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Contentid:
15299
Content Type: 1
Title: Call for Papers: 28th Southeastern Association of Teachers of Japanese Annual Conference
Body: From http://blogs.cofc.edu/chikumay The 28th Southeastern Association of Teachers of Japanese (SEATJ) Annual Conference will take place at the College of Charleston in Charleston, South Carolina, on March 9-10, 2013. The organizers invite submissions of proposals for 20-minute presentations on topics related to language pedagogy, instructional technology, classroom activities, second language acquisition, Japanese linguistics, Japanese literature and film, and other related areas. We welcome submissions from teachers at all levels, including K-12 and heritage schools. Papers can be presented in either English or Japanese. Please email your proposal of 250-300 words in English or 500-600 characters in Japanese to Yoshiki Chikuma at chikumay at cofc dot edu by January 15, 2013. The organizers will notify accepted applicants by February 1, 2013. Updates on the conference will be posted at http://blogs.cofc.edu/chikumay
Source: College of Charleston
Inputdate: 2012-12-01 04:00:25
Lastmodifieddate: 2012-12-01 04:00:25
Expdate: 2013-01-15 00:00:00
Publishdate: 2012-12-03 00:00:00
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Title: Call for Papers: 28th Southeastern Association of Teachers of Japanese Annual Conference
Body: From http://blogs.cofc.edu/chikumay The 28th Southeastern Association of Teachers of Japanese (SEATJ) Annual Conference will take place at the College of Charleston in Charleston, South Carolina, on March 9-10, 2013. The organizers invite submissions of proposals for 20-minute presentations on topics related to language pedagogy, instructional technology, classroom activities, second language acquisition, Japanese linguistics, Japanese literature and film, and other related areas. We welcome submissions from teachers at all levels, including K-12 and heritage schools. Papers can be presented in either English or Japanese. Please email your proposal of 250-300 words in English or 500-600 characters in Japanese to Yoshiki Chikuma at chikumay at cofc dot edu by January 15, 2013. The organizers will notify accepted applicants by February 1, 2013. Updates on the conference will be posted at http://blogs.cofc.edu/chikumay
Source: College of Charleston
Inputdate: 2012-12-01 04:00:25
Lastmodifieddate: 2012-12-01 04:00:25
Expdate: 2013-01-15 00:00:00
Publishdate: 2012-12-03 00:00:00
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Contentid:
15300
Content Type: 1
Title: Call for Proposals: The 34th Annual Applied Linguistics Winter Conference
Body: From https://nystesol.memberclicks.net/alwc-2013-call-for-proposals The 34th Annual Applied Linguistics Winter Conference Targeting Tomorrow: Technology, TESOL, and Applied Linguistics Teachers College, Columbia University | 525 W. 120th Street | New York, NY Saturday, March 2, 2013 Co-Sponsored by NYS TESOL Applied Linguistics SIG and Teachers College AL/TESOL Program The Committee for the Applied Linguistics Winter Conference 2013 will be accepting presentation proposals from November 20 – December 28, 2012. Selection will be competitive. Proposals addressing the conference theme - Technology - will be given priority. Proposals may be submitted in any area of English language teaching and learning. View the full call for proposals at https://nystesol.memberclicks.net/alwc-2013-call-for-proposals
Source: NYSTESOL
Inputdate: 2012-12-01 04:01:53
Lastmodifieddate: 2012-12-01 04:01:53
Expdate: 2012-12-28 00:00:00
Publishdate: 2012-12-03 00:00:00
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Title: Call for Proposals: The 34th Annual Applied Linguistics Winter Conference
Body: From https://nystesol.memberclicks.net/alwc-2013-call-for-proposals The 34th Annual Applied Linguistics Winter Conference Targeting Tomorrow: Technology, TESOL, and Applied Linguistics Teachers College, Columbia University | 525 W. 120th Street | New York, NY Saturday, March 2, 2013 Co-Sponsored by NYS TESOL Applied Linguistics SIG and Teachers College AL/TESOL Program The Committee for the Applied Linguistics Winter Conference 2013 will be accepting presentation proposals from November 20 – December 28, 2012. Selection will be competitive. Proposals addressing the conference theme - Technology - will be given priority. Proposals may be submitted in any area of English language teaching and learning. View the full call for proposals at https://nystesol.memberclicks.net/alwc-2013-call-for-proposals
Source: NYSTESOL
Inputdate: 2012-12-01 04:01:53
Lastmodifieddate: 2012-12-01 04:01:53
Expdate: 2012-12-28 00:00:00
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15301
Content Type: 1
Title: Online Elementary World Language Methods Course Offered Spring 2013
Body: Online Elementary WL Methods Course Offered Spring 2013 There are still a few spaces left in the Spring 2013 online course, “Methods in Elementary School World Language Instruction,” which is designed for practicing and pre-service teachers. In this course, 14 national leaders in early world language education collaborate with Dr. Marcia H. Rosenbusch, Iowa State University, by teaching course components in their areas of expertise. The collaborators, including practicing teachers and teacher trainers, represent both the commonly and the less commonly taught languages. This course meets the requirement for the specialized methods course for the Iowa Endorsement in K-8 World Language Education. Check with your State Department of Education to see if this course meets requirements for endorsement or certification in your state. · To see more information about the course or to register, go to: http://courses.elo.iastate.edu/WLC/486/XW/2013/spring/overview · To see the 2012 ACTFL presentation on the course background, design, and content, go to: http://tinyurl.com/nationalneed · For further questions, contact: Marcia H. Rosenbusch: Email: mrosenbu at iastate dot edu; Office: 515-294-6454.
Source: Iowa State University
Inputdate: 2012-12-01 04:09:39
Lastmodifieddate: 2012-12-01 04:09:39
Expdate: 2013-07-01 00:00:00
Publishdate: 2012-12-03 00:00:00
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Title: Online Elementary World Language Methods Course Offered Spring 2013
Body: Online Elementary WL Methods Course Offered Spring 2013 There are still a few spaces left in the Spring 2013 online course, “Methods in Elementary School World Language Instruction,” which is designed for practicing and pre-service teachers. In this course, 14 national leaders in early world language education collaborate with Dr. Marcia H. Rosenbusch, Iowa State University, by teaching course components in their areas of expertise. The collaborators, including practicing teachers and teacher trainers, represent both the commonly and the less commonly taught languages. This course meets the requirement for the specialized methods course for the Iowa Endorsement in K-8 World Language Education. Check with your State Department of Education to see if this course meets requirements for endorsement or certification in your state. · To see more information about the course or to register, go to: http://courses.elo.iastate.edu/WLC/486/XW/2013/spring/overview · To see the 2012 ACTFL presentation on the course background, design, and content, go to: http://tinyurl.com/nationalneed · For further questions, contact: Marcia H. Rosenbusch: Email: mrosenbu at iastate dot edu; Office: 515-294-6454.
Source: Iowa State University
Inputdate: 2012-12-01 04:09:39
Lastmodifieddate: 2012-12-01 04:09:39
Expdate: 2013-07-01 00:00:00
Publishdate: 2012-12-03 00:00:00
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Contentid:
15302
Content Type: 1
Title: NEH Summer Institute: America’s Russian-Speaking Immigrants and Refugees
Body: From http://nehsummerinst.columbia.edu America’s Russian-Speaking Immigrants and Refugees: Twentieth Century Migration and Memory A National Endowment for the Humanities Summer Institute for College & University Teachers Columbia University in the City of New York Sunday June 9-Saturday, June 29, 2013 The Harriman Institute is pleased to announce the receipt of a prestigious NEH Summer Institute grant for June 2013. Co-Directed by Harriman Research Scholar Edward Kasinec and the Columbia University Libraries’ Robert Davis, and with the leadership of Harriman Director Timothy M. Frye, the Institute will consider the substance of the terms “diaspora,” “transnational,” “accommodation,” and “memory” through the specific prism of the four distinct waves—First (1917-40), Second (1947-55), Third (1967-89), and Fourth (1989 to the present)— of Russian-speaking immigrants to America. One of the core issues addressed is whether we can create a sophisticated narrative synthesis of the “Russophone Experience” in America, that could be integrated into broader courses on American politics and immigration, sociology, anthropology, and ethnic studies. More than this, can this synthesis be applied to the experience of other immigrant groups? Institute applicants—current faculty members at U.S. institutions, independent scholars, museum curators, and up to three advanced graduate students—will compete for the twenty-five available Summer Scholar spots. Over a three-week period, this select group will engage in a lively dialogue with an extraordinary array of upwards of fifty master teachers, scholars, and social services and community representatives of the last three waves of emigration (and with the children of the first). For full details go to http://nehsummerinst.columbia.edu
Source: Columbia University
Inputdate: 2012-12-01 04:11:00
Lastmodifieddate: 2012-12-01 04:11:00
Expdate: 2013-06-29 00:00:00
Publishdate: 2012-12-03 00:00:00
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Title: NEH Summer Institute: America’s Russian-Speaking Immigrants and Refugees
Body: From http://nehsummerinst.columbia.edu America’s Russian-Speaking Immigrants and Refugees: Twentieth Century Migration and Memory A National Endowment for the Humanities Summer Institute for College & University Teachers Columbia University in the City of New York Sunday June 9-Saturday, June 29, 2013 The Harriman Institute is pleased to announce the receipt of a prestigious NEH Summer Institute grant for June 2013. Co-Directed by Harriman Research Scholar Edward Kasinec and the Columbia University Libraries’ Robert Davis, and with the leadership of Harriman Director Timothy M. Frye, the Institute will consider the substance of the terms “diaspora,” “transnational,” “accommodation,” and “memory” through the specific prism of the four distinct waves—First (1917-40), Second (1947-55), Third (1967-89), and Fourth (1989 to the present)— of Russian-speaking immigrants to America. One of the core issues addressed is whether we can create a sophisticated narrative synthesis of the “Russophone Experience” in America, that could be integrated into broader courses on American politics and immigration, sociology, anthropology, and ethnic studies. More than this, can this synthesis be applied to the experience of other immigrant groups? Institute applicants—current faculty members at U.S. institutions, independent scholars, museum curators, and up to three advanced graduate students—will compete for the twenty-five available Summer Scholar spots. Over a three-week period, this select group will engage in a lively dialogue with an extraordinary array of upwards of fifty master teachers, scholars, and social services and community representatives of the last three waves of emigration (and with the children of the first). For full details go to http://nehsummerinst.columbia.edu
Source: Columbia University
Inputdate: 2012-12-01 04:11:00
Lastmodifieddate: 2012-12-01 04:11:00
Expdate: 2013-06-29 00:00:00
Publishdate: 2012-12-03 00:00:00
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Contentid:
15303
Content Type: 1
Title: California Language Teachers’ Association Grants for Summer Study Abroad
Body: From http://hosted.verticalresponse.com/1379063/336e062456/578585021/8bf7eca3e2 California Language Teachers’ Association Grants It’s easier than you think! Each year two world language organizations offer teachers in California grants for summer study abroad. These grants usually include registration, tuition, fees, and most include room and board. Although transportation is not included, CLTA offers the possibility of a Langabroad to help defray costs of travel. Spanish Embassy Grant to study in Spain French Government Grant to study in France Quebec Grant to study in Quebec Goethe Institut Grant to study in Germany (for summer of 2014) Japan Foundation Grant to study in Japan (deadline is January 10, 2013.) Italian Government Grant to study in Italy Memorial Scholarship for travel/study custom designed by the applicant Sydney Gorman Scholarship for teachers who are in the first four years of teaching to attend CLTA Conference or other CLTA professional development activity. LangAbroad Grant for travel expenses associated with study abroad. You may apply for this grant by itself or to accompany the other grants. Application deadline January 15, 2013 For more information and application forms go to http://www.clta.net/awards
Source: CLTA
Inputdate: 2012-12-01 04:12:02
Lastmodifieddate: 2012-12-01 04:12:02
Expdate: 2013-01-15 00:00:00
Publishdate: 2012-12-03 00:00:00
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Content Type: 1
Title: California Language Teachers’ Association Grants for Summer Study Abroad
Body: From http://hosted.verticalresponse.com/1379063/336e062456/578585021/8bf7eca3e2 California Language Teachers’ Association Grants It’s easier than you think! Each year two world language organizations offer teachers in California grants for summer study abroad. These grants usually include registration, tuition, fees, and most include room and board. Although transportation is not included, CLTA offers the possibility of a Langabroad to help defray costs of travel. Spanish Embassy Grant to study in Spain French Government Grant to study in France Quebec Grant to study in Quebec Goethe Institut Grant to study in Germany (for summer of 2014) Japan Foundation Grant to study in Japan (deadline is January 10, 2013.) Italian Government Grant to study in Italy Memorial Scholarship for travel/study custom designed by the applicant Sydney Gorman Scholarship for teachers who are in the first four years of teaching to attend CLTA Conference or other CLTA professional development activity. LangAbroad Grant for travel expenses associated with study abroad. You may apply for this grant by itself or to accompany the other grants. Application deadline January 15, 2013 For more information and application forms go to http://www.clta.net/awards
Source: CLTA
Inputdate: 2012-12-01 04:12:02
Lastmodifieddate: 2012-12-01 04:12:02
Expdate: 2013-01-15 00:00:00
Publishdate: 2012-12-03 00:00:00
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Contentid:
15304
Content Type: 1
Title: Kathryn Davis Fellowships for Peace: Study at Middlebury College
Body: From http://www.middlebury.edu/ls/finaid/fellowships/kwd Middlebury College is pleased to announce The Kathryn Davis Fellowships for Peace: Investing in the Study of Critical Languages. These 100 fellowships are made possible by a generous gift from Kathryn Davis, to address today's critical need for increased language proficiency in the United States. The Kathryn Davis Fellowships cover 100% of tuition, room, and board for one summer of summer language study from beginner to graduate levels in Arabic, Chinese, Hebrew, Japanese, Portuguese, and Russian at the Middlebury College Language Schools. Applications for the Kathryn Davis Fellowship must be postmarked by January 14, 2013, and received by January 21, 2013. For full details go to http://www.middlebury.edu/ls/finaid/fellowships/kwd
Source: Middlebury College
Inputdate: 2012-12-01 04:13:32
Lastmodifieddate: 2012-12-01 04:13:32
Expdate: 2013-01-21 00:00:00
Publishdate: 2012-12-03 00:00:00
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Content Type: 1
Title: Kathryn Davis Fellowships for Peace: Study at Middlebury College
Body: From http://www.middlebury.edu/ls/finaid/fellowships/kwd Middlebury College is pleased to announce The Kathryn Davis Fellowships for Peace: Investing in the Study of Critical Languages. These 100 fellowships are made possible by a generous gift from Kathryn Davis, to address today's critical need for increased language proficiency in the United States. The Kathryn Davis Fellowships cover 100% of tuition, room, and board for one summer of summer language study from beginner to graduate levels in Arabic, Chinese, Hebrew, Japanese, Portuguese, and Russian at the Middlebury College Language Schools. Applications for the Kathryn Davis Fellowship must be postmarked by January 14, 2013, and received by January 21, 2013. For full details go to http://www.middlebury.edu/ls/finaid/fellowships/kwd
Source: Middlebury College
Inputdate: 2012-12-01 04:13:32
Lastmodifieddate: 2012-12-01 04:13:32
Expdate: 2013-01-21 00:00:00
Publishdate: 2012-12-03 00:00:00
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Contentid:
15305
Content Type: 1
Title: Job: Romanian Instructor, Summer 2013
Body: The Indiana University Summer Language Workshop (SWSEEL) has openings for an instructor of first-year Romanian for an eight-week intensive language course from June 3-July 26, 2013. Teachers are expected on campus no later than June 1, when the appointment begins. Duties include classroom instruction 4 hours per day, Monday through Friday, lesson preparation, and grading. The instructors will also responsible for language-specific extracurricular programs (film and discussion, lecture, etc.) and leading language table. Salary is commensurate with academic level. Hiring will be contingent on instructor submission of course syllabus by April 1, 2013. The SWSEEL Director may assist first-time summer intensive instructor applicants in formulating the syllabus based on course content from previous summers. Please send a cover letter, two letters of reference, a statement of teaching philosophy, and CV to SWSEEL Director (swseel at indiana dot edu, 1217 E. Atwater Ave., Room 101, Bloomington, IN 47401-3703). Review of applications will begin December 3, 2012. The search will remain open until the position is filled. Indiana University is an Equal Employment Affirmative Action Employer. The University is strongly committed to achieving excellence through cultural diversity and actively encourages applications and nominations of women, minorities, and persons with disabilities. Stern-Gottschalk, A. [SEELANGS] Romanian instructor search (summer only). SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 27 Nov 2012).
Source: SEELANGS
Inputdate: 2012-12-01 04:14:32
Lastmodifieddate: 2012-12-01 04:14:32
Expdate: 2013-08-01 00:00:00
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Title: Job: Romanian Instructor, Summer 2013
Body: The Indiana University Summer Language Workshop (SWSEEL) has openings for an instructor of first-year Romanian for an eight-week intensive language course from June 3-July 26, 2013. Teachers are expected on campus no later than June 1, when the appointment begins. Duties include classroom instruction 4 hours per day, Monday through Friday, lesson preparation, and grading. The instructors will also responsible for language-specific extracurricular programs (film and discussion, lecture, etc.) and leading language table. Salary is commensurate with academic level. Hiring will be contingent on instructor submission of course syllabus by April 1, 2013. The SWSEEL Director may assist first-time summer intensive instructor applicants in formulating the syllabus based on course content from previous summers. Please send a cover letter, two letters of reference, a statement of teaching philosophy, and CV to SWSEEL Director (swseel at indiana dot edu, 1217 E. Atwater Ave., Room 101, Bloomington, IN 47401-3703). Review of applications will begin December 3, 2012. The search will remain open until the position is filled. Indiana University is an Equal Employment Affirmative Action Employer. The University is strongly committed to achieving excellence through cultural diversity and actively encourages applications and nominations of women, minorities, and persons with disabilities. Stern-Gottschalk, A. [SEELANGS] Romanian instructor search (summer only). SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 27 Nov 2012).
Source: SEELANGS
Inputdate: 2012-12-01 04:14:32
Lastmodifieddate: 2012-12-01 04:14:32
Expdate: 2013-08-01 00:00:00
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Contentid:
15306
Content Type: 1
Title: Job: Resident Director, Russian Overseas Flagship Program, in St. Petersburg, Russia
Body: American Councils for International Education: ACTR/ACCELS has announced a position of Resident Director for the Russian Overseas Flagship Program, located in St. Petersburg, Russia. SUMMARY: The Russian Overseas Flagship program, located in St. Petersburg, Russia, assists learners of Russian to reach Superior or higher levels of proficiency. The Overseas Flagship program consists of intensive, structured language instruction; direct enrollment in relevant courses at the host institution; internships; and home stays with native speakers of the target language. The Overseas Flagship Program Resident Director serves as American Councils’ representative in St. Petersburg in the areas of participants’ health, safety, and program logistics. He/she must be available to program participants on a daily basis; meet regularly with teachers, administrators, and students; and arrange group travel and cultural programs. The Resident Director must be available to participants during any emergencies that arise and must communicate regularly with host institution representatives in Russia and American Councils staff in Washington, DC. The Resident Director attends American Councils pre-departure orientation programs in Washington, DC, travels to Russia with the student group at the beginning of the program and returns to Washington, DC with the group at the end of the program. The Resident Director reports to the Russian Overseas Flagship Program Manager in Washington, DC. EMPLOYMENT DATES: August 1, 2013 to June 30, 2014, with possible continuation into the following academic year. PRIMARY RESPONSIBILITIES · Monitor participants’ health and safety, and promptly communicate significant issues to American Councils’ and host institution staff; · Coordinate health care for participants and intervene on behalf of participants as necessary; · Enforce policies regarding terms and conditions of program participation; · Coordinate St. Petersburg-based program logistics, including cultural excursions and related travel, and communicate logistical details to DC-based staff; · Submit weekly written updates to the Program Manager; · Participate in weekly phone briefings with the Program Manager; · Serve as the local liaison between American Councils and the host institute administration as directed to ensure that program logistics proceed as agreed; · Cooperate with Academic Coordinator and Homestay/Internship Coordinator in resolving student administrative and behavior issues; · Submit a final report and test scores within two weeks of program conclusion; · Manage program finances, make necessary purchases and payments, and submit monthly expense reports accounting for all program expenditures; · Other responsibilities as assigned. QUALIFICATIONS · Demonstrated proficiency in Russian at Level 3 or higher on the ILR scale (http://www.dlielc.edu/Testing/round_table.pdf ); · Master’s degree (Ph.D. preferred) in Russian, Slavic studies, or education; · Substantial study and/or work experience in Russia; · Experience overseeing and guiding groups; · Demonstrated skills in academic and personal counseling; · Demonstrated skills in general financial accountability; · U.S. citizenship required MORE INFORMATION: Please visit the employment section at http://www.americancouncils.org and read more about Flagship at http://flagship.americancouncils.org. TO APPLY: Select this link and follow the prompts: https://home.eease.adp.com/recruit/?id=2713821 Open until filled, but for fullest consideration applications must be received by December 7, 2012. Interviews will be conducted at AATSEEL conference in Boston, January 3-6, 2013. Babankov, G. [SEELANGS] Job: Resident Director, Russian Overseas Flagship Program, in St. Petersburg, Russia. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 28 Nov 2012).
Source: SEELANGS
Inputdate: 2012-12-01 04:17:01
Lastmodifieddate: 2012-12-01 04:17:01
Expdate: 2014-06-20 00:00:00
Publishdate: 2012-12-03 00:00:00
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Title: Job: Resident Director, Russian Overseas Flagship Program, in St. Petersburg, Russia
Body: American Councils for International Education: ACTR/ACCELS has announced a position of Resident Director for the Russian Overseas Flagship Program, located in St. Petersburg, Russia. SUMMARY: The Russian Overseas Flagship program, located in St. Petersburg, Russia, assists learners of Russian to reach Superior or higher levels of proficiency. The Overseas Flagship program consists of intensive, structured language instruction; direct enrollment in relevant courses at the host institution; internships; and home stays with native speakers of the target language. The Overseas Flagship Program Resident Director serves as American Councils’ representative in St. Petersburg in the areas of participants’ health, safety, and program logistics. He/she must be available to program participants on a daily basis; meet regularly with teachers, administrators, and students; and arrange group travel and cultural programs. The Resident Director must be available to participants during any emergencies that arise and must communicate regularly with host institution representatives in Russia and American Councils staff in Washington, DC. The Resident Director attends American Councils pre-departure orientation programs in Washington, DC, travels to Russia with the student group at the beginning of the program and returns to Washington, DC with the group at the end of the program. The Resident Director reports to the Russian Overseas Flagship Program Manager in Washington, DC. EMPLOYMENT DATES: August 1, 2013 to June 30, 2014, with possible continuation into the following academic year. PRIMARY RESPONSIBILITIES · Monitor participants’ health and safety, and promptly communicate significant issues to American Councils’ and host institution staff; · Coordinate health care for participants and intervene on behalf of participants as necessary; · Enforce policies regarding terms and conditions of program participation; · Coordinate St. Petersburg-based program logistics, including cultural excursions and related travel, and communicate logistical details to DC-based staff; · Submit weekly written updates to the Program Manager; · Participate in weekly phone briefings with the Program Manager; · Serve as the local liaison between American Councils and the host institute administration as directed to ensure that program logistics proceed as agreed; · Cooperate with Academic Coordinator and Homestay/Internship Coordinator in resolving student administrative and behavior issues; · Submit a final report and test scores within two weeks of program conclusion; · Manage program finances, make necessary purchases and payments, and submit monthly expense reports accounting for all program expenditures; · Other responsibilities as assigned. QUALIFICATIONS · Demonstrated proficiency in Russian at Level 3 or higher on the ILR scale (http://www.dlielc.edu/Testing/round_table.pdf ); · Master’s degree (Ph.D. preferred) in Russian, Slavic studies, or education; · Substantial study and/or work experience in Russia; · Experience overseeing and guiding groups; · Demonstrated skills in academic and personal counseling; · Demonstrated skills in general financial accountability; · U.S. citizenship required MORE INFORMATION: Please visit the employment section at http://www.americancouncils.org and read more about Flagship at http://flagship.americancouncils.org. TO APPLY: Select this link and follow the prompts: https://home.eease.adp.com/recruit/?id=2713821 Open until filled, but for fullest consideration applications must be received by December 7, 2012. Interviews will be conducted at AATSEEL conference in Boston, January 3-6, 2013. Babankov, G. [SEELANGS] Job: Resident Director, Russian Overseas Flagship Program, in St. Petersburg, Russia. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 28 Nov 2012).
Source: SEELANGS
Inputdate: 2012-12-01 04:17:01
Lastmodifieddate: 2012-12-01 04:17:01
Expdate: 2014-06-20 00:00:00
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15307
Content Type: 1
Title: Article: Call of Duty and World of Warcraft Double As Language Class
Body: From http://www.thestar.com/living/technology/article/1290031--call-of-duty-and-world-of-warcraft-double-as-language-class Call of Duty and World of Warcraft double as language class by Laura Kane November 20, 2012 Increasingly, people are turning to games like World of Warcraft and Call of Duty to learn and teach second languages. Multi-player online games allow for an immersive experience with native speakers, while raising the stakes — if you can’t communicate, it’s game over. “Games are so effective at teaching language,” said Yolanda Rankin, a research scientist with a doctorate in computer science at Spelman College in Atlanta, Ga. Rankin tasked a class of ESL students with playing the game EverQuest II. One group played the game by themselves, while another joined teams with native speakers. The students on teams scored significantly higher on vocabulary tests than the solo players. “The magic ingredient was having those native speakers,” she said. “(The students on teams) were using those vocabulary words to collaborate to complete the quest. That made it more meaningful.” Dionne Soares Palmer, a freelance writer in California, wrote her PhD dissertation on learning Spanish playing World of Warcraft. (Note to graduate students everywhere: she spent 10 hours a week slaying orcs and called it “research.”) After eight months of raids, healing spells and quests on a Spanish copy of the game with a guild on a server in Spain, she had jumped two levels in a Spanish placement test. Read the full article at http://www.thestar.com/living/technology/article/1290031--call-of-duty-and-world-of-warcraft-double-as-language-class
Source: Toronto Star
Inputdate: 2012-12-01 04:18:06
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Publishdate: 2012-12-03 00:00:00
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Title: Article: Call of Duty and World of Warcraft Double As Language Class
Body: From http://www.thestar.com/living/technology/article/1290031--call-of-duty-and-world-of-warcraft-double-as-language-class Call of Duty and World of Warcraft double as language class by Laura Kane November 20, 2012 Increasingly, people are turning to games like World of Warcraft and Call of Duty to learn and teach second languages. Multi-player online games allow for an immersive experience with native speakers, while raising the stakes — if you can’t communicate, it’s game over. “Games are so effective at teaching language,” said Yolanda Rankin, a research scientist with a doctorate in computer science at Spelman College in Atlanta, Ga. Rankin tasked a class of ESL students with playing the game EverQuest II. One group played the game by themselves, while another joined teams with native speakers. The students on teams scored significantly higher on vocabulary tests than the solo players. “The magic ingredient was having those native speakers,” she said. “(The students on teams) were using those vocabulary words to collaborate to complete the quest. That made it more meaningful.” Dionne Soares Palmer, a freelance writer in California, wrote her PhD dissertation on learning Spanish playing World of Warcraft. (Note to graduate students everywhere: she spent 10 hours a week slaying orcs and called it “research.”) After eight months of raids, healing spells and quests on a Spanish copy of the game with a guild on a server in Spain, she had jumped two levels in a Spanish placement test. Read the full article at http://www.thestar.com/living/technology/article/1290031--call-of-duty-and-world-of-warcraft-double-as-language-class
Source: Toronto Star
Inputdate: 2012-12-01 04:18:06
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Publishdate: 2012-12-03 00:00:00
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Contentid:
15308
Content Type: 1
Title: Advocates for Native Students Call for Federal Education Policy Changes
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/11/advocates_call_for_more_langua.html Advocates for Native Students Call for Federal Education Policy Changes By Lesli A. Maxwell November 26, 2012 Leaders in the National Indian Education Association have released a new policy statement asking for the federal government to take several steps they say are necessary to improve outcomes for Native American children who are among the most at risk for struggling in school and dropping out before graduation. The statement was released at the end of last week and is directed at the Obama administration as it transitions into a second term. NIEA leaders—who point out that 93 percent of Native children attend public school systems, while 7 percent are enrolled in the Bureau of Indian Education system—contend that too few American Indian children receive an education "steeped in their language or culture," regardless of where they attend school. To address that, NIEA is calling for passage of the Native CLASS Act (Native Culture, Language, and Access for Success in Schools) in Congress, which would help strengthen tribal control of education by authorizing tribal education agencies to function like state education agencies with authority to operate federal education programs (in particular, having more control over Title I expenditures) in schools that are located on reservations. The bill would also establish a federal grant program to support the creation and development of tribal language-immersion programs and give tribes and their education agencies access to students' academic records. Read the full article and access the NIEA’s press release and the legislation they support at http://blogs.edweek.org/edweek/learning-the-language/2012/11/advocates_call_for_more_langua.html
Source: Education Week
Inputdate: 2012-12-01 04:19:20
Lastmodifieddate: 2012-12-01 04:19:20
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Publishdate: 2012-12-03 00:00:00
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Content Type: 1
Title: Advocates for Native Students Call for Federal Education Policy Changes
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/11/advocates_call_for_more_langua.html Advocates for Native Students Call for Federal Education Policy Changes By Lesli A. Maxwell November 26, 2012 Leaders in the National Indian Education Association have released a new policy statement asking for the federal government to take several steps they say are necessary to improve outcomes for Native American children who are among the most at risk for struggling in school and dropping out before graduation. The statement was released at the end of last week and is directed at the Obama administration as it transitions into a second term. NIEA leaders—who point out that 93 percent of Native children attend public school systems, while 7 percent are enrolled in the Bureau of Indian Education system—contend that too few American Indian children receive an education "steeped in their language or culture," regardless of where they attend school. To address that, NIEA is calling for passage of the Native CLASS Act (Native Culture, Language, and Access for Success in Schools) in Congress, which would help strengthen tribal control of education by authorizing tribal education agencies to function like state education agencies with authority to operate federal education programs (in particular, having more control over Title I expenditures) in schools that are located on reservations. The bill would also establish a federal grant program to support the creation and development of tribal language-immersion programs and give tribes and their education agencies access to students' academic records. Read the full article and access the NIEA’s press release and the legislation they support at http://blogs.edweek.org/edweek/learning-the-language/2012/11/advocates_call_for_more_langua.html
Source: Education Week
Inputdate: 2012-12-01 04:19:20
Lastmodifieddate: 2012-12-01 04:19:20
Expdate:
Publishdate: 2012-12-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
