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15760
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Title: Article: Employers Seek Well-Rounded College Graduates
Body: From http://www.marketplace.org/topics/economy/education/what-do-employers-really-want-college-grads What do employers really want from college grads? by Amy Scott March 4, 2013 In our survey of about 700 employers around the country, nearly a third said colleges are doing a “fair” to “poor” job of producing “successful employees.” Despite persistently high unemployment, more than half of the employers said they had trouble finding qualified candidates for job openings. David Boyes … runs a technology consulting firm called Sine Nomine Associates. That’s Latin for “without a name.” Boyes sounds like a lot of the employers who responded to our survey. More than half of them said they have trouble finding qualified people for job openings. They said recent grads too often don’t know how to communicate effectively. And they have trouble adapting, problem solving and making decisions – things employers say they should have learned in college. That’s why everyone Boyes hires goes through a year-long training program. “The company puts probably about a quarter of a million dollars into every single new hire,” Boyes says. “But that’s the kind of value that we get out of it.” The training covers basics – like how to write an effective business document – and throws in some philosophy and history “We ask people to read Cato the Elder,” Boyes says. “We ask people to read Suetonius.” Jobseekers, take note: you better brush up on your on your early Roman history. “We do that because we ask them to look at the process – the abstract process – of organizing ideas,” Boyes says. Sounds a lot like an argument for liberal arts education, at a time when more students are being told to study science and technology as a path to a career. Maguire Associates, the firm that conducted the survey, says the findings suggest colleges should break down the “false dichotomy of liberal arts and career development,” saying they’re “intrinsically linked.” Or, as Boyes puts it: “We don’t need mono-focused people. We need well-rounded people.” And that’s from a tech employer. Read the full article at http://www.marketplace.org/topics/economy/education/what-do-employers-really-want-college-grads Read a related article at http://chronicle.com/article/The-Employment-Mismatch/137625#id=overview
Source: Marketplace
Inputdate: 2013-03-10 08:42:06
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Title: Article: Employers Seek Well-Rounded College Graduates
Body: From http://www.marketplace.org/topics/economy/education/what-do-employers-really-want-college-grads What do employers really want from college grads? by Amy Scott March 4, 2013 In our survey of about 700 employers around the country, nearly a third said colleges are doing a “fair” to “poor” job of producing “successful employees.” Despite persistently high unemployment, more than half of the employers said they had trouble finding qualified candidates for job openings. David Boyes … runs a technology consulting firm called Sine Nomine Associates. That’s Latin for “without a name.” Boyes sounds like a lot of the employers who responded to our survey. More than half of them said they have trouble finding qualified people for job openings. They said recent grads too often don’t know how to communicate effectively. And they have trouble adapting, problem solving and making decisions – things employers say they should have learned in college. That’s why everyone Boyes hires goes through a year-long training program. “The company puts probably about a quarter of a million dollars into every single new hire,” Boyes says. “But that’s the kind of value that we get out of it.” The training covers basics – like how to write an effective business document – and throws in some philosophy and history “We ask people to read Cato the Elder,” Boyes says. “We ask people to read Suetonius.” Jobseekers, take note: you better brush up on your on your early Roman history. “We do that because we ask them to look at the process – the abstract process – of organizing ideas,” Boyes says. Sounds a lot like an argument for liberal arts education, at a time when more students are being told to study science and technology as a path to a career. Maguire Associates, the firm that conducted the survey, says the findings suggest colleges should break down the “false dichotomy of liberal arts and career development,” saying they’re “intrinsically linked.” Or, as Boyes puts it: “We don’t need mono-focused people. We need well-rounded people.” And that’s from a tech employer. Read the full article at http://www.marketplace.org/topics/economy/education/what-do-employers-really-want-college-grads Read a related article at http://chronicle.com/article/The-Employment-Mismatch/137625#id=overview
Source: Marketplace
Inputdate: 2013-03-10 08:42:06
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15761
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Title: Website with Lots of French Resources
Body: The French-resources website has many, many resources for French teachers. You can browse by level, topic, skill, grammar, and more: http://french-resources.org/Library
Source: French-resources.org
Inputdate: 2013-03-10 08:42:59
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Title: Website with Lots of French Resources
Body: The French-resources website has many, many resources for French teachers. You can browse by level, topic, skill, grammar, and more: http://french-resources.org/Library
Source: French-resources.org
Inputdate: 2013-03-10 08:42:59
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15762
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Title: Wanted All Over the World: Spanish Teachers
Body: From http://www.expansion.com/2013/02/26/entorno/aula_abierta/1361867083.html?a=e6b3992b95f0b8cf4a0e84d5a1abc18c&t=1362968255 Se buscan profesores de español para el mundo por Ana Gil 26 de febrero, 2013 Se buscan profesores de español en países como Brasil, Ucrania, India, China, Japón y Hong Kong. Y es que en estas regiones, la mayoría localizadas en la zona de Asia-Pacífico, hay más gente interesada en aprenderlo que profesores dispuestos a enseñarlo. "Hay poco profesorado especializado porque estamos hablando de una lengua muy nueva que está empezando a crecer ahora poco a poco. En los últimos diez años se ha producido un cambio y hemos descubierto que el interés ha crecido", nos explica Richard Bueno Hudson, subdirector académico del Instituto Cervantes, creado en 1991 para la promoción y la enseñanza de la lengua española. Read on at http://www.expansion.com/2013/02/26/entorno/aula_abierta/1361867083.html?a=e6b3992b95f0b8cf4a0e84d5a1abc18c&t=1362968255
Source: Expansión.com
Inputdate: 2013-03-10 08:43:58
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Title: Wanted All Over the World: Spanish Teachers
Body: From http://www.expansion.com/2013/02/26/entorno/aula_abierta/1361867083.html?a=e6b3992b95f0b8cf4a0e84d5a1abc18c&t=1362968255 Se buscan profesores de español para el mundo por Ana Gil 26 de febrero, 2013 Se buscan profesores de español en países como Brasil, Ucrania, India, China, Japón y Hong Kong. Y es que en estas regiones, la mayoría localizadas en la zona de Asia-Pacífico, hay más gente interesada en aprenderlo que profesores dispuestos a enseñarlo. "Hay poco profesorado especializado porque estamos hablando de una lengua muy nueva que está empezando a crecer ahora poco a poco. En los últimos diez años se ha producido un cambio y hemos descubierto que el interés ha crecido", nos explica Richard Bueno Hudson, subdirector académico del Instituto Cervantes, creado en 1991 para la promoción y la enseñanza de la lengua española. Read on at http://www.expansion.com/2013/02/26/entorno/aula_abierta/1361867083.html?a=e6b3992b95f0b8cf4a0e84d5a1abc18c&t=1362968255
Source: Expansión.com
Inputdate: 2013-03-10 08:43:58
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15763
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Title: Hugo Chávez in the News
Body: From http://spanish.about.com With the possible exception of Fidel Castro, there recently have been no Latin American leaders more controversial than Hugo Chávez, who died Tuesday as president of Venezuela. Throughout the Spanish-speaking world (even in Spain), Chávez's death has become the focus of the news. Here is a collection of links to articles about Mr. Chávez, assembled by Gerald Erichsen of About.com: http://spanish.about.com/b/2013/03/06/chvezs-death-dominates-latin-american-headlines.htm?nl=1
Source: About.com
Inputdate: 2013-03-10 08:44:50
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Title: Hugo Chávez in the News
Body: From http://spanish.about.com With the possible exception of Fidel Castro, there recently have been no Latin American leaders more controversial than Hugo Chávez, who died Tuesday as president of Venezuela. Throughout the Spanish-speaking world (even in Spain), Chávez's death has become the focus of the news. Here is a collection of links to articles about Mr. Chávez, assembled by Gerald Erichsen of About.com: http://spanish.about.com/b/2013/03/06/chvezs-death-dominates-latin-american-headlines.htm?nl=1
Source: About.com
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15764
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Title: Article: Language Barrier Is a Daily Struggle for Refugees in Tucson
Body: From http://azstarnet.com/news/local/language-barrier-is-a-daily-struggle-for-refugees-in-tucson/article_0786f125-7042-5d62-bd67-950edd67e26c.html Language barrier is a daily struggle for refugees in Tucson By Patty Machelor March 3, 2013 It's no surprise to hear Spanish spoken in Tucson. But in one local high school classroom, you're more likely to hear Nepalese. And that's no aberration - Tucson and Arizona are among the nation's most common new homes for refugees fleeing violence or political unrest in their home countries. Over the past 15 years the state has ranked fifth per capita for refugee placements, U.S. Department of State's Bureau of Population, Refugees and Migration and U.S. Census Bureau data show. In Pima County, more than 10 percent of the 33,700 newcomers between 2007 and 2011 were refugees, Census Bureau and Arizona Department of Economic Security figures show. To see our growing diversity, visit the office of Catalina Magnet High School ESL teacher Julie Kasper, where the students who pop in speak one of 40 languages or dialects - not just Nepalese, but also Arabic, Somali, Marshallese or Swahili. Read the full article at http://azstarnet.com/news/local/language-barrier-is-a-daily-struggle-for-refugees-in-tucson/article_0786f125-7042-5d62-bd67-950edd67e26c.html
Source: Arizona Daily Star
Inputdate: 2013-03-10 08:46:05
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Title: Article: Language Barrier Is a Daily Struggle for Refugees in Tucson
Body: From http://azstarnet.com/news/local/language-barrier-is-a-daily-struggle-for-refugees-in-tucson/article_0786f125-7042-5d62-bd67-950edd67e26c.html Language barrier is a daily struggle for refugees in Tucson By Patty Machelor March 3, 2013 It's no surprise to hear Spanish spoken in Tucson. But in one local high school classroom, you're more likely to hear Nepalese. And that's no aberration - Tucson and Arizona are among the nation's most common new homes for refugees fleeing violence or political unrest in their home countries. Over the past 15 years the state has ranked fifth per capita for refugee placements, U.S. Department of State's Bureau of Population, Refugees and Migration and U.S. Census Bureau data show. In Pima County, more than 10 percent of the 33,700 newcomers between 2007 and 2011 were refugees, Census Bureau and Arizona Department of Economic Security figures show. To see our growing diversity, visit the office of Catalina Magnet High School ESL teacher Julie Kasper, where the students who pop in speak one of 40 languages or dialects - not just Nepalese, but also Arabic, Somali, Marshallese or Swahili. Read the full article at http://azstarnet.com/news/local/language-barrier-is-a-daily-struggle-for-refugees-in-tucson/article_0786f125-7042-5d62-bd67-950edd67e26c.html
Source: Arizona Daily Star
Inputdate: 2013-03-10 08:46:05
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15765
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Title: Defining an English-Language Learner: Can States Agree?
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/03/defining_an_english-language_l.html Defining an English-Language Learner: Can States Agree? By Lesli A. Maxwell March 4, 2013 Who is an English-language learner? Across 50 states and tens of thousands of school districts, answers to that fundamental question can be quite different. But with the Common Core State Standards widely adopted, and common assessments under development to test those new standards, states are reaching a point where perhaps they can start to wrestle with the task of reaching consensus around shared definitions of what it means to be an ELL, and when those students no longer need language instruction. The U.S. Department of Education is certainly pushing them to do so. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/defining_an_english-language_l.html
Source: Education Week
Inputdate: 2013-03-10 08:47:01
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Title: Defining an English-Language Learner: Can States Agree?
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/03/defining_an_english-language_l.html Defining an English-Language Learner: Can States Agree? By Lesli A. Maxwell March 4, 2013 Who is an English-language learner? Across 50 states and tens of thousands of school districts, answers to that fundamental question can be quite different. But with the Common Core State Standards widely adopted, and common assessments under development to test those new standards, states are reaching a point where perhaps they can start to wrestle with the task of reaching consensus around shared definitions of what it means to be an ELL, and when those students no longer need language instruction. The U.S. Department of Education is certainly pushing them to do so. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/defining_an_english-language_l.html
Source: Education Week
Inputdate: 2013-03-10 08:47:01
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15766
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Title: California to Tighten Rules for Teaching English-Learners
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/03/calif_to_tighten_rules_for_tea.html Calif. to Tighten Rules for Teaching English-Learners By Lesli A. Maxwell March 8, 2013 California's credentialing board plans to expedite new rules governing intern teachers—those who came into the profession on alternative routes—in what will likely require them to take more upfront training on how to teach English-language learners. The decision came after more than two hours of emotional testimony from parents, teachers, researchers, and charter school officials at the California Commission on Teacher Credentialing's March 7 meeting. Ultimately, the panel accepted an outline of policy options crafted by its staff. They will be used to develop new regulations on intern teachers, with the input of a "stakeholder" panel. Those options, among other things, include issuing waivers, requiring intern programs to offer English-learner training before the teachers enter classrooms, or allowing them to take a test measuring knowledge of English-learner pedagogy. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/calif_to_tighten_rules_for_tea.html
Source: Education Week
Inputdate: 2013-03-10 08:48:02
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Title: California to Tighten Rules for Teaching English-Learners
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/03/calif_to_tighten_rules_for_tea.html Calif. to Tighten Rules for Teaching English-Learners By Lesli A. Maxwell March 8, 2013 California's credentialing board plans to expedite new rules governing intern teachers—those who came into the profession on alternative routes—in what will likely require them to take more upfront training on how to teach English-language learners. The decision came after more than two hours of emotional testimony from parents, teachers, researchers, and charter school officials at the California Commission on Teacher Credentialing's March 7 meeting. Ultimately, the panel accepted an outline of policy options crafted by its staff. They will be used to develop new regulations on intern teachers, with the input of a "stakeholder" panel. Those options, among other things, include issuing waivers, requiring intern programs to offer English-learner training before the teachers enter classrooms, or allowing them to take a test measuring knowledge of English-learner pedagogy. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/calif_to_tighten_rules_for_tea.html
Source: Education Week
Inputdate: 2013-03-10 08:48:02
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15767
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Title: Using Technology in Middle School Foreign Language Classes
Body: From http://blogs.edweek.org/edweek/on_innovation/2013/02/flipped_foreign_language.html Flipped Foreign Language By Tom Vander Ark February 26, 2013 Moss Pike was raised in Las Vegas, studied Physics at Cornell University, and after a summer class in the classics found himself working on an M.A. in Classics at UCLA. He teaches Latin at the Harvard-Westlake School (HW), is the Middle School Dean of Faculty, and a regional leader in Greek and Latin linguistics and pedagogy. Moss is working toward 1:1 implementation at his school but there is currently limited student access to WiFi. They use the Canvas LMS (called the Hub at HW) and Google Apps for Education (GAFE) with great success (Moss discusses selection here). Following is a recap of the innovative ways HW middle grades foreign language team is using technology. Read on at http://blogs.edweek.org/edweek/on_innovation/2013/02/flipped_foreign_language.html
Source: Education Week
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Title: Using Technology in Middle School Foreign Language Classes
Body: From http://blogs.edweek.org/edweek/on_innovation/2013/02/flipped_foreign_language.html Flipped Foreign Language By Tom Vander Ark February 26, 2013 Moss Pike was raised in Las Vegas, studied Physics at Cornell University, and after a summer class in the classics found himself working on an M.A. in Classics at UCLA. He teaches Latin at the Harvard-Westlake School (HW), is the Middle School Dean of Faculty, and a regional leader in Greek and Latin linguistics and pedagogy. Moss is working toward 1:1 implementation at his school but there is currently limited student access to WiFi. They use the Canvas LMS (called the Hub at HW) and Google Apps for Education (GAFE) with great success (Moss discusses selection here). Following is a recap of the innovative ways HW middle grades foreign language team is using technology. Read on at http://blogs.edweek.org/edweek/on_innovation/2013/02/flipped_foreign_language.html
Source: Education Week
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15768
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Title: The Collaboratory: Wiki for Online Language Educators
Body: From https://blog.coerll.utexas.edu/boldd-at-the-speed-of-language The BOLDD (Basic Online Language Design & Delivery) Collaboratory is an open community of designers, teachers, teacher trainers, and scholars who are involved in online language learning at the beginning levels. The group has a wiki (https://sites.google.com/site/bolddcollaboratory ) where you can see what’s being discussed, learn about “the good, the bad, and the ugly” of beginning-level online education, and join in. Read more about this group and their activities at https://blog.coerll.utexas.edu/boldd-at-the-speed-of-language
Source: COERLL
Inputdate: 2013-03-10 08:50:04
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Title: The Collaboratory: Wiki for Online Language Educators
Body: From https://blog.coerll.utexas.edu/boldd-at-the-speed-of-language The BOLDD (Basic Online Language Design & Delivery) Collaboratory is an open community of designers, teachers, teacher trainers, and scholars who are involved in online language learning at the beginning levels. The group has a wiki (https://sites.google.com/site/bolddcollaboratory ) where you can see what’s being discussed, learn about “the good, the bad, and the ugly” of beginning-level online education, and join in. Read more about this group and their activities at https://blog.coerll.utexas.edu/boldd-at-the-speed-of-language
Source: COERLL
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Title: Book: Second Language Interaction in Diverse Educational Contexts
Body: From http://benjamins.com/#catalog/books/lllt.34/main Second Language Interaction in Diverse Educational Contexts Edited by Kim McDonough and Alison Mackey Published by the John Benjamins Publishing Company Summary: This volume brings together empirical research that explores interaction in a wide range of educational settings. It includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interaction is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contemporary approaches to interaction research, investigating interactions with different interlocutors (learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated). Visit the publisher’s website at http://benjamins.com/#catalog/books/lllt.34/main
Source: John Benjamins Publishing Company
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Title: Book: Second Language Interaction in Diverse Educational Contexts
Body: From http://benjamins.com/#catalog/books/lllt.34/main Second Language Interaction in Diverse Educational Contexts Edited by Kim McDonough and Alison Mackey Published by the John Benjamins Publishing Company Summary: This volume brings together empirical research that explores interaction in a wide range of educational settings. It includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interaction is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contemporary approaches to interaction research, investigating interactions with different interlocutors (learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated). Visit the publisher’s website at http://benjamins.com/#catalog/books/lllt.34/main
Source: John Benjamins Publishing Company
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