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Contentid:
15510
Content Type: 1
Title: Employment Opportunities at Le Monde French Immersion Public Charter School
Body: Annonce en français: L'école "Charter" "Le Monde French Immersion" a ouvert ses premières classes de grande section/Kindergarten et de CP/"1er grade" à l'automne 2012 à Portland, Oregon. Chaque année, un niveau supérieur sera ajouté jusqu'au niveau de "8ème grade". L'école recherche actuellement des professeurs pour l'année scolaire 2013-2014. Pour plus d'informations concernant les postes, il est possible de consulter la page d'emploi "employment page" du site: http://lemondeimmersion.org/employment La mission du Monde est de donner aux enfants de notre communauté une éducation équilibrée et complète avec un curriculum entièrement enseigné en français. Largement accessible à tous, Le Monde respecte les meilleures traditions académiques internationales. L’objectif de l’école est de développer l’ouverture d’esprit, la curiosité intellectuelle, l’intégrité personnelle et l’intérêt pour le service public de nos élèves. --- Announcement in English: Le Monde French Immersion Public Charter School has opened its first Kindergarten and 1st Grade classrooms in the fall of 2012 in Portland, Oregon. An additional grade level will be added each subsequent year, ultimately offering instruction through 8th Grade. We are currently accepting cover letters and resumes for additional teachers for the 2013-14 school year. Please review the job descriptions on our employment page for additional information: http://lemondeimmersion.org/employment Le Monde educates children in a full French immersion environment using curriculum that incorporates successful and innovative education practices from around the world. The mission of Le Monde is to educate children in a way that honors the best international academic traditions and develops open-minded students who value intellectual curiosity, personal integrity, and public service.
Source: COFLT
Inputdate: 2013-01-19 07:35:05
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Title: Employment Opportunities at Le Monde French Immersion Public Charter School
Body: Annonce en français: L'école "Charter" "Le Monde French Immersion" a ouvert ses premières classes de grande section/Kindergarten et de CP/"1er grade" à l'automne 2012 à Portland, Oregon. Chaque année, un niveau supérieur sera ajouté jusqu'au niveau de "8ème grade". L'école recherche actuellement des professeurs pour l'année scolaire 2013-2014. Pour plus d'informations concernant les postes, il est possible de consulter la page d'emploi "employment page" du site: http://lemondeimmersion.org/employment La mission du Monde est de donner aux enfants de notre communauté une éducation équilibrée et complète avec un curriculum entièrement enseigné en français. Largement accessible à tous, Le Monde respecte les meilleures traditions académiques internationales. L’objectif de l’école est de développer l’ouverture d’esprit, la curiosité intellectuelle, l’intégrité personnelle et l’intérêt pour le service public de nos élèves. --- Announcement in English: Le Monde French Immersion Public Charter School has opened its first Kindergarten and 1st Grade classrooms in the fall of 2012 in Portland, Oregon. An additional grade level will be added each subsequent year, ultimately offering instruction through 8th Grade. We are currently accepting cover letters and resumes for additional teachers for the 2013-14 school year. Please review the job descriptions on our employment page for additional information: http://lemondeimmersion.org/employment Le Monde educates children in a full French immersion environment using curriculum that incorporates successful and innovative education practices from around the world. The mission of Le Monde is to educate children in a way that honors the best international academic traditions and develops open-minded students who value intellectual curiosity, personal integrity, and public service.
Source: COFLT
Inputdate: 2013-01-19 07:35:05
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Contentid:
15511
Content Type: 1
Title: Book: The Psycholinguistics of Bilingualism
Body: From http://www.wiley.com/WileyCDA/WileyTitle/productCd-1444332783.html?1444332783= The Psycholinguistics of Bilingualism By Francois Grosjean and Ping Li Published by Wiley Description: The Psycholinguistics of Bilingualism presents a comprehensive introduction to the foundations of bilingualism, covering language processing, language acquisition, cognition and the bilingual brain. This thorough introduction to the psycholinguistics of bilingualism is accessible to non-specialists with little previous exposure to the field Introduces students to the methodological approaches currently employed in the field, including observation, experimentation, verbal and computational modeling, and brain imaging Examines spoken and written language processing, simultaneous and successive language acquisition, bilingual memory and cognitive effects, and neurolinguistic and neuro-computational models of the bilingual brain Written in an accessible style by two of the field’s leading researchers, together with contributions from internationally-renowned scholars Featuring chapter-by-chapter research questions, this is an essential resource for those seeking insights into the bilingual mind and our current knowledge of the cognitive basis of bilingualism Visit the publisher’s website at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1444332783.html?1444332783=
Source: Wiley
Inputdate: 2013-01-19 07:36:54
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Title: Book: The Psycholinguistics of Bilingualism
Body: From http://www.wiley.com/WileyCDA/WileyTitle/productCd-1444332783.html?1444332783= The Psycholinguistics of Bilingualism By Francois Grosjean and Ping Li Published by Wiley Description: The Psycholinguistics of Bilingualism presents a comprehensive introduction to the foundations of bilingualism, covering language processing, language acquisition, cognition and the bilingual brain. This thorough introduction to the psycholinguistics of bilingualism is accessible to non-specialists with little previous exposure to the field Introduces students to the methodological approaches currently employed in the field, including observation, experimentation, verbal and computational modeling, and brain imaging Examines spoken and written language processing, simultaneous and successive language acquisition, bilingual memory and cognitive effects, and neurolinguistic and neuro-computational models of the bilingual brain Written in an accessible style by two of the field’s leading researchers, together with contributions from internationally-renowned scholars Featuring chapter-by-chapter research questions, this is an essential resource for those seeking insights into the bilingual mind and our current knowledge of the cognitive basis of bilingualism Visit the publisher’s website at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1444332783.html?1444332783=
Source: Wiley
Inputdate: 2013-01-19 07:36:54
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15512
Content Type: 1
Title: Book: Understanding the Dynamics of Classroom Communication
Body: From http://www.c-s-p.org/Flyers/Understanding-the-Dynamics-of-Classroom-Communication1-4438-4211-7.htm Understanding the Dynamics of Classroom Communication By Sungbae Ko Published by Cambridge Scholars Publishing Summary: Conversational participants in the classroom are not ordinary conversationalists, but conversationalists in a pedagogical multiparty community. A different speech exchange system may produce different problems and different opportunities of sequential organization when we shift our attention from ordinary conversation to a different speech-exchange system. Understanding the Dynamics of Classroom Communication provides much-needed descriptions of communication within language classrooms, which acknowledge the importance of what teachers and students bring to the class environment, as well as what actually occurs during face-to-face communication within the classroom. Using authentic, naturally-occurring data, this book offers new insights into the sequencing of patterns of interaction that occur between individuals engaged in dynamic co-participation beyond the properties of individual learner language. In the final chapter, some implications for Second Language Acquisition are also discussed. Visit the publisher’s website at http://www.c-s-p.org/Flyers/Understanding-the-Dynamics-of-Classroom-Communication1-4438-4211-7.htm
Source: Cambridge Scholars Publishing
Inputdate: 2013-01-19 07:38:01
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Title: Book: Understanding the Dynamics of Classroom Communication
Body: From http://www.c-s-p.org/Flyers/Understanding-the-Dynamics-of-Classroom-Communication1-4438-4211-7.htm Understanding the Dynamics of Classroom Communication By Sungbae Ko Published by Cambridge Scholars Publishing Summary: Conversational participants in the classroom are not ordinary conversationalists, but conversationalists in a pedagogical multiparty community. A different speech exchange system may produce different problems and different opportunities of sequential organization when we shift our attention from ordinary conversation to a different speech-exchange system. Understanding the Dynamics of Classroom Communication provides much-needed descriptions of communication within language classrooms, which acknowledge the importance of what teachers and students bring to the class environment, as well as what actually occurs during face-to-face communication within the classroom. Using authentic, naturally-occurring data, this book offers new insights into the sequencing of patterns of interaction that occur between individuals engaged in dynamic co-participation beyond the properties of individual learner language. In the final chapter, some implications for Second Language Acquisition are also discussed. Visit the publisher’s website at http://www.c-s-p.org/Flyers/Understanding-the-Dynamics-of-Classroom-Communication1-4438-4211-7.htm
Source: Cambridge Scholars Publishing
Inputdate: 2013-01-19 07:38:01
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Contentid:
15513
Content Type: 1
Title: Call for Papers: Interdisciplinary Approaches to Multilingualism
Body: From http://linguistlist.org/issues/24/24-206.html Interdisciplinary Approaches to Multilingualism 15-Aug-2013 - 17-Aug-2013 Calgary, Alberta, Canada This interdisciplinary conference will bring together the work of researchers, educators, and policy makers in the areas of first and second language acquisition from language pedagogy and psycholinguistic perspectives. Our goal is to provide an opportunity for participants to engage with the implications of multilingualism from a range of perspectives, including the effects of being bilingual from childhood to adulthood, the process and benefits of learning multiple languages, and the impact of multilingualism on society. Keynote speakers include Craig Chambers (University of Toronto), Jim Cummins (Ontario Institute for Studies in Education) and Tracey Derwing (University of Alberta). Call deadline: February 28, 2013 View the full call for papers at http://linguistlist.org/issues/24/24-206.html
Source: LINGUIST List
Inputdate: 2013-01-19 07:38:53
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Expdate: 2013-02-28 00:00:00
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Title: Call for Papers: Interdisciplinary Approaches to Multilingualism
Body: From http://linguistlist.org/issues/24/24-206.html Interdisciplinary Approaches to Multilingualism 15-Aug-2013 - 17-Aug-2013 Calgary, Alberta, Canada This interdisciplinary conference will bring together the work of researchers, educators, and policy makers in the areas of first and second language acquisition from language pedagogy and psycholinguistic perspectives. Our goal is to provide an opportunity for participants to engage with the implications of multilingualism from a range of perspectives, including the effects of being bilingual from childhood to adulthood, the process and benefits of learning multiple languages, and the impact of multilingualism on society. Keynote speakers include Craig Chambers (University of Toronto), Jim Cummins (Ontario Institute for Studies in Education) and Tracey Derwing (University of Alberta). Call deadline: February 28, 2013 View the full call for papers at http://linguistlist.org/issues/24/24-206.html
Source: LINGUIST List
Inputdate: 2013-01-19 07:38:53
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Contentid:
15514
Content Type: 1
Title: International Conference on Lao Studies
Body: From http://www.laostudies.org/icls/iv The Center for Southeast Asian Studies (CSEAS), University of Wisconsin-Madison and the Center for Lao Studies (CLS) in San Francisco, CA are pleased to co-host the Fourth International Conference on Lao Studies (ICLS), which will be held on April 19-21, 2013 in Madison, Wisconsin, USA. In addition to unique and stimulating presentations and panel discussions, attendees can look forward to works of two prominent Lao filmmakers, which will be part of this year's Conference Film Festival. Please see full Conference details on the 4th ICLS official website: http://www.laostudies.org/conferences Register at http://www.laostudies.org/icls/iv/registration
Source: Center for Lao Studies
Inputdate: 2013-01-19 07:39:50
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Expdate: 2013-04-21 00:00:00
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Title: International Conference on Lao Studies
Body: From http://www.laostudies.org/icls/iv The Center for Southeast Asian Studies (CSEAS), University of Wisconsin-Madison and the Center for Lao Studies (CLS) in San Francisco, CA are pleased to co-host the Fourth International Conference on Lao Studies (ICLS), which will be held on April 19-21, 2013 in Madison, Wisconsin, USA. In addition to unique and stimulating presentations and panel discussions, attendees can look forward to works of two prominent Lao filmmakers, which will be part of this year's Conference Film Festival. Please see full Conference details on the 4th ICLS official website: http://www.laostudies.org/conferences Register at http://www.laostudies.org/icls/iv/registration
Source: Center for Lao Studies
Inputdate: 2013-01-19 07:39:50
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Expdate: 2013-04-21 00:00:00
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Contentid:
15515
Content Type: 1
Title: Webinar: Students as Linguists and Diplomats: Eight Principles for Creative World Language Teaching
Body: From https://www2.gotomeeting.com/register/408906106 Students as Linguists and Diplomats: Eight Principles for Creative World Language Teaching Thursday, February 28, 2013 8:00 PM - 9:00 PM EST Language teaching is fundamentally about much more than learning how to introduce oneself, chat about the weather, or ask what time it is. At its core, effective language teaching provides students with the necessary tools to recognize and apply patterns in language and culture, and creates a learning environment in which students are asked constantly to make meaning for themselves. The best language programs are more than mere classes within the walls of a school -- they are jumping-off points for explorations in and beyond the target language that offer students the opportunity to interact and communicate across linguistic and cultural borders, and to develop a range of cognitive and academic skills that can be applied across subject areas. As such, they are the basis for all the learning that happens in schools that offer a global education. Through this lively session, understand the fundamental principles for creating language programs that embody this commitment to empowered, interactive, and inspired student learning. Register at https://www2.gotomeeting.com/register/408906106
Source: Asia Society
Inputdate: 2013-01-19 07:44:59
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Expdate: 2013-02-28 00:00:00
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Title: Webinar: Students as Linguists and Diplomats: Eight Principles for Creative World Language Teaching
Body: From https://www2.gotomeeting.com/register/408906106 Students as Linguists and Diplomats: Eight Principles for Creative World Language Teaching Thursday, February 28, 2013 8:00 PM - 9:00 PM EST Language teaching is fundamentally about much more than learning how to introduce oneself, chat about the weather, or ask what time it is. At its core, effective language teaching provides students with the necessary tools to recognize and apply patterns in language and culture, and creates a learning environment in which students are asked constantly to make meaning for themselves. The best language programs are more than mere classes within the walls of a school -- they are jumping-off points for explorations in and beyond the target language that offer students the opportunity to interact and communicate across linguistic and cultural borders, and to develop a range of cognitive and academic skills that can be applied across subject areas. As such, they are the basis for all the learning that happens in schools that offer a global education. Through this lively session, understand the fundamental principles for creating language programs that embody this commitment to empowered, interactive, and inspired student learning. Register at https://www2.gotomeeting.com/register/408906106
Source: Asia Society
Inputdate: 2013-01-19 07:44:59
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Expdate: 2013-02-28 00:00:00
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Contentid:
15516
Content Type: 1
Title: Southeast Asian Studies Summer Institute 2013
Body: From http://seassi.wisc.edu Southeast Asian Studies Summer Institute 2013 Monday, June 17, 2013 to Friday, August 9, 2013 University of Wisconsin, Madison SEASSI is an eight-week intensive language training program for undergraduates, graduate students and professionals. It has been held since 1983 and hosted by UW-Madison in 1994-1995 and then since 2000. Instruction is offered for academic credit in eight languages at the 1st, 2nd, and 3rd year levels. Languages taught are Burmese, Filipino, Hmong, Indonesian, Khmer, Lao, Thai, and Vietnamese. Learn more and apply at http://seassi.wisc.edu
Source: University of Wisconsin-Madison
Inputdate: 2013-01-19 07:46:16
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Expdate: 2013-08-09 00:00:00
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Title: Southeast Asian Studies Summer Institute 2013
Body: From http://seassi.wisc.edu Southeast Asian Studies Summer Institute 2013 Monday, June 17, 2013 to Friday, August 9, 2013 University of Wisconsin, Madison SEASSI is an eight-week intensive language training program for undergraduates, graduate students and professionals. It has been held since 1983 and hosted by UW-Madison in 1994-1995 and then since 2000. Instruction is offered for academic credit in eight languages at the 1st, 2nd, and 3rd year levels. Languages taught are Burmese, Filipino, Hmong, Indonesian, Khmer, Lao, Thai, and Vietnamese. Learn more and apply at http://seassi.wisc.edu
Source: University of Wisconsin-Madison
Inputdate: 2013-01-19 07:46:16
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15517
Content Type: 1
Title: Visiting Fellowship for Italian Studies
Body: The Charles and Joan Alberto Institute at Seton Hall University is pleased to announce the availability of a Visiting Fellowship for the Fall of 2013. This fellowship aims at providing young scholars and post-doctorate candidates with the opportunity to live and do research for a period up to one month in the New York/New Jersey area and to be part of the Italian Studies community at Seton Hall University. Seton Hall University is located in South Orange, NJ, not far from major libraries in New York City and Princeton University. During his or her visit, the selected candidate will be asked to give a public lecture at the Alberto Institute, two lectures to undergraduate students and participate to the life of our Italian Studies Program. The fellowship will cover both travel and lodging expenses (flight or train transportation from the city/country of origin and housing for one month) and will provide office space in the Walsh library, which is the home of the Valente Collection, the second largest Italian Studies book collection in New Jersey. Those who are interested in applying should send: their curriculum vitae a two-page (max) summary of a research project for which they would need to be in this geographic area two alternative dates for the fellowship, which must be started and completed within the following period: September 9th-November 16th, 2013 two letters of recommendation proposed topics for a lecture to be delivered at our Institute at one of our events for our members, and, in the classroom, to undergraduate students of Italian. The Charles and Joan Alberto Italian Studies Institute was founded in 2003 with the mission of coordinating Seton Hall University's many activities relating to Italian and Italian American history and culture, to sponsor cultural events and to promote curriculum development and community outreach. Our visiting fellowship has been established to promote scholarly exchanges and further develop the scope of academic activities offered in Italian Studies at Seton Hall University. Candidates must be fluent in both English and Italian. See: http://www.shu.edu/academics/artsci/alberto-institute Applications should be sent to Dr. Gabriella Romani, Director of the Alberto Italian Studies Institute at gabriella.romani at shu dot edu by March 15th, 2013. A selection of three finalists will be contacted for an informal interview (by phone or skype) and the selected candidate will be announced by April 21st, 2013. For information on past Visiting Fellows see: http://www.shu.edu/academics/artsci/alberto-institute/visiting-fellowship.cfm American Association for Italian Studies. [AAIS] Visiting Fellowship Available for fall 2013. AAIS listserv (aais-list-serve@aais.info, 11 Jan 2013).
Source: AAIS
Inputdate: 2013-01-19 07:47:30
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Title: Visiting Fellowship for Italian Studies
Body: The Charles and Joan Alberto Institute at Seton Hall University is pleased to announce the availability of a Visiting Fellowship for the Fall of 2013. This fellowship aims at providing young scholars and post-doctorate candidates with the opportunity to live and do research for a period up to one month in the New York/New Jersey area and to be part of the Italian Studies community at Seton Hall University. Seton Hall University is located in South Orange, NJ, not far from major libraries in New York City and Princeton University. During his or her visit, the selected candidate will be asked to give a public lecture at the Alberto Institute, two lectures to undergraduate students and participate to the life of our Italian Studies Program. The fellowship will cover both travel and lodging expenses (flight or train transportation from the city/country of origin and housing for one month) and will provide office space in the Walsh library, which is the home of the Valente Collection, the second largest Italian Studies book collection in New Jersey. Those who are interested in applying should send: their curriculum vitae a two-page (max) summary of a research project for which they would need to be in this geographic area two alternative dates for the fellowship, which must be started and completed within the following period: September 9th-November 16th, 2013 two letters of recommendation proposed topics for a lecture to be delivered at our Institute at one of our events for our members, and, in the classroom, to undergraduate students of Italian. The Charles and Joan Alberto Italian Studies Institute was founded in 2003 with the mission of coordinating Seton Hall University's many activities relating to Italian and Italian American history and culture, to sponsor cultural events and to promote curriculum development and community outreach. Our visiting fellowship has been established to promote scholarly exchanges and further develop the scope of academic activities offered in Italian Studies at Seton Hall University. Candidates must be fluent in both English and Italian. See: http://www.shu.edu/academics/artsci/alberto-institute Applications should be sent to Dr. Gabriella Romani, Director of the Alberto Italian Studies Institute at gabriella.romani at shu dot edu by March 15th, 2013. A selection of three finalists will be contacted for an informal interview (by phone or skype) and the selected candidate will be announced by April 21st, 2013. For information on past Visiting Fellows see: http://www.shu.edu/academics/artsci/alberto-institute/visiting-fellowship.cfm American Association for Italian Studies. [AAIS] Visiting Fellowship Available for fall 2013. AAIS listserv (aais-list-serve@aais.info, 11 Jan 2013).
Source: AAIS
Inputdate: 2013-01-19 07:47:30
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Contentid:
15518
Content Type: 1
Title: Job: Director, English Language Institute, University of Michigan
Body: From http://umjobs.org/job_detail/78036/director_english_language_institute The University of Michigan's College of Literature, Science and the Arts seeks a highly motivated individual with a strong background in higher education administration to serve as Director for the English Language Institute (ELI). The ELI offers a variety of courses in English for Academic Purposes for nonnative speakers of English enrolled at, and visiting, the University of Michigan. View the full job posting at http://umjobs.org/job_detail/78036/director_english_language_institute
Source: University of Michigan
Inputdate: 2013-01-19 07:48:35
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Title: Job: Director, English Language Institute, University of Michigan
Body: From http://umjobs.org/job_detail/78036/director_english_language_institute The University of Michigan's College of Literature, Science and the Arts seeks a highly motivated individual with a strong background in higher education administration to serve as Director for the English Language Institute (ELI). The ELI offers a variety of courses in English for Academic Purposes for nonnative speakers of English enrolled at, and visiting, the University of Michigan. View the full job posting at http://umjobs.org/job_detail/78036/director_english_language_institute
Source: University of Michigan
Inputdate: 2013-01-19 07:48:35
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15519
Content Type: 1
Title: Language Pedagogy and Technology Positions at Michigan State University: Russian, German, Chinese, ESL
Body: The Department of Linguistics, and Germanic, Slavic, Asian and African Languages and the English Language Center at Michigan State University seek to hire individuals with experience in technology-based language pedagogy. One position is for Chinese; one for Russian; one for German, and one for ESL. These skilled individuals will form a core team of language professionals with proficiency in educational technology who can work closely together to lead hybrid and online language learning course development within the College of Arts and Letters with the ultimate goals of building courses/activities for language instruction that are oriented around ACTFL proficiency standards. Successful candidates will have technology and language-instruction experience that support the creation of instructional materials that rely on best practices for face-to-face and technology-based instruction. The candidates' responsibilities will include language instruction and close collaboration with MSU¹s Center for Language Teaching Advancement (CeLTA) and other language teaching faculty in developing hybrid or online language courses and/or in general supporting the technology efforts of the language curriculum. Candidates should have at least an MA degree in an appropriate field and significant experience teaching languages in technology-enhanced settings. In addition, native or demonstrated near-native fluency in the language of focus for the position (Chinese, Russian, German, or English). Qualifications also include strong experience developing and teaching hybrid and/or online language courses and, preferably, research in a related field. This position will begin August 16, 2013 and is for a two-year academic appointment with the possibility of renewal. Rank will be dependent on qualifications. Applicants should submit a cover letter describing relevant experience, a current CV, samples of materials developed for an online environment, and the names and email addresses of 2 referees who will be contacted automatically by email for their letter of recommendation. Applications must be submitted electronically via the MSU Human Resources website, http://jobs.msu.edu . Posting numbers are as follows: Chinese #7244; Russian #7243; German #7246; ESL #7245. Review of applications will begin February 4, 2013 and will continue until the positions are filled. For more information contact the search committee chair Dr. Jason Merrill, merril25 at msu dot edu, Department of Linguistics and Germanic, Slavic, Asian and African Languages, 619 Red Cedar Road, B-467 Wells Hall, Michigan State University, East Lansing, MI 48824-1027. Persons with disabilities have the right to request and receive reasonable accommodation. MSU is an affirmative-action, equal-opportunity employer. MSU is committed to achieving excellence through cultural diversity. The university actively encourages applications and/or nominations of women, persons of color, veterans, and persons with disabilities. Baker, A. Language Pedagogy and Technology Positions at Michigan State University: Russian, German, Chinese, ESL. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 16 Jan 2013).
Source: CALICO-L
Inputdate: 2013-01-19 07:49:51
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Expdate: 2013-12-31 00:00:00
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Content Type: 1
Title: Language Pedagogy and Technology Positions at Michigan State University: Russian, German, Chinese, ESL
Body: The Department of Linguistics, and Germanic, Slavic, Asian and African Languages and the English Language Center at Michigan State University seek to hire individuals with experience in technology-based language pedagogy. One position is for Chinese; one for Russian; one for German, and one for ESL. These skilled individuals will form a core team of language professionals with proficiency in educational technology who can work closely together to lead hybrid and online language learning course development within the College of Arts and Letters with the ultimate goals of building courses/activities for language instruction that are oriented around ACTFL proficiency standards. Successful candidates will have technology and language-instruction experience that support the creation of instructional materials that rely on best practices for face-to-face and technology-based instruction. The candidates' responsibilities will include language instruction and close collaboration with MSU¹s Center for Language Teaching Advancement (CeLTA) and other language teaching faculty in developing hybrid or online language courses and/or in general supporting the technology efforts of the language curriculum. Candidates should have at least an MA degree in an appropriate field and significant experience teaching languages in technology-enhanced settings. In addition, native or demonstrated near-native fluency in the language of focus for the position (Chinese, Russian, German, or English). Qualifications also include strong experience developing and teaching hybrid and/or online language courses and, preferably, research in a related field. This position will begin August 16, 2013 and is for a two-year academic appointment with the possibility of renewal. Rank will be dependent on qualifications. Applicants should submit a cover letter describing relevant experience, a current CV, samples of materials developed for an online environment, and the names and email addresses of 2 referees who will be contacted automatically by email for their letter of recommendation. Applications must be submitted electronically via the MSU Human Resources website, http://jobs.msu.edu . Posting numbers are as follows: Chinese #7244; Russian #7243; German #7246; ESL #7245. Review of applications will begin February 4, 2013 and will continue until the positions are filled. For more information contact the search committee chair Dr. Jason Merrill, merril25 at msu dot edu, Department of Linguistics and Germanic, Slavic, Asian and African Languages, 619 Red Cedar Road, B-467 Wells Hall, Michigan State University, East Lansing, MI 48824-1027. Persons with disabilities have the right to request and receive reasonable accommodation. MSU is an affirmative-action, equal-opportunity employer. MSU is committed to achieving excellence through cultural diversity. The university actively encourages applications and/or nominations of women, persons of color, veterans, and persons with disabilities. Baker, A. Language Pedagogy and Technology Positions at Michigan State University: Russian, German, Chinese, ESL. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 16 Jan 2013).
Source: CALICO-L
Inputdate: 2013-01-19 07:49:51
Lastmodifieddate: 2013-01-19 07:49:51
Expdate: 2013-12-31 00:00:00
Publishdate: 2013-01-21 00:00:00
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