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Contentid:
15059
Content Type: 1
Title: Editorial Urges Prospective Students To Consider Language Options When Choosing Colleges
Body: From http://www.huffingtonpost.com/stacie-nevadomski-berdan/college-studying-language_b_1903533.html Applying to College? Make Sure You Have Options to Study Languages by Stacie Nevadomski Berdan October 1, 2012 Consider choosing a college based partly on your language needs. No matter what career you're considering, language proficiencies matter to employers. Make sure before you matriculate that the institution will meet your personal and career goals when it comes to language learning. To advise you on how to do this, I've included tips below that Marty Abbott, the executive director of the American Council on Teaching Foreign Languages (ACTFL), gave me to include in my latest book, Go Global! Launching an International Career Here or Abroad. Read the tips as well as more background information about the importance of language skills at http://www.huffingtonpost.com/stacie-nevadomski-berdan/college-studying-language_b_1903533.html
Source: Huffington Post
Inputdate: 2012-10-05 10:43:32
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Title: Editorial Urges Prospective Students To Consider Language Options When Choosing Colleges
Body: From http://www.huffingtonpost.com/stacie-nevadomski-berdan/college-studying-language_b_1903533.html Applying to College? Make Sure You Have Options to Study Languages by Stacie Nevadomski Berdan October 1, 2012 Consider choosing a college based partly on your language needs. No matter what career you're considering, language proficiencies matter to employers. Make sure before you matriculate that the institution will meet your personal and career goals when it comes to language learning. To advise you on how to do this, I've included tips below that Marty Abbott, the executive director of the American Council on Teaching Foreign Languages (ACTFL), gave me to include in my latest book, Go Global! Launching an International Career Here or Abroad. Read the tips as well as more background information about the importance of language skills at http://www.huffingtonpost.com/stacie-nevadomski-berdan/college-studying-language_b_1903533.html
Source: Huffington Post
Inputdate: 2012-10-05 10:43:32
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15060
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Title: What Research Tells Us About Immersion, Part 2
Body: Last week, Tara Williams Fortune of the Center for Advanced Research on Language Acquisition, wrote about the benefits of language immersion for Education Week. In Part 2 of her series she discusses the challenges: http://blogs.edweek.org/edweek/global_learning/2012/10/what_research_tells_us_about_immersion_part_2.html
Source: Education Week
Inputdate: 2012-10-05 10:44:24
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Title: What Research Tells Us About Immersion, Part 2
Body: Last week, Tara Williams Fortune of the Center for Advanced Research on Language Acquisition, wrote about the benefits of language immersion for Education Week. In Part 2 of her series she discusses the challenges: http://blogs.edweek.org/edweek/global_learning/2012/10/what_research_tells_us_about_immersion_part_2.html
Source: Education Week
Inputdate: 2012-10-05 10:44:24
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15061
Content Type: 1
Title: Training Programs for Japanese Teachers
Body: From http://www.jflalc.org/grants-jle-teachertraining.html Here are four training programs for Japanese Teachers from the Japan Foundation: Long-term Training Program Duration (tentative): September 10, 2013 – March 7, 2014 This program is for non-native speakers of Japanese who are under the age of 35, and have more than 6 months and less than 5 years of experience in teaching the Japanese language (private lessons not included) as of December 1, 2012. This course assists the participants to improve their Japanese-language skills and teaching methodology and deepen their knowledge of Japan. Short-term Training Program Duration (tentative): Spring: May 8, 2013 – June 28, 2013 (for primary and secondary teachers) Summer: July 10, 2013 – August 30, 2013 (for teachers in all educational levels) Winter: January 22, 2014 – March 14, 2014 (for post-secondary teachers) This program is for non-native speakers of Japanese who are under the age of 55, and have at least 2 years of experience in teaching the Japanese language (private lessons not included) as of December 1, 2012. This course assists the participants to improve their Japanese-language skills and teaching methodology and deepen their knowledge of Japan. Advanced Training Program Duration (tentative): October 23, 2013 – December 20, 2013 This program is designed for individuals or teams of up to three people who require more advanced expertise and skills as teachers of Japanese, and have specific challenges they wish to address, or have issues they want to resolve in the teaching of the Japanese language. (For example, the development of Japanese teaching materials, teaching methods, or curriculums, etc.) Graduate Program on Japanese Language and Culture (Master’s Course) Duration (tentative): September 2013 – September 2014 This program is designed to provide teachers of the Japanese language abroad with an opportunity to obtain a Master's degree in Japanese-language education. The deadline to apply for all four programs is December 3, 2012. For full details go to http://www.jflalc.org/grants-jle-teachertraining.html
Source: Japan Foundation Los Angeles
Inputdate: 2012-10-05 10:45:39
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Title: Training Programs for Japanese Teachers
Body: From http://www.jflalc.org/grants-jle-teachertraining.html Here are four training programs for Japanese Teachers from the Japan Foundation: Long-term Training Program Duration (tentative): September 10, 2013 – March 7, 2014 This program is for non-native speakers of Japanese who are under the age of 35, and have more than 6 months and less than 5 years of experience in teaching the Japanese language (private lessons not included) as of December 1, 2012. This course assists the participants to improve their Japanese-language skills and teaching methodology and deepen their knowledge of Japan. Short-term Training Program Duration (tentative): Spring: May 8, 2013 – June 28, 2013 (for primary and secondary teachers) Summer: July 10, 2013 – August 30, 2013 (for teachers in all educational levels) Winter: January 22, 2014 – March 14, 2014 (for post-secondary teachers) This program is for non-native speakers of Japanese who are under the age of 55, and have at least 2 years of experience in teaching the Japanese language (private lessons not included) as of December 1, 2012. This course assists the participants to improve their Japanese-language skills and teaching methodology and deepen their knowledge of Japan. Advanced Training Program Duration (tentative): October 23, 2013 – December 20, 2013 This program is designed for individuals or teams of up to three people who require more advanced expertise and skills as teachers of Japanese, and have specific challenges they wish to address, or have issues they want to resolve in the teaching of the Japanese language. (For example, the development of Japanese teaching materials, teaching methods, or curriculums, etc.) Graduate Program on Japanese Language and Culture (Master’s Course) Duration (tentative): September 2013 – September 2014 This program is designed to provide teachers of the Japanese language abroad with an opportunity to obtain a Master's degree in Japanese-language education. The deadline to apply for all four programs is December 3, 2012. For full details go to http://www.jflalc.org/grants-jle-teachertraining.html
Source: Japan Foundation Los Angeles
Inputdate: 2012-10-05 10:45:39
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15062
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Title: Cwrs Cymraeg: Week-long Welsh Course in July 2013
Body: From http://www.madog.org/gwefan Cwrs Cymraeg (which simply means 'Welsh Course') emphasizes the spoken language, and provides instruction at various levels ranging from absolute a beginner to quite advanced. The teaching staff of Welsh-speaking instructors is brought from Wales and North America. All of them are experienced, trained teachers, and class sizes are small. There are approximately 5 hours of classroom language instruction per day, supplemented by further language-related activities in the afternoon. Evening events such as singing, Welsh folk dances, Welsh-language films, and a Noson Lawen, or talent night, provide additional opportunities to relax while still enjoying a Welsh-language atmosphere. The 2013 course will be July 14-21 at Elmhurst College in Chicago. Learn more at http://www.madog.org/gwefan/index.php/cwrs-cymraeg-2012
Source: Cymdeithas Madog
Inputdate: 2012-10-05 10:46:51
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Expdate: 2013-07-21 00:00:00
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Title: Cwrs Cymraeg: Week-long Welsh Course in July 2013
Body: From http://www.madog.org/gwefan Cwrs Cymraeg (which simply means 'Welsh Course') emphasizes the spoken language, and provides instruction at various levels ranging from absolute a beginner to quite advanced. The teaching staff of Welsh-speaking instructors is brought from Wales and North America. All of them are experienced, trained teachers, and class sizes are small. There are approximately 5 hours of classroom language instruction per day, supplemented by further language-related activities in the afternoon. Evening events such as singing, Welsh folk dances, Welsh-language films, and a Noson Lawen, or talent night, provide additional opportunities to relax while still enjoying a Welsh-language atmosphere. The 2013 course will be July 14-21 at Elmhurst College in Chicago. Learn more at http://www.madog.org/gwefan/index.php/cwrs-cymraeg-2012
Source: Cymdeithas Madog
Inputdate: 2012-10-05 10:46:51
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Expdate: 2013-07-21 00:00:00
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Contentid:
15063
Content Type: 1
Title: Idea for Simulating the Berlin Wall and Reunification in Class
Body: Here is a great idea from a teacher on the American Association of Teachers of German listserv: --- I have this idea for an activity to do with students to help them understand why the fall of the Berlin wall and German unity was such a big deal. I adapted it from a history lesson I read about. Begin one day by erecting a cardboard wall, or just putting tape on the floor, separating the class into two sections. One section will have access to materials and the other section will be largely deprived. Rearrange student seating randomly so that some students are "behind the wall" and some are "free.” The "wall" will remain up for the duration of the experiment (a week or two), and students will not be allowed to cross from one section of the class to another. If they need materials, they must ask someone to pass it to them, as they may not cross the border. This should get very frustrating and is the whole point. I will allow students to graffiti the wall for as long as it is up, as long as the graffiti is clean and auf Deutsch. Assign each student an identity of someone living in Germany at a particular time during the wall's existence, e.g. a worker in eastern Germany in the 60s, a mother in western Germany in the 80s, a schoolchild in eastern Germany in the 70s, a father in western Germany in the 50s, etc. Over the course of a week or two, have students research the individual, to provide accurate, interesting, and detailed information about what his or her daily schedule would be like, what he or she would eat and wear, where he or she would live, what sort of job prospects the he or she has, what sort of education he or she would receive, how he or she would be treated by the law, what sorts of problems or challenges he or she would face, the current events of the time, and so on. Work with both the whole class and in small groups on evaluating the availability and appropriate use of data sources, and to blend information from several sources into a coherent whole. Students will create personal data sheets for their character, which will be available to all students to use in the second part. Students will present about their character in small groups. In the second part, students will compare and contrast their own lives with the lives of teenagers in both East and West Germany during the reign of the wall. How will Germany change during your lifetime? How will those changes affect your life? Have students present their findings as journal entries, oral monologues, videotape presentations, class presentations, etc. Students may choose the means of presentation so long as they demonstrate that they fulfilled all the requirements. In the third part, add a specific investigation to each student, whose degree of difficulty is based on the student’s knowledge, facility with research, and thinking about history. For example, a more challenging question is "how will your life differ from that of previous generations in your family, and how will your children's life compare with yours?" A less complex, but still challenging question is "how will language change from the generation before you to the generation after you?" Have students present their findings to the class. On November 9, watch Kennedy's speech, a video about the fall of the Berlin wall, recap the Tag der Deutschen Einheit, raise the German flag, then "tear down" our own classroom wall. Have students discuss how the "wall" dividing their classroom made them feel, and if they now better understand the joy of Germans in tearing down the real wall. For movie club this month, watch "Good Bye Lenin." Cook, H. [AATG-L] Berlin wall and German unity extension activity. AATG-L listserv (aatg@list.iupui.edu, 2 Oct 2012).
Source: AATG-L
Inputdate: 2012-10-05 10:47:42
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Title: Idea for Simulating the Berlin Wall and Reunification in Class
Body: Here is a great idea from a teacher on the American Association of Teachers of German listserv: --- I have this idea for an activity to do with students to help them understand why the fall of the Berlin wall and German unity was such a big deal. I adapted it from a history lesson I read about. Begin one day by erecting a cardboard wall, or just putting tape on the floor, separating the class into two sections. One section will have access to materials and the other section will be largely deprived. Rearrange student seating randomly so that some students are "behind the wall" and some are "free.” The "wall" will remain up for the duration of the experiment (a week or two), and students will not be allowed to cross from one section of the class to another. If they need materials, they must ask someone to pass it to them, as they may not cross the border. This should get very frustrating and is the whole point. I will allow students to graffiti the wall for as long as it is up, as long as the graffiti is clean and auf Deutsch. Assign each student an identity of someone living in Germany at a particular time during the wall's existence, e.g. a worker in eastern Germany in the 60s, a mother in western Germany in the 80s, a schoolchild in eastern Germany in the 70s, a father in western Germany in the 50s, etc. Over the course of a week or two, have students research the individual, to provide accurate, interesting, and detailed information about what his or her daily schedule would be like, what he or she would eat and wear, where he or she would live, what sort of job prospects the he or she has, what sort of education he or she would receive, how he or she would be treated by the law, what sorts of problems or challenges he or she would face, the current events of the time, and so on. Work with both the whole class and in small groups on evaluating the availability and appropriate use of data sources, and to blend information from several sources into a coherent whole. Students will create personal data sheets for their character, which will be available to all students to use in the second part. Students will present about their character in small groups. In the second part, students will compare and contrast their own lives with the lives of teenagers in both East and West Germany during the reign of the wall. How will Germany change during your lifetime? How will those changes affect your life? Have students present their findings as journal entries, oral monologues, videotape presentations, class presentations, etc. Students may choose the means of presentation so long as they demonstrate that they fulfilled all the requirements. In the third part, add a specific investigation to each student, whose degree of difficulty is based on the student’s knowledge, facility with research, and thinking about history. For example, a more challenging question is "how will your life differ from that of previous generations in your family, and how will your children's life compare with yours?" A less complex, but still challenging question is "how will language change from the generation before you to the generation after you?" Have students present their findings to the class. On November 9, watch Kennedy's speech, a video about the fall of the Berlin wall, recap the Tag der Deutschen Einheit, raise the German flag, then "tear down" our own classroom wall. Have students discuss how the "wall" dividing their classroom made them feel, and if they now better understand the joy of Germans in tearing down the real wall. For movie club this month, watch "Good Bye Lenin." Cook, H. [AATG-L] Berlin wall and German unity extension activity. AATG-L listserv (aatg@list.iupui.edu, 2 Oct 2012).
Source: AATG-L
Inputdate: 2012-10-05 10:47:42
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Contentid:
15064
Content Type: 1
Title: PASCH Program Benefits German Language Programs
Body: From http://www.germany.info/Vertretung/usa/en/09__Language__Study__Exchange/01/04/PASCH.html Promoting German-language education around the world is a central priority of Germany’s Foreign Cultural and Educational Policy. To this end, the Federal Foreign Office in 2008 launched the “Schools: Partners for the Future” initiative, known as PASCH (for Partner Schulen), with the goal of establishing and developing a global network of partner schools with a close connection to Germany. The PASCH initiative offers multiple incentives to students, as well as support for innovative approaches to teaching at its member schools. Schools may receive resources such as teaching materials or new equipment. Students may take part in special exchange programs, and a greater number of scholarships have been made available. Teachers may take part in professional development programs, and receive assistance from teaching staff sent from Germany. Thanks to the innovative features of the PASCH website (pasch-net.de), students and teachers can collaborate on projects, participate in contests, and engage in other cooperative activities, together with their counterparts around the world. A global, multi-cultural community of German-learners is thereby being created. The initiative’s impact is being felt in the United States, where there are at present around 100 PASCH schools. These schools are divided into approximately 60 language schools (part-time and Saturday schools), 20 language immersion schools (prioritizing fluency in foreign languages), and 20 American high schools. With the exception of most of the language schools, and a handful of American high schools, which already received support from the Central Agency for Schools Abroad (ZfA), these schools were able receive the assistance from the ZfA for the first time thanks to PASCH. Learn more about PASCH at http://www.germany.info/Vertretung/usa/en/09__Language__Study__Exchange/01/04/PASCH.html and at http://weltkarte.pasch-net.de
Source: German Missions in the United States
Inputdate: 2012-10-05 10:49:15
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Title: PASCH Program Benefits German Language Programs
Body: From http://www.germany.info/Vertretung/usa/en/09__Language__Study__Exchange/01/04/PASCH.html Promoting German-language education around the world is a central priority of Germany’s Foreign Cultural and Educational Policy. To this end, the Federal Foreign Office in 2008 launched the “Schools: Partners for the Future” initiative, known as PASCH (for Partner Schulen), with the goal of establishing and developing a global network of partner schools with a close connection to Germany. The PASCH initiative offers multiple incentives to students, as well as support for innovative approaches to teaching at its member schools. Schools may receive resources such as teaching materials or new equipment. Students may take part in special exchange programs, and a greater number of scholarships have been made available. Teachers may take part in professional development programs, and receive assistance from teaching staff sent from Germany. Thanks to the innovative features of the PASCH website (pasch-net.de), students and teachers can collaborate on projects, participate in contests, and engage in other cooperative activities, together with their counterparts around the world. A global, multi-cultural community of German-learners is thereby being created. The initiative’s impact is being felt in the United States, where there are at present around 100 PASCH schools. These schools are divided into approximately 60 language schools (part-time and Saturday schools), 20 language immersion schools (prioritizing fluency in foreign languages), and 20 American high schools. With the exception of most of the language schools, and a handful of American high schools, which already received support from the Central Agency for Schools Abroad (ZfA), these schools were able receive the assistance from the ZfA for the first time thanks to PASCH. Learn more about PASCH at http://www.germany.info/Vertretung/usa/en/09__Language__Study__Exchange/01/04/PASCH.html and at http://weltkarte.pasch-net.de
Source: German Missions in the United States
Inputdate: 2012-10-05 10:49:15
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Contentid:
15065
Content Type: 1
Title: Family-Friendly Fairy Tale Films in Washington, DC
Body: From http://www.goethe.de/ins/us/was/ver/en9806937v.htm In commemoration of the 200th anniversary of the first publication of Grimm’s Fairy Tales in 1812, the Goethe-Institut, in cooperation with Hill Center at the Old Naval Hospital, is pleased to present ten new family-friendly fairy tale film adaptations originally produced for German public television (ARD). Film adaptations of the following fairy tales will be screened on ten Sundays at 2 pm from 30 September – 9 December 2012. All films are approximately 60 minutes long and will be shown in German with English subtitles. These films have not yet been rated. They are appropriate for adults and children of all ages who understand German or are able to read English subtitles. All screenings are free and open to the public. See the schedule of films and RSVP at http://www.goethe.de/ins/us/was/ver/en9806937v.htm
Source: Goethe-Institut
Inputdate: 2012-10-05 10:50:24
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Title: Family-Friendly Fairy Tale Films in Washington, DC
Body: From http://www.goethe.de/ins/us/was/ver/en9806937v.htm In commemoration of the 200th anniversary of the first publication of Grimm’s Fairy Tales in 1812, the Goethe-Institut, in cooperation with Hill Center at the Old Naval Hospital, is pleased to present ten new family-friendly fairy tale film adaptations originally produced for German public television (ARD). Film adaptations of the following fairy tales will be screened on ten Sundays at 2 pm from 30 September – 9 December 2012. All films are approximately 60 minutes long and will be shown in German with English subtitles. These films have not yet been rated. They are appropriate for adults and children of all ages who understand German or are able to read English subtitles. All screenings are free and open to the public. See the schedule of films and RSVP at http://www.goethe.de/ins/us/was/ver/en9806937v.htm
Source: Goethe-Institut
Inputdate: 2012-10-05 10:50:24
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Contentid:
15066
Content Type: 1
Title: German-American Friendship Poster Contest
Body: From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/09/26-GADPoster.html To celebrate the national German-American Day, the Los Angeles-based Tricentennial Foundation presents a poster contest on the theme of German-American friendship. The Foundation is looking for images that demonstrate friendship in a graphically attractive and dynamic message. The winning posters will be displayed in schools and other public settings, so please consider this when designing your poster. The deadline to submit posters is June 3, 2013. For more details go to http://home.earthlink.net/~tricentennialfoundation/Poster.html
Source: German Missions in the United States
Inputdate: 2012-10-05 10:51:28
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Title: German-American Friendship Poster Contest
Body: From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/09/26-GADPoster.html To celebrate the national German-American Day, the Los Angeles-based Tricentennial Foundation presents a poster contest on the theme of German-American friendship. The Foundation is looking for images that demonstrate friendship in a graphically attractive and dynamic message. The winning posters will be displayed in schools and other public settings, so please consider this when designing your poster. The deadline to submit posters is June 3, 2013. For more details go to http://home.earthlink.net/~tricentennialfoundation/Poster.html
Source: German Missions in the United States
Inputdate: 2012-10-05 10:51:28
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15067
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Title: Upcoming Contests for Students of Classical Languages
Body: Here are some upcoming contests in classical languages, cultures, and literature: National Classical Etymology Exam for middle and high school http://njcl.org/pages/on-line-tests-ncee - deadline October 15, 2012 SCRIBO International Composition Contest - for grades K-16 http://www.ascaniusyci.org/scribo/index.htm - deadline December 1, 2012 Golden Sponge-Stick Writing Competition for grades K-12 http://friendsofclassicsnews.blogspot.com/2012/09/golden-sponge-stick-competition-2012.html (download informational flyer) - deadline December 21, 2012 Classical Literacy Exam for grades 3-12 http://www.abqlatin.com/classical-literacy-exam/2013-2 - deadline January 21, 2013 National Greek Exams for high school and college http://www.aclclassics.org/pages/national-greek-exams - deadline January 15, 2013 National Latin Exam for high school http://www.nle.org - deadline January 18, 2013 National Roman Civilization Exam for grades 6-12 http://njcl.org/pages/on-line-tests-nrce - deadline February 1, 2013 Medusa Mythology Exam for grades 6-12http://www.medusaexam.org - deadline February 9, 2013
Source: Various
Inputdate: 2012-10-05 10:53:05
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Title: Upcoming Contests for Students of Classical Languages
Body: Here are some upcoming contests in classical languages, cultures, and literature: National Classical Etymology Exam for middle and high school http://njcl.org/pages/on-line-tests-ncee - deadline October 15, 2012 SCRIBO International Composition Contest - for grades K-16 http://www.ascaniusyci.org/scribo/index.htm - deadline December 1, 2012 Golden Sponge-Stick Writing Competition for grades K-12 http://friendsofclassicsnews.blogspot.com/2012/09/golden-sponge-stick-competition-2012.html (download informational flyer) - deadline December 21, 2012 Classical Literacy Exam for grades 3-12 http://www.abqlatin.com/classical-literacy-exam/2013-2 - deadline January 21, 2013 National Greek Exams for high school and college http://www.aclclassics.org/pages/national-greek-exams - deadline January 15, 2013 National Latin Exam for high school http://www.nle.org - deadline January 18, 2013 National Roman Civilization Exam for grades 6-12 http://njcl.org/pages/on-line-tests-nrce - deadline February 1, 2013 Medusa Mythology Exam for grades 6-12http://www.medusaexam.org - deadline February 9, 2013
Source: Various
Inputdate: 2012-10-05 10:53:05
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15068
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Title: French Version of Statements of Grammatical Rules That Don’t Follow Themselves
Body: From http://french.about.com Have you seen a collection of English statements of grammatical rules that violate the very rules they state? Laura K. Lawless at About.com has worked with forum followers to translate these into French. You can use these for your own entertainment, for advanced French students, and for French-language content-based instruction: http://french.about.com/library/bl-reglesdecriture.htm?nl=1
Source: About.com
Inputdate: 2012-10-05 10:53:48
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Title: French Version of Statements of Grammatical Rules That Don’t Follow Themselves
Body: From http://french.about.com Have you seen a collection of English statements of grammatical rules that violate the very rules they state? Laura K. Lawless at About.com has worked with forum followers to translate these into French. You can use these for your own entertainment, for advanced French students, and for French-language content-based instruction: http://french.about.com/library/bl-reglesdecriture.htm?nl=1
Source: About.com
Inputdate: 2012-10-05 10:53:48
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