center UW-Madison Learn more and register at http://www.waflt.org/index.php?q=node/38
Source: WAFLT
Inputdate: 2012-05-27 12:26:29
Lastmodifieddate: 2012-05-27 12:26:29
Expdate: 2012-08-09 00:00:00
Publishdate: 2012-05-28 00:00:00
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Contentid:
14445
Content Type: 1
Title: TESOL Academy 2012 in Michigan
Body: From http://www.tesol.org/s_tesol/sec_document.asp?CID=247&DID=13744 TESOL Academy 2012 Continuing Education Workshops for ESOL Professionals Eastern Michigan University Ypsilanti, Michigan USA 22–23 June 2012 The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from teaching a multilevel class and literacy development in content areas to reading comprehension and writing instruction for ELLs. The Academy, which starts at noon on Friday and runs through Saturday afternoon, is held on a university campus, a perfect setting for peer-to-peer learning on a topic highly relevant to your needs. Register online to guarantee your first workshop selection. Each workshop is limited to the first 35 participants and is filled on a first-come, first-served basis. Registration fees include materials, refreshments, certificates of attendance, and the opportunity to earn continuing education credit. Join TESOL International Association when you register and receive the discounted member price for the Academy registration and other member benefits throughout the year. Learn more and register at http://www.tesol.org/s_tesol/sec_document.asp?CID=247&DID=13744
Source: TESOL
Inputdate: 2012-05-27 12:27:37
Lastmodifieddate: 2012-05-27 12:27:37
Expdate: 2012-06-23 00:00:00
Publishdate: 2012-05-28 00:00:00
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Title: TESOL Academy 2012 in Michigan
Body: From http://www.tesol.org/s_tesol/sec_document.asp?CID=247&DID=13744 TESOL Academy 2012 Continuing Education Workshops for ESOL Professionals Eastern Michigan University Ypsilanti, Michigan USA 22–23 June 2012 The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from teaching a multilevel class and literacy development in content areas to reading comprehension and writing instruction for ELLs. The Academy, which starts at noon on Friday and runs through Saturday afternoon, is held on a university campus, a perfect setting for peer-to-peer learning on a topic highly relevant to your needs. Register online to guarantee your first workshop selection. Each workshop is limited to the first 35 participants and is filled on a first-come, first-served basis. Registration fees include materials, refreshments, certificates of attendance, and the opportunity to earn continuing education credit. Join TESOL International Association when you register and receive the discounted member price for the Academy registration and other member benefits throughout the year. Learn more and register at http://www.tesol.org/s_tesol/sec_document.asp?CID=247&DID=13744
Source: TESOL
Inputdate: 2012-05-27 12:27:37
Lastmodifieddate: 2012-05-27 12:27:37
Expdate: 2012-06-23 00:00:00
Publishdate: 2012-05-28 00:00:00
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Contentid:
14446
Content Type: 1
Title: Job: Summer Arabic Teacher at Middlebury-Monterey Language Academy
Body: From the NCLRC Arabic K-12 Bulletin: Middlebury-Monterey Language Academy seeks an Arabic Teacher for an intensive four-week language immersion program in Swarthmore, PA. Teachers teach grammar, language, literature and culture through a hands-on experiential approach. All courses and daily events are taught in the target language. Teachers are expected to participate in most formal and informal events, and many will live in close proximity to students. Applicants must have a high degree of spoken and written proficiency in Arabic; experience working with middle or high school students is strongly preferred. This is a residential position. All employees will be provided room and board. All employees pay for their travel to and from program locations. Housing is not provided for family members. For more information about the program: http://mmla.middlebury.edu Application deadline is June 15, 2012. To apply: http://mmla.middlebury.edu/employment
Source: NCLRC Arabic K-12 Bulletin
Inputdate: 2012-05-27 12:28:56
Lastmodifieddate: 2012-05-27 12:28:56
Expdate: 2012-09-30 00:00:00
Publishdate: 2012-05-28 00:00:00
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Title: Job: Summer Arabic Teacher at Middlebury-Monterey Language Academy
Body: From the NCLRC Arabic K-12 Bulletin: Middlebury-Monterey Language Academy seeks an Arabic Teacher for an intensive four-week language immersion program in Swarthmore, PA. Teachers teach grammar, language, literature and culture through a hands-on experiential approach. All courses and daily events are taught in the target language. Teachers are expected to participate in most formal and informal events, and many will live in close proximity to students. Applicants must have a high degree of spoken and written proficiency in Arabic; experience working with middle or high school students is strongly preferred. This is a residential position. All employees will be provided room and board. All employees pay for their travel to and from program locations. Housing is not provided for family members. For more information about the program: http://mmla.middlebury.edu Application deadline is June 15, 2012. To apply: http://mmla.middlebury.edu/employment
Source: NCLRC Arabic K-12 Bulletin
Inputdate: 2012-05-27 12:28:56
Lastmodifieddate: 2012-05-27 12:28:56
Expdate: 2012-09-30 00:00:00
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Contentid:
14447
Content Type: 1
Title: Congressional Hearing: Shortage of Foreign Language Speakers in Government
Body: On May 21 Sen. Daniel K. Akaka (D-Hawaii) convened a panel: “A National Security Crisis: Foreign Language Capabilities in the Federal Government.” Witnesses testified about the need for foreign language speakers in the military and other parts of government, and the potential implications for national security. Among the topics they addressed were recruiting personnel, providing incentives for foreign language study, and improving educational programs. They also talked about the potential impact of budget cuts on existing efforts to recruit and retain foreign language speakers. You can watch a video of the hearing here: http://www.c-spanvideo.org/program/306148-1 and download transcripts here: http://www.hsgac.senate.gov/subcommittees/oversight-of-government-management/hearings/a-national-security-crisis-foreign-language-capabilities-in-the-federal-government An editorial responding to the hearings ran in the Washington Post: http://www.washingtonpost.com/politics/government-has-foreign-language-deficit/2012/05/21/gIQAzjgVgU_story.html
Source: Various
Inputdate: 2012-05-27 12:30:24
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Title: Congressional Hearing: Shortage of Foreign Language Speakers in Government
Body: On May 21 Sen. Daniel K. Akaka (D-Hawaii) convened a panel: “A National Security Crisis: Foreign Language Capabilities in the Federal Government.” Witnesses testified about the need for foreign language speakers in the military and other parts of government, and the potential implications for national security. Among the topics they addressed were recruiting personnel, providing incentives for foreign language study, and improving educational programs. They also talked about the potential impact of budget cuts on existing efforts to recruit and retain foreign language speakers. You can watch a video of the hearing here: http://www.c-spanvideo.org/program/306148-1 and download transcripts here: http://www.hsgac.senate.gov/subcommittees/oversight-of-government-management/hearings/a-national-security-crisis-foreign-language-capabilities-in-the-federal-government An editorial responding to the hearings ran in the Washington Post: http://www.washingtonpost.com/politics/government-has-foreign-language-deficit/2012/05/21/gIQAzjgVgU_story.html
Source: Various
Inputdate: 2012-05-27 12:30:24
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14448
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Title: Article: The Benefits of Being Bilingual
Body: From http://www.wired.com/wiredscience/2012/05/the-benefits-of-being-bilingual The Benefits of Being Bilingual By Jonah Lehrer May 15, 2012 In a recent paper published in Psychological Science, a team of psychologists led by Boaz Keysar at the University of Chicago found that forcing people to rely on a second language systematically reduced human biases, allowing the subjects to escape from the usual blind spots of cognition. In a sense, they were better able to think without style. The paper is a tour de force of cross-cultural comparison, as the scientists conducted six experiments on three continents (n > 600) in five different languages: English, Korean, French, Spanish and Japanese. Although all subjects were proficient in their second language, they were not “balanced bilingual.” This is only the latest study to capture the power of bilingualism. For instance, children raised in bilingual households show increased levels of self-control and appear better at learning abstract rules and ignoring irrelevant information. (These benefits seem to exist as early as 7 months of age.) Other studies have demonstrated that people who speak two languages are diagnosed with dementia, on average, about four years later than people who only speak one language. Read the full article at http://www.wired.com/wiredscience/2012/05/the-benefits-of-being-bilingual Inspired? Here is a blog post with tips to get your child started on the path to multilingualism: http://www.lifetimemoms.com/family-parenting-tips/benefits-being-bilingual-9-tips-to-get-your-kid-started
Source: Wired
Inputdate: 2012-05-27 12:31:23
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Title: Article: The Benefits of Being Bilingual
Body: From http://www.wired.com/wiredscience/2012/05/the-benefits-of-being-bilingual The Benefits of Being Bilingual By Jonah Lehrer May 15, 2012 In a recent paper published in Psychological Science, a team of psychologists led by Boaz Keysar at the University of Chicago found that forcing people to rely on a second language systematically reduced human biases, allowing the subjects to escape from the usual blind spots of cognition. In a sense, they were better able to think without style. The paper is a tour de force of cross-cultural comparison, as the scientists conducted six experiments on three continents (n > 600) in five different languages: English, Korean, French, Spanish and Japanese. Although all subjects were proficient in their second language, they were not “balanced bilingual.” This is only the latest study to capture the power of bilingualism. For instance, children raised in bilingual households show increased levels of self-control and appear better at learning abstract rules and ignoring irrelevant information. (These benefits seem to exist as early as 7 months of age.) Other studies have demonstrated that people who speak two languages are diagnosed with dementia, on average, about four years later than people who only speak one language. Read the full article at http://www.wired.com/wiredscience/2012/05/the-benefits-of-being-bilingual Inspired? Here is a blog post with tips to get your child started on the path to multilingualism: http://www.lifetimemoms.com/family-parenting-tips/benefits-being-bilingual-9-tips-to-get-your-kid-started
Source: Wired
Inputdate: 2012-05-27 12:31:23
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