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Contentid:
15620
Content Type: 1
Title: Middlebury College Language Schools Scholarships in Italian
Body: From http://www.middlebury.edu/ls/finaid/fellowships/fede The Premio Famiglia Fede is a scholarship to support graduate students pursuing an MA in Italian at the Middlebury College Language Schools and the C.V. Starr-Middlebury School Abroad in Florence, Italy. The Scholarship will fund the complete master's degree program for one student per year for the next three years. This scholarship is targeted to students who have already embarked on a business career path and/or are seeking a career in business embracing the Italian language. The applicant must have a minimum of three years' work experience outside of the teaching profession following the completion of an undergraduate degree, and must have embarked on a stated business path that incorporates Italian. After one summer on the Vermont campus, students will travel to the Middlebury School in Italy, or Sede, located in Florence, where they will complete their degree in two semesters. The application deadline is April 1. For full details go to http://www.middlebury.edu/ls/finaid/fellowships/fede
Source: Middlebury Language Schools
Inputdate: 2013-02-09 01:39:01
Lastmodifieddate: 2013-02-09 01:39:01
Expdate: 2013-04-01 00:00:00
Publishdate: 2013-02-11 00:00:00
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Title: Middlebury College Language Schools Scholarships in Italian
Body: From http://www.middlebury.edu/ls/finaid/fellowships/fede The Premio Famiglia Fede is a scholarship to support graduate students pursuing an MA in Italian at the Middlebury College Language Schools and the C.V. Starr-Middlebury School Abroad in Florence, Italy. The Scholarship will fund the complete master's degree program for one student per year for the next three years. This scholarship is targeted to students who have already embarked on a business career path and/or are seeking a career in business embracing the Italian language. The applicant must have a minimum of three years' work experience outside of the teaching profession following the completion of an undergraduate degree, and must have embarked on a stated business path that incorporates Italian. After one summer on the Vermont campus, students will travel to the Middlebury School in Italy, or Sede, located in Florence, where they will complete their degree in two semesters. The application deadline is April 1. For full details go to http://www.middlebury.edu/ls/finaid/fellowships/fede
Source: Middlebury Language Schools
Inputdate: 2013-02-09 01:39:01
Lastmodifieddate: 2013-02-09 01:39:01
Expdate: 2013-04-01 00:00:00
Publishdate: 2013-02-11 00:00:00
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Contentid:
15621
Content Type: 1
Title: Job: Spanish/Portuguese Language Program Coordinator at the University of Florida
Body: The Department of Spanish and Portuguese Studies at the University of Florida seeks a Coordinator of the Lower Division Language Programs at the rank of Lecturer or Senior Lecturer. This is a full-time, renewable, non-tenure-track position to begin August 16, 2013. The successful candidate will direct and manage the lower division Spanish and Portuguese programs, which consist of 6 Spanish courses and 3 Portuguese courses with over 50 total sections each semester. Please see https://jobs.ufl.edu/postings/37244 for more information and to apply online. Lord, G. [FLTEACH] SPN/POR language program coordinator position at UF. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 5 Feb 2013).
Source: FLTEACH
Inputdate: 2013-02-09 01:39:57
Lastmodifieddate: 2013-02-09 01:39:57
Expdate: 2013-12-12 00:00:00
Publishdate: 2013-02-11 00:00:00
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Title: Job: Spanish/Portuguese Language Program Coordinator at the University of Florida
Body: The Department of Spanish and Portuguese Studies at the University of Florida seeks a Coordinator of the Lower Division Language Programs at the rank of Lecturer or Senior Lecturer. This is a full-time, renewable, non-tenure-track position to begin August 16, 2013. The successful candidate will direct and manage the lower division Spanish and Portuguese programs, which consist of 6 Spanish courses and 3 Portuguese courses with over 50 total sections each semester. Please see https://jobs.ufl.edu/postings/37244 for more information and to apply online. Lord, G. [FLTEACH] SPN/POR language program coordinator position at UF. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 5 Feb 2013).
Source: FLTEACH
Inputdate: 2013-02-09 01:39:57
Lastmodifieddate: 2013-02-09 01:39:57
Expdate: 2013-12-12 00:00:00
Publishdate: 2013-02-11 00:00:00
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Contentid:
15622
Content Type: 1
Title: U.S. Department of Education International Strategy 2012-2016
Body: From http://calper.la.psu.edu/newsblog/?p=769 The U.S. Department of Education has established its first-ever, fully articulated international strategy. The strategy is designed to strengthen U.S. education and advance the international priorities of the U.S. The strategy reflects the value and necessity of: a world-class education for all students; global competencies for all students; international benchmarking and applying lessons learned from other countries; and education diplomacy and engagement with other countries. The strategy was developed through extensive consultation within the Department of Education and with other U.S. government agencies and non-governmental organizations. A PDF of the document can be downloaded at http://www2.ed.gov/about/inits/ed/internationaled/international-strategy-2012-16.html
Source: CALPER
Inputdate: 2013-02-09 01:47:43
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Publishdate: 2013-02-11 00:00:00
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Title: U.S. Department of Education International Strategy 2012-2016
Body: From http://calper.la.psu.edu/newsblog/?p=769 The U.S. Department of Education has established its first-ever, fully articulated international strategy. The strategy is designed to strengthen U.S. education and advance the international priorities of the U.S. The strategy reflects the value and necessity of: a world-class education for all students; global competencies for all students; international benchmarking and applying lessons learned from other countries; and education diplomacy and engagement with other countries. The strategy was developed through extensive consultation within the Department of Education and with other U.S. government agencies and non-governmental organizations. A PDF of the document can be downloaded at http://www2.ed.gov/about/inits/ed/internationaled/international-strategy-2012-16.html
Source: CALPER
Inputdate: 2013-02-09 01:47:43
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Contentid:
15623
Content Type: 1
Title: Ethnic Studies To Return to Tucson in Court-Backed Desegregation Plan
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/02/ethnic_studies_returns_to_tucs.html Ethnic Studies To Return to Tucson in Court-Backed Desegregation Plan By Lesli A. Maxwell February 7, 2013 Mexican-American studies will return to classrooms in Tucson's secondary schools in the fall after a federal judge approved the district's new plan to achieve greater racial balance in its schools. But the pitched battle over teaching ethnic studies in Tucson may still not be settled even though U.S. District Judge David Bury has given the green light to the school district's Unitary Status plan, which is meant to bring an end to the decades-long desegregation effort in the Arizona city. A key part of that approved plan—which was written by Willis Hawley, the court-assigned special master—is to offer "culturally relevant" courses that focus on the history, experience, and culture of blacks and Latinos. The school district shuttered the popular Mexican-American studies program a year ago after state officials said the courses violated a state law that forbids public schools from using curriculum that is designed for a particular ethnic group, advocates ethnic solidarity, or promotes resentment toward a race or group of people. State Superintendent John Huppenthal threatened to pull the plug on $15 million in state funding if the district didn't cancel the courses. Judge Bury indicated that state officials would still be free to enforce the state law if they believe the new ethnic studies courses are in violation. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/02/ethnic_studies_returns_to_tucs.html Read a related article at http://azstarnet.com/news/local/education/judge-orders-tusd-to-offer-culturally-relevant-courses/article_4208bdc8-70bc-11e2-ba06-0019bb2963f4.html
Source: Education Week
Inputdate: 2013-02-09 01:48:41
Lastmodifieddate: 2013-02-09 01:48:41
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Publishdate: 2013-02-11 00:00:00
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Title: Ethnic Studies To Return to Tucson in Court-Backed Desegregation Plan
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/02/ethnic_studies_returns_to_tucs.html Ethnic Studies To Return to Tucson in Court-Backed Desegregation Plan By Lesli A. Maxwell February 7, 2013 Mexican-American studies will return to classrooms in Tucson's secondary schools in the fall after a federal judge approved the district's new plan to achieve greater racial balance in its schools. But the pitched battle over teaching ethnic studies in Tucson may still not be settled even though U.S. District Judge David Bury has given the green light to the school district's Unitary Status plan, which is meant to bring an end to the decades-long desegregation effort in the Arizona city. A key part of that approved plan—which was written by Willis Hawley, the court-assigned special master—is to offer "culturally relevant" courses that focus on the history, experience, and culture of blacks and Latinos. The school district shuttered the popular Mexican-American studies program a year ago after state officials said the courses violated a state law that forbids public schools from using curriculum that is designed for a particular ethnic group, advocates ethnic solidarity, or promotes resentment toward a race or group of people. State Superintendent John Huppenthal threatened to pull the plug on $15 million in state funding if the district didn't cancel the courses. Judge Bury indicated that state officials would still be free to enforce the state law if they believe the new ethnic studies courses are in violation. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/02/ethnic_studies_returns_to_tucs.html Read a related article at http://azstarnet.com/news/local/education/judge-orders-tusd-to-offer-culturally-relevant-courses/article_4208bdc8-70bc-11e2-ba06-0019bb2963f4.html
Source: Education Week
Inputdate: 2013-02-09 01:48:41
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Publishdate: 2013-02-11 00:00:00
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Contentid:
15624
Content Type: 1
Title: Endangered Indigenous Languages in the News
Body: Several news articles lately have featured efforts to revitalize endangered indigenous languages. Here are some of them: Can the digital age save the Cherokee language? The halls of Facebook, Google and texting - http://www.smokymountainnews.com/news/item/9653-can-the-digital-age-save-the-cherokee-language?-the-halls-of-facebook-google-and-texting Manx: Bringing a language back from the dead - http://www.bbc.co.uk/news/magazine-21242667 Smartphone app aimed at aiding Mohawk language growth - http://www.watertowndailytimes.com/article/20130203/NEWS05/702039837 Learning More Than a Language: Intensive Kanien’kéha Course a Powerful Link for Mohawk Community - http://thelinknewspaper.ca/article/3962 Lakota Language Nest, An Immersion School: Reviving A Language On The Knife’s Edge Of Extinction - http://ndhumanities.blogspot.com/2013/01/racing-to-save-language.html?spref=tw Native language learns to talk tech: Language of Shuswap Nation has promising future thanks to modern technology - http://www.kamloopsnews.ca/article/20130204/KAMLOOPS0101/130209941/-1/kamloops01/native-language-learns-to-talk-tech With Casino Revenues, Tribes Push to Preserve Languages, and Cultures - http://www.nytimes.com/2012/06/17/us/chukchansi-tribe-in-california-pushes-to-preserve-language.html?pagewanted=1&_r=3 Reviving the Yurok language - http://framework.latimes.com/2013/02/06/yurok-language/#/0 Morris Receives Language Revitalization Grant from Minnesota Indian Affairs Council - http://www.morris.umn.edu/newsevents/view.php?itemID=12469 Students, teachers, parents rally for Hawaiian language tests - http://www.staradvertiser.com/news/breaking/20130129_Students_teachers_parents_rally_for_Hawaiian_language_tests.html?id=188913641
Source: Various
Inputdate: 2013-02-09 01:52:46
Lastmodifieddate: 2013-02-09 01:52:46
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Publishdate: 2013-02-11 00:00:00
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Content Type: 1
Title: Endangered Indigenous Languages in the News
Body: Several news articles lately have featured efforts to revitalize endangered indigenous languages. Here are some of them: Can the digital age save the Cherokee language? The halls of Facebook, Google and texting - http://www.smokymountainnews.com/news/item/9653-can-the-digital-age-save-the-cherokee-language?-the-halls-of-facebook-google-and-texting Manx: Bringing a language back from the dead - http://www.bbc.co.uk/news/magazine-21242667 Smartphone app aimed at aiding Mohawk language growth - http://www.watertowndailytimes.com/article/20130203/NEWS05/702039837 Learning More Than a Language: Intensive Kanien’kéha Course a Powerful Link for Mohawk Community - http://thelinknewspaper.ca/article/3962 Lakota Language Nest, An Immersion School: Reviving A Language On The Knife’s Edge Of Extinction - http://ndhumanities.blogspot.com/2013/01/racing-to-save-language.html?spref=tw Native language learns to talk tech: Language of Shuswap Nation has promising future thanks to modern technology - http://www.kamloopsnews.ca/article/20130204/KAMLOOPS0101/130209941/-1/kamloops01/native-language-learns-to-talk-tech With Casino Revenues, Tribes Push to Preserve Languages, and Cultures - http://www.nytimes.com/2012/06/17/us/chukchansi-tribe-in-california-pushes-to-preserve-language.html?pagewanted=1&_r=3 Reviving the Yurok language - http://framework.latimes.com/2013/02/06/yurok-language/#/0 Morris Receives Language Revitalization Grant from Minnesota Indian Affairs Council - http://www.morris.umn.edu/newsevents/view.php?itemID=12469 Students, teachers, parents rally for Hawaiian language tests - http://www.staradvertiser.com/news/breaking/20130129_Students_teachers_parents_rally_for_Hawaiian_language_tests.html?id=188913641
Source: Various
Inputdate: 2013-02-09 01:52:46
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Publishdate: 2013-02-11 00:00:00
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Contentid:
15625
Content Type: 1
Title: Endangered Language Fund’s 2013 Language Legacies Grants
Body: From http://www.endangeredlanguagefund.org/request.php The Endangered Language Fund provides grants for language maintenance and linguistic field work. The work most likely to be funded is that which serves both the native community and the field of linguistics. Work which has immediate applicability to one group and more distant application to the other will also be considered. Publishing subventions are a low priority, although they will be considered. Proposals can originate in any country. The language involved must be in danger of disappearing within a generation or two. Endangerment is a continuum, and the location on the continuum is one factor in our funding decisions. Eligible expenses include consultant fees, tapes, films, travel, etc. Overhead is not allowed. Grants are normally for a one year period, though extensions may be applied for. ELF expects grants in this round to be less than $4,000 in size, and to average about $2,000. Applications must be received by April 22nd, 2013. For full details go to http://www.endangeredlanguagefund.org/request.php
Source: Endangered Language Fund
Inputdate: 2013-02-09 01:53:44
Lastmodifieddate: 2013-02-09 01:53:44
Expdate: 2013-04-22 00:00:00
Publishdate: 2013-02-11 00:00:00
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Active: 1
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Content Type: 1
Title: Endangered Language Fund’s 2013 Language Legacies Grants
Body: From http://www.endangeredlanguagefund.org/request.php The Endangered Language Fund provides grants for language maintenance and linguistic field work. The work most likely to be funded is that which serves both the native community and the field of linguistics. Work which has immediate applicability to one group and more distant application to the other will also be considered. Publishing subventions are a low priority, although they will be considered. Proposals can originate in any country. The language involved must be in danger of disappearing within a generation or two. Endangerment is a continuum, and the location on the continuum is one factor in our funding decisions. Eligible expenses include consultant fees, tapes, films, travel, etc. Overhead is not allowed. Grants are normally for a one year period, though extensions may be applied for. ELF expects grants in this round to be less than $4,000 in size, and to average about $2,000. Applications must be received by April 22nd, 2013. For full details go to http://www.endangeredlanguagefund.org/request.php
Source: Endangered Language Fund
Inputdate: 2013-02-09 01:53:44
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Expdate: 2013-04-22 00:00:00
Publishdate: 2013-02-11 00:00:00
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Contentid:
15626
Content Type: 1
Title: Arabic Teaching Fellowships - STARTALK Program
Body: Arabic Teaching Fellows - STARTALK Program Duties: Anne Arundel Community College is accepting applications for Teaching Fellowships in an intensive summer STARTALK Arabic program entitled "Launching into Arabic Learning and Teaching 2013” from June 10 – July 19, 2013. The Teaching Fellow component of the program is designed for high school and college instructors, graduate students and other degree-holding individuals who are interested in developing their Arabic teaching skills using ACTFL standards and STARTALK principles. The fellowship begins with a two-week intensive teacher training program in which fellows will work with more highly experienced Arabic instructors to collaboratively design, develop and deliver an intensive Arabic student program under the leadership of the STARTALK Director. The STARTALK student program, in which the fellows will complete teaching practicums, will begin at the US Naval Academy in Annapolis, MD on June 24 - July 19, 2013, pending final approvals. The teaching fellows will be working with beginning Novice level Arabic and advanced Novice level Arabic students. Courses are heavily focused on the development of communicative Arabic language skills, so applicants must be able to demonstrate advanced proficiency in Arabic. The grant-funded program provides stipends for the teaching fellowship. Hours: Summer STARTALK Program - 6 weeks (June 10 - July 19, 2013) - 6 hours per day. Qualifications: Teaching Fellow applicants must have minimum of a Bachelor’s degree and advanced level of Arabic proficiency. U.S. Citizenship preferred due to Department of Navy security procedures. Interested individuals should email a current resume or CV and a statement indicating why they would like to be considered for this opportunity to Janet M. Paulovich, Director English Language Learning and Adult Education at jmpaulovich at aacc dot edu Application deadline: February 15th, 2013. Arabic-L:PEDA:Arabic teaching fellowships STARTALK in Annapolis. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 5 Feb 2013).
Source: Arabic-L
Inputdate: 2013-02-09 01:59:01
Lastmodifieddate: 2013-02-09 01:59:01
Expdate: 2013-07-19 00:00:00
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Content Type: 1
Title: Arabic Teaching Fellowships - STARTALK Program
Body: Arabic Teaching Fellows - STARTALK Program Duties: Anne Arundel Community College is accepting applications for Teaching Fellowships in an intensive summer STARTALK Arabic program entitled "Launching into Arabic Learning and Teaching 2013” from June 10 – July 19, 2013. The Teaching Fellow component of the program is designed for high school and college instructors, graduate students and other degree-holding individuals who are interested in developing their Arabic teaching skills using ACTFL standards and STARTALK principles. The fellowship begins with a two-week intensive teacher training program in which fellows will work with more highly experienced Arabic instructors to collaboratively design, develop and deliver an intensive Arabic student program under the leadership of the STARTALK Director. The STARTALK student program, in which the fellows will complete teaching practicums, will begin at the US Naval Academy in Annapolis, MD on June 24 - July 19, 2013, pending final approvals. The teaching fellows will be working with beginning Novice level Arabic and advanced Novice level Arabic students. Courses are heavily focused on the development of communicative Arabic language skills, so applicants must be able to demonstrate advanced proficiency in Arabic. The grant-funded program provides stipends for the teaching fellowship. Hours: Summer STARTALK Program - 6 weeks (June 10 - July 19, 2013) - 6 hours per day. Qualifications: Teaching Fellow applicants must have minimum of a Bachelor’s degree and advanced level of Arabic proficiency. U.S. Citizenship preferred due to Department of Navy security procedures. Interested individuals should email a current resume or CV and a statement indicating why they would like to be considered for this opportunity to Janet M. Paulovich, Director English Language Learning and Adult Education at jmpaulovich at aacc dot edu Application deadline: February 15th, 2013. Arabic-L:PEDA:Arabic teaching fellowships STARTALK in Annapolis. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 5 Feb 2013).
Source: Arabic-L
Inputdate: 2013-02-09 01:59:01
Lastmodifieddate: 2013-02-09 01:59:01
Expdate: 2013-07-19 00:00:00
Publishdate: 2013-02-11 00:00:00
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Contentid:
15627
Content Type: 1
Title: The Open Book Project: Educational Resources in Arabic
Body: From http://www.state.gov/p/nea/rls/203276.htm The Open Book Project is an initiative of the U.S. Department of State, the Arab League Educational, Cultural and Scientific Organization and leading education innovators to expand access to free, high-quality education materials in Arabic, with a focus on science and technology. These resources will be released under open licenses that allow free use, sharing, and adaptation to local context. Offering access to these resources will help to create educational opportunity, further scientific learning, and foster economic growth. The initiative will: Support the creation of Arabic-language Open Educational Resources (OERs) and the translation of existing OERs into Arabic. Disseminate the resources free of charge through our partners and their platforms. Offer training and support to governments, educators, and students to put existing resources to use and develop their own. Raise Awareness of the potential of open educational resources and promote uptake of online learning materials. Read a related article about this initiative at https://blog.coerll.utexas.edu/hillary-clintons-last-legacy
Source: U.S. Department of State
Inputdate: 2013-02-09 02:00:08
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Content Type: 1
Title: The Open Book Project: Educational Resources in Arabic
Body: From http://www.state.gov/p/nea/rls/203276.htm The Open Book Project is an initiative of the U.S. Department of State, the Arab League Educational, Cultural and Scientific Organization and leading education innovators to expand access to free, high-quality education materials in Arabic, with a focus on science and technology. These resources will be released under open licenses that allow free use, sharing, and adaptation to local context. Offering access to these resources will help to create educational opportunity, further scientific learning, and foster economic growth. The initiative will: Support the creation of Arabic-language Open Educational Resources (OERs) and the translation of existing OERs into Arabic. Disseminate the resources free of charge through our partners and their platforms. Offer training and support to governments, educators, and students to put existing resources to use and develop their own. Raise Awareness of the potential of open educational resources and promote uptake of online learning materials. Read a related article about this initiative at https://blog.coerll.utexas.edu/hillary-clintons-last-legacy
Source: U.S. Department of State
Inputdate: 2013-02-09 02:00:08
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Contentid:
15628
Content Type: 1
Title: ChinaFile: New Magazine about China
Body: Asia Society's Center on U.S.-China Relations is excited to announce the official launch of ChinaFile, a new English-language online magazine on China. ChinaFile seeks to foster an informed, nuanced, vibrant public conversation about China and its place in the world. ChinaFile publishes original reporting and analysis in print, photography, and video on a wide range of subjects. They also translate and archive outstanding content from a growing list of partner publications in China and around the world. Features that may be especially useful to educators include short video interviews with authors of newly published books on China, a searchable database of reports on China from dozens of research and advocacy organizations, and an archive of five decades of writing on China from The New York Review of Books. The editors of ChinaFile put special emphasis on visual storytelling and publish long-form photo essays as well as short documentary films. They invite you to explore the new website, and welcome feedback on how ChinaFile can be even more useful to students and teachers. Visit the site at http://www.chinafile.com Chinese Language Initiatives newsletter (chinese@asiasociety.org, 30 Jan 2013).
Source: Chinese Language Initiatives
Inputdate: 2013-02-09 02:01:18
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Publishdate: 2013-02-11 00:00:00
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Content Type: 1
Title: ChinaFile: New Magazine about China
Body: Asia Society's Center on U.S.-China Relations is excited to announce the official launch of ChinaFile, a new English-language online magazine on China. ChinaFile seeks to foster an informed, nuanced, vibrant public conversation about China and its place in the world. ChinaFile publishes original reporting and analysis in print, photography, and video on a wide range of subjects. They also translate and archive outstanding content from a growing list of partner publications in China and around the world. Features that may be especially useful to educators include short video interviews with authors of newly published books on China, a searchable database of reports on China from dozens of research and advocacy organizations, and an archive of five decades of writing on China from The New York Review of Books. The editors of ChinaFile put special emphasis on visual storytelling and publish long-form photo essays as well as short documentary films. They invite you to explore the new website, and welcome feedback on how ChinaFile can be even more useful to students and teachers. Visit the site at http://www.chinafile.com Chinese Language Initiatives newsletter (chinese@asiasociety.org, 30 Jan 2013).
Source: Chinese Language Initiatives
Inputdate: 2013-02-09 02:01:18
Lastmodifieddate: 2013-02-09 02:01:18
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Publishdate: 2013-02-11 00:00:00
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Contentid:
15629
Content Type: 1
Title: Publication: Social and Interactive Perspectives on Japanese Language Proficiency
Body: From http://calper.la.psu.edu/publication.php?page=socjap Social and Interactive Perspectives on Japanese Language Proficiency by Junko Mori Published CALPER Publications Description: Assumptions about language, language learning, and language learners affect the design of language textbooks and classroom practices. Three main chapters in this monograph explore the gap between how language is represented in textbooks versus how language is used outside the classroom. Focus of the explorations is on "grammar and interaction," "sociolinguistic variations and the construction of identities," and "communication styles and intercultural encounters." A final chapter discusses pedagogical implications, what can and cannot be accomplished inside and outside the classroom and how the two types of learning environments can be linked to each other in order to enhance the quality of the language learning experience. Guided observations of video-recorded interactions among speakers of Japanese are presented to encourage reflection on assumptions and to illustrate language use outside of the classroom. Learn more and purchase at http://calper.la.psu.edu/publication.php?page=socjap
Source: CALPER
Inputdate: 2013-02-09 02:02:40
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Publishdate: 2013-02-11 00:00:00
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Content Type: 1
Title: Publication: Social and Interactive Perspectives on Japanese Language Proficiency
Body: From http://calper.la.psu.edu/publication.php?page=socjap Social and Interactive Perspectives on Japanese Language Proficiency by Junko Mori Published CALPER Publications Description: Assumptions about language, language learning, and language learners affect the design of language textbooks and classroom practices. Three main chapters in this monograph explore the gap between how language is represented in textbooks versus how language is used outside the classroom. Focus of the explorations is on "grammar and interaction," "sociolinguistic variations and the construction of identities," and "communication styles and intercultural encounters." A final chapter discusses pedagogical implications, what can and cannot be accomplished inside and outside the classroom and how the two types of learning environments can be linked to each other in order to enhance the quality of the language learning experience. Guided observations of video-recorded interactions among speakers of Japanese are presented to encourage reflection on assumptions and to illustrate language use outside of the classroom. Learn more and purchase at http://calper.la.psu.edu/publication.php?page=socjap
Source: CALPER
Inputdate: 2013-02-09 02:02:40
Lastmodifieddate: 2013-02-09 02:02:40
Expdate:
Publishdate: 2013-02-11 00:00:00
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