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Contentid:
14539
Content Type: 1
Title: 2012 Annual Fall Ohio-AATG Conference
Body: 2012 Annual Fall Ohio-AATG Conference Columbus, Ohio 2-3 November 2012 See the preliminary schedule at http://raider.mountunion.edu/~himmelm/aatg/
Source: Ohio-AATG
Inputdate: 2012-06-17 05:02:44
Lastmodifieddate: 2012-06-17 05:02:44
Expdate: 2012-11-03 00:00:00
Publishdate: 2012-06-18 00:00:00
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Title: 2012 Annual Fall Ohio-AATG Conference
Body: 2012 Annual Fall Ohio-AATG Conference Columbus, Ohio 2-3 November 2012 See the preliminary schedule at http://raider.mountunion.edu/~himmelm/aatg/
Source: Ohio-AATG
Inputdate: 2012-06-17 05:02:44
Lastmodifieddate: 2012-06-17 05:02:44
Expdate: 2012-11-03 00:00:00
Publishdate: 2012-06-18 00:00:00
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Contentid:
14540
Content Type: 1
Title: National Association of District Supervisors of Foreign Languages 2012 Annual Meeting
Body: The 2012 annual meeting of the National Association of District Supervisors of Foreign Languages will take place November 14-15 in Philadelphia. The theme is Effective Teaching, Learning, Leading. For more information go to http://www.nadsfl.org/events/2012-nadsfl-annual-meeting
Source: NADSFL
Inputdate: 2012-06-17 05:03:56
Lastmodifieddate: 2012-06-17 05:03:56
Expdate: 2012-11-15 00:00:00
Publishdate: 2012-06-18 00:00:00
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Content Type: 1
Title: National Association of District Supervisors of Foreign Languages 2012 Annual Meeting
Body: The 2012 annual meeting of the National Association of District Supervisors of Foreign Languages will take place November 14-15 in Philadelphia. The theme is Effective Teaching, Learning, Leading. For more information go to http://www.nadsfl.org/events/2012-nadsfl-annual-meeting
Source: NADSFL
Inputdate: 2012-06-17 05:03:56
Lastmodifieddate: 2012-06-17 05:03:56
Expdate: 2012-11-15 00:00:00
Publishdate: 2012-06-18 00:00:00
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Contentid:
14541
Content Type: 1
Title: Online Grammar Course: Phrasal Structures and Multiclause Structures
Body: Educational Opportunities: TESOL Online Grammar Event -- July 2012 Registration Deadline: 18 July, 2012 Courses: Grammar Course 1: Phrasal Structures; Grammar Course 2: Multiclause Structures These courses will help you develop the confidence you need to discuss grammar with your students. The courses run simultaneously from 30 July to 26 August. The registration deadline is 18 July. For more information and registration, visit the TESOL website. TESOL: Grammar Course 1 - Phrasal Structures Monday, 30 July - Sunday, 26 August 2012 To register, go to http://iweb.tesol.org/conference/registrationprocessoverview.aspx?ID=40 After you take this course, you will be able to define the basic grammatical terms used in most grammar textbooks. identify grammatical structures within sentences. explain the structure of noun phrases, the structure of verb phrases, and the functions of the English verb tenses. form your own educated opinion on the place of formal grammar instruction in language teaching. locate resources (online and in print) to support your future teaching of grammar. write teaching plans for grammar points. incorporate communicative practice into your teaching plans. TESOL: Grammar Course 2 - Multiclause Structures Monday, 30 July - Sunday, 26 August 2012 To register, go to http://iweb.tesol.org/conference/registrationprocessoverview.aspx?ID=41 After you take this course, you will be able to identify active and passive voice and give reasons for choosing passive voice. identify adverb clauses, adjective (relative) clauses, and noun clauses in sentences. identify and explain the use of participial phrases in sentences. explain the function of subjunctive mood in hypothetical conditional clauses as well as in its other uses. demonstrate the uses of passive voice, transitional phrases, conjunctions, subordinating conjunctions, and conjunctive adverbs to create cohesion in writing. identify the structures most likely to be difficult for your students to master. write teaching plans for complex grammatical structures. If you have any questions about these courses, please contact edprograms at tesol dot org and put "Grammar Courses" in the subject header. For more information about these courses go to http://www.tesol.org/s_tesol/sec_document.asp?CID=244&DID=13695 Educational Opportunities: TESOL Online Grammar Event -- July 2012. NCELA listserv (NCELA@HERMES.GWU.EDU, 5 Jun 2012).
Source: NCELA List
Inputdate: 2012-06-17 05:05:56
Lastmodifieddate: 2012-06-17 05:05:56
Expdate: 2012-08-26 00:00:00
Publishdate: 2012-06-18 00:00:00
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Active: 1
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Content Type: 1
Title: Online Grammar Course: Phrasal Structures and Multiclause Structures
Body: Educational Opportunities: TESOL Online Grammar Event -- July 2012 Registration Deadline: 18 July, 2012 Courses: Grammar Course 1: Phrasal Structures; Grammar Course 2: Multiclause Structures These courses will help you develop the confidence you need to discuss grammar with your students. The courses run simultaneously from 30 July to 26 August. The registration deadline is 18 July. For more information and registration, visit the TESOL website. TESOL: Grammar Course 1 - Phrasal Structures Monday, 30 July - Sunday, 26 August 2012 To register, go to http://iweb.tesol.org/conference/registrationprocessoverview.aspx?ID=40 After you take this course, you will be able to define the basic grammatical terms used in most grammar textbooks. identify grammatical structures within sentences. explain the structure of noun phrases, the structure of verb phrases, and the functions of the English verb tenses. form your own educated opinion on the place of formal grammar instruction in language teaching. locate resources (online and in print) to support your future teaching of grammar. write teaching plans for grammar points. incorporate communicative practice into your teaching plans. TESOL: Grammar Course 2 - Multiclause Structures Monday, 30 July - Sunday, 26 August 2012 To register, go to http://iweb.tesol.org/conference/registrationprocessoverview.aspx?ID=41 After you take this course, you will be able to identify active and passive voice and give reasons for choosing passive voice. identify adverb clauses, adjective (relative) clauses, and noun clauses in sentences. identify and explain the use of participial phrases in sentences. explain the function of subjunctive mood in hypothetical conditional clauses as well as in its other uses. demonstrate the uses of passive voice, transitional phrases, conjunctions, subordinating conjunctions, and conjunctive adverbs to create cohesion in writing. identify the structures most likely to be difficult for your students to master. write teaching plans for complex grammatical structures. If you have any questions about these courses, please contact edprograms at tesol dot org and put "Grammar Courses" in the subject header. For more information about these courses go to http://www.tesol.org/s_tesol/sec_document.asp?CID=244&DID=13695 Educational Opportunities: TESOL Online Grammar Event -- July 2012. NCELA listserv (NCELA@HERMES.GWU.EDU, 5 Jun 2012).
Source: NCELA List
Inputdate: 2012-06-17 05:05:56
Lastmodifieddate: 2012-06-17 05:05:56
Expdate: 2012-08-26 00:00:00
Publishdate: 2012-06-18 00:00:00
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Contentid:
14542
Content Type: 1
Title: Japanese Studies Fellowship Program
Body: From http://www.jfny.org/japanese_studies/fellowship.html The Japanese Studies Fellowship Program provides support to outstanding scholars in the field by offering the opportunity to conduct research in Japan. The 2013-2014 fellowship categories are as follows: Scholars and Researchers (Long-Term) (2-12 months): Scholars and researchers in the humanities or social sciences. Applicants must hold Ph.D. or equivalent professional experience. Scholars and Researchers (Short-Term) (21-59 days): Scholars and researchers in the humanities and social sciences who need to conduct intensive research in Japan. Applicants must hold Ph.D. or equivalent professional experience. Doctoral Candidates (4-12 months): Doctoral candidates in the humanities or social sciences. Applicants must have achieved ABD status by the time the fellowship begins. The application deadline for all fellowships is November 1, 2012. For full details go to http://www.jfny.org/japanese_studies/fellowship.html
Source: Japan Foundation New York
Inputdate: 2012-06-17 05:09:02
Lastmodifieddate: 2012-06-17 05:09:02
Expdate: 2014-12-12 00:00:00
Publishdate: 2012-06-18 00:00:00
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Active: 1
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Content Type: 1
Title: Japanese Studies Fellowship Program
Body: From http://www.jfny.org/japanese_studies/fellowship.html The Japanese Studies Fellowship Program provides support to outstanding scholars in the field by offering the opportunity to conduct research in Japan. The 2013-2014 fellowship categories are as follows: Scholars and Researchers (Long-Term) (2-12 months): Scholars and researchers in the humanities or social sciences. Applicants must hold Ph.D. or equivalent professional experience. Scholars and Researchers (Short-Term) (21-59 days): Scholars and researchers in the humanities and social sciences who need to conduct intensive research in Japan. Applicants must hold Ph.D. or equivalent professional experience. Doctoral Candidates (4-12 months): Doctoral candidates in the humanities or social sciences. Applicants must have achieved ABD status by the time the fellowship begins. The application deadline for all fellowships is November 1, 2012. For full details go to http://www.jfny.org/japanese_studies/fellowship.html
Source: Japan Foundation New York
Inputdate: 2012-06-17 05:09:02
Lastmodifieddate: 2012-06-17 05:09:02
Expdate: 2014-12-12 00:00:00
Publishdate: 2012-06-18 00:00:00
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Contentid:
14543
Content Type: 1
Title: Funding: Native American Language Preservation and Maintenance
Body: From http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-ANA-NL-0139 The Administration for Children and Families, Administration for Native Americans announces the availability of funds for community-based projects for the Native Language Preservation and Maintenance program. The purpose of ANA grant funding is to promote economic and social self-sufficiency for American Indians, Alaska Natives, Native Hawaiians, and other Native American Pacific Islanders, including American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, and implementing of native language curriculum and education projects to support a community's language preservation goals. Application due date: FY 2013: 01/31/2013 For full details go to http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-ANA-NL-0139
Source: U.S. Department of Health and Human Services
Inputdate: 2012-06-17 05:10:30
Lastmodifieddate: 2012-06-17 05:10:30
Expdate: 2013-01-31 00:00:00
Publishdate: 2012-06-18 00:00:00
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Content Type: 1
Title: Funding: Native American Language Preservation and Maintenance
Body: From http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-ANA-NL-0139 The Administration for Children and Families, Administration for Native Americans announces the availability of funds for community-based projects for the Native Language Preservation and Maintenance program. The purpose of ANA grant funding is to promote economic and social self-sufficiency for American Indians, Alaska Natives, Native Hawaiians, and other Native American Pacific Islanders, including American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, and implementing of native language curriculum and education projects to support a community's language preservation goals. Application due date: FY 2013: 01/31/2013 For full details go to http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-ANA-NL-0139
Source: U.S. Department of Health and Human Services
Inputdate: 2012-06-17 05:10:30
Lastmodifieddate: 2012-06-17 05:10:30
Expdate: 2013-01-31 00:00:00
Publishdate: 2012-06-18 00:00:00
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Active: 1
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Contentid:
14544
Content Type: 1
Title: Job: Testing and Assessment Specialist, Yale University
Body: From http://linguistlist.org/issues/23/23-2601.html Yale University is hiring for the post of Testing and Assessment Specialist. In collaboration with the Center for Language Study (CSL), the Testing and Assessment Specialist develops and implements standards for language testing across the University, consults with departments and pilots new testing initiatives, collaborates with peer institutions to identify the most current and effective methods of assessment, and researches, evaluates, and pilots new testing programs. Application Deadline: 30-Sep-2012 (Open until filled) See the full job posting at http://linguistlist.org/issues/23/23-2601.html
Source: LINGUIST List
Inputdate: 2012-06-17 05:11:58
Lastmodifieddate: 2012-06-17 05:11:58
Expdate: 2012-12-12 00:00:00
Publishdate: 2012-06-18 00:00:00
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Content Type: 1
Title: Job: Testing and Assessment Specialist, Yale University
Body: From http://linguistlist.org/issues/23/23-2601.html Yale University is hiring for the post of Testing and Assessment Specialist. In collaboration with the Center for Language Study (CSL), the Testing and Assessment Specialist develops and implements standards for language testing across the University, consults with departments and pilots new testing initiatives, collaborates with peer institutions to identify the most current and effective methods of assessment, and researches, evaluates, and pilots new testing programs. Application Deadline: 30-Sep-2012 (Open until filled) See the full job posting at http://linguistlist.org/issues/23/23-2601.html
Source: LINGUIST List
Inputdate: 2012-06-17 05:11:58
Lastmodifieddate: 2012-06-17 05:11:58
Expdate: 2012-12-12 00:00:00
Publishdate: 2012-06-18 00:00:00
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Contentid:
14545
Content Type: 1
Title: Article: Bilingualism Is Beneficial
Body: From http://www.washingtonpost.com/national/health-science/educators-once-opposed-raising-bilingual-children-experts-now-say-its-beneficial/2012/06/08/gJQAdz9gUV_story.html Educators once opposed raising bilingual children. Experts now say it’s beneficial. By Catherine de Lange June 11, 2012 The image of bilingualism has not always been … rosy. For many parents, the decision to raise children speaking two languages was controversial. Since at least the 19th century, educators warned that it would confuse the child, making him unable to learn either language properly. At best, they thought, the child would become a jack-of-all-trades and master of none. At worst, they suspected it might hinder other aspects of development, resulting in a lower IQ. These days, such fears seem unjustified. True, bilingual people tend to have slightly smaller vocabularies in each language than their monolingual peers, and they are sometimes slower to reach for the right word when naming objects. But a key study in the 1962 by Elizabeth Peal and Wallace Lambert at McGill University in Montreal found that the ability to speak two languages does not stunt overall development. On the contrary, when controlling for other factors that might also affect performance, such as socioeconomic status and education, they found that bilinguals outperformed monolinguals in 15 verbal and nonverbal tests. Although a trickle of research into the benefits of bilingualism followed that study, it is only within the past few years that bilingualism has received a lot of attention. Read the full article at http://www.washingtonpost.com/national/health-science/educators-once-opposed-raising-bilingual-children-experts-now-say-its-beneficial/2012/06/08/gJQAdz9gUV_story.html
Source: Washington Post
Inputdate: 2012-06-17 05:13:15
Lastmodifieddate: 2012-06-17 05:13:15
Expdate:
Publishdate: 2012-06-18 00:00:00
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Content Type: 1
Title: Article: Bilingualism Is Beneficial
Body: From http://www.washingtonpost.com/national/health-science/educators-once-opposed-raising-bilingual-children-experts-now-say-its-beneficial/2012/06/08/gJQAdz9gUV_story.html Educators once opposed raising bilingual children. Experts now say it’s beneficial. By Catherine de Lange June 11, 2012 The image of bilingualism has not always been … rosy. For many parents, the decision to raise children speaking two languages was controversial. Since at least the 19th century, educators warned that it would confuse the child, making him unable to learn either language properly. At best, they thought, the child would become a jack-of-all-trades and master of none. At worst, they suspected it might hinder other aspects of development, resulting in a lower IQ. These days, such fears seem unjustified. True, bilingual people tend to have slightly smaller vocabularies in each language than their monolingual peers, and they are sometimes slower to reach for the right word when naming objects. But a key study in the 1962 by Elizabeth Peal and Wallace Lambert at McGill University in Montreal found that the ability to speak two languages does not stunt overall development. On the contrary, when controlling for other factors that might also affect performance, such as socioeconomic status and education, they found that bilinguals outperformed monolinguals in 15 verbal and nonverbal tests. Although a trickle of research into the benefits of bilingualism followed that study, it is only within the past few years that bilingualism has received a lot of attention. Read the full article at http://www.washingtonpost.com/national/health-science/educators-once-opposed-raising-bilingual-children-experts-now-say-its-beneficial/2012/06/08/gJQAdz9gUV_story.html
Source: Washington Post
Inputdate: 2012-06-17 05:13:15
Lastmodifieddate: 2012-06-17 05:13:15
Expdate:
Publishdate: 2012-06-18 00:00:00
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Contentid:
14546
Content Type: 1
Title: National Geographic Article: Vanishing Languages
Body: From http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text Vanishing Languages By Russ Rymer July 2012 In an increasingly globalized, connected, homogenized age, languages spoken in remote places are no longer protected by national borders or natural boundaries from the languages that dominate world communication and commerce. The reach of Mandarin and English and Russian and Hindi and Spanish and Arabic extends seemingly to every hamlet, where they compete with Tuvan and Yanomami and Altaic in a house-to-house battle. Parents in tribal villages often encourage their children to move away from the insular language of their forebears and toward languages that will permit greater education and success. Increasingly, as linguists recognize the magnitude of the modern language die-off and rush to catalog and decipher the most vulnerable tongues, they are confronting underlying questions about languages’ worth and utility. Does each language have boxed up within it some irreplaceable beneficial knowledge? Are there aspects of cultures that won’t survive if they are translated into a dominant language? What unexpected insights are being lost to the world with the collapse of its linguistic variety? Read the full article at http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text
Source: National Geographic
Inputdate: 2012-06-17 05:14:52
Lastmodifieddate: 2012-06-17 05:14:52
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Publishdate: 2012-06-18 00:00:00
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Content Type: 1
Title: National Geographic Article: Vanishing Languages
Body: From http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text Vanishing Languages By Russ Rymer July 2012 In an increasingly globalized, connected, homogenized age, languages spoken in remote places are no longer protected by national borders or natural boundaries from the languages that dominate world communication and commerce. The reach of Mandarin and English and Russian and Hindi and Spanish and Arabic extends seemingly to every hamlet, where they compete with Tuvan and Yanomami and Altaic in a house-to-house battle. Parents in tribal villages often encourage their children to move away from the insular language of their forebears and toward languages that will permit greater education and success. Increasingly, as linguists recognize the magnitude of the modern language die-off and rush to catalog and decipher the most vulnerable tongues, they are confronting underlying questions about languages’ worth and utility. Does each language have boxed up within it some irreplaceable beneficial knowledge? Are there aspects of cultures that won’t survive if they are translated into a dominant language? What unexpected insights are being lost to the world with the collapse of its linguistic variety? Read the full article at http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text
Source: National Geographic
Inputdate: 2012-06-17 05:14:52
Lastmodifieddate: 2012-06-17 05:14:52
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Publishdate: 2012-06-18 00:00:00
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Contentid:
14547
Content Type: 1
Title: Arabic Online: Online Course in Modern Standard Arabic from the European Union
Body: From http://www.arabiconline.eu/index.php/about/about-arabic-online ArabicOnline.eu is an EU-funded project to provide comprehensive language learning resources for Modern Standard Arabic. The project includes hayya bina, a web-based course of Modern Standard Arabic. It is: Innovative. The pedagogical approach and software have been especially designed for learning Arabic online. Attainable. The course ‘de-mystifies’ Arabic and proves that learning the language is an attainable goal. Learner-centered. The language learning software successfully guides users through the learning process and keeps them motivated to continue. Versatile. The course is suitable for autonomous learning, classroom-based learning, blended learning or distance learning. It can be used as a complete learning resource or it can be used to complement existing materials. Comprehensive. The course provides everything to meet learners’ needs, teachers’ needs as well as the linguistic and cultural needs of an Arabic course. Online and interactive. Users will be able to navigate through the course with an easy-to-use, attractive, user-centered interface. In addition to the course, which is available in several different European languages, there are a learners’ community and introductory and grammatical information. The Arabic Online website is available at http://www.arabiconline.eu
Source: Arabic Online
Inputdate: 2012-06-17 05:17:35
Lastmodifieddate: 2012-06-17 05:17:35
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Publishdate: 2012-06-18 00:00:00
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Content Type: 1
Title: Arabic Online: Online Course in Modern Standard Arabic from the European Union
Body: From http://www.arabiconline.eu/index.php/about/about-arabic-online ArabicOnline.eu is an EU-funded project to provide comprehensive language learning resources for Modern Standard Arabic. The project includes hayya bina, a web-based course of Modern Standard Arabic. It is: Innovative. The pedagogical approach and software have been especially designed for learning Arabic online. Attainable. The course ‘de-mystifies’ Arabic and proves that learning the language is an attainable goal. Learner-centered. The language learning software successfully guides users through the learning process and keeps them motivated to continue. Versatile. The course is suitable for autonomous learning, classroom-based learning, blended learning or distance learning. It can be used as a complete learning resource or it can be used to complement existing materials. Comprehensive. The course provides everything to meet learners’ needs, teachers’ needs as well as the linguistic and cultural needs of an Arabic course. Online and interactive. Users will be able to navigate through the course with an easy-to-use, attractive, user-centered interface. In addition to the course, which is available in several different European languages, there are a learners’ community and introductory and grammatical information. The Arabic Online website is available at http://www.arabiconline.eu
Source: Arabic Online
Inputdate: 2012-06-17 05:17:35
Lastmodifieddate: 2012-06-17 05:17:35
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Publishdate: 2012-06-18 00:00:00
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Contentid:
14548
Content Type: 1
Title: Devanagari Script Tutor: Hindibhasha
Body: From http://www.avashy.com/hindibhasha/index.asp The Devanagari Script Tutor was created in 2001 to help Hindi students familiarize themselves with the script. Its aim is to introduce students to Devanagari and to demonstrate how it is written and pronounced. The online tutor is available at http://www.avashy.com/hindiscripttutor.htm
Source: Hindibhasha.com
Inputdate: 2012-06-17 05:19:00
Lastmodifieddate: 2012-06-17 05:19:00
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Publishdate: 2012-06-18 00:00:00
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Content Type: 1
Title: Devanagari Script Tutor: Hindibhasha
Body: From http://www.avashy.com/hindibhasha/index.asp The Devanagari Script Tutor was created in 2001 to help Hindi students familiarize themselves with the script. Its aim is to introduce students to Devanagari and to demonstrate how it is written and pronounced. The online tutor is available at http://www.avashy.com/hindiscripttutor.htm
Source: Hindibhasha.com
Inputdate: 2012-06-17 05:19:00
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