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15830
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Title: Parental Involvement Seen as Key to ELL Achievement
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/03/parental_involvement_key_to_el.html Parental Involvement Seen as Key to ELL Achievement By Lesli A. Maxwell March 19, 2013 A new brief from the National Education Policy Center (NEPC) at the University of Colorado Boulder, synthesizes research on ways for policymakers, districts, and schools to improve educational opportunities for English-language learners. Written by William Mathis, managing director of the NEPC, the brief argues that non-English-speaking populations are frequently denied equal educational opportunities. These populations, particularly children from Spanish-speaking families, consistently score below children of native-English speakers on academic achievement tests, the brief notes. Research also shows the persistence of state funding inequities that affect ELLs. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/parental_involvement_key_to_el.html
Source: Education Week
Inputdate: 2013-03-24 11:48:31
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Title: Parental Involvement Seen as Key to ELL Achievement
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/03/parental_involvement_key_to_el.html Parental Involvement Seen as Key to ELL Achievement By Lesli A. Maxwell March 19, 2013 A new brief from the National Education Policy Center (NEPC) at the University of Colorado Boulder, synthesizes research on ways for policymakers, districts, and schools to improve educational opportunities for English-language learners. Written by William Mathis, managing director of the NEPC, the brief argues that non-English-speaking populations are frequently denied equal educational opportunities. These populations, particularly children from Spanish-speaking families, consistently score below children of native-English speakers on academic achievement tests, the brief notes. Research also shows the persistence of state funding inequities that affect ELLs. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/parental_involvement_key_to_el.html
Source: Education Week
Inputdate: 2013-03-24 11:48:31
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15831
Content Type: 1
Title: Ideas On How Best To Teach Academic Vocabulary
Body: Last week teacher Larry Ferlazzo asked the question, “What are the best ways to help students -- mainstream and/or English Language Learners -- develop academic vocabulary?” Read the responses, both from invited experts and from Twitter followers, at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2013/03/response_many_ways_to_help_students_develop_academic_vocabulary.html
Source: Education Week
Inputdate: 2013-03-24 11:49:22
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Title: Ideas On How Best To Teach Academic Vocabulary
Body: Last week teacher Larry Ferlazzo asked the question, “What are the best ways to help students -- mainstream and/or English Language Learners -- develop academic vocabulary?” Read the responses, both from invited experts and from Twitter followers, at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2013/03/response_many_ways_to_help_students_develop_academic_vocabulary.html
Source: Education Week
Inputdate: 2013-03-24 11:49:22
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15832
Content Type: 1
Title: English-Learner Achievement Mixed in Big City School Systems
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/03/english-learner_achievement_mixed_in_big_city_schoo.html English-Learner Achievement Mixed in Big City School Systems By Lesli A. Maxwell March 22, 2013 The experiences of English-language learners in some of the nation's largest school systems vary widely when it comes to who teaches them, what types of language instruction programs are available to them, and how well schools do in supporting their progress toward becoming proficient in English. In what may be the most comprehensive data collection to date on ELLs in urban school systems, the Council of the Great City Schools undertook an extensive survey of its member districts to capture a more complete picture of who these students are, how schools support them, and how they are performing. The full report is titled, "English-Language Learners in America's Great City Schools: Demographics, Achievement, and Staffing." The survey was done last year, when the Council had 65 members. It now has 67 members. Read the full article and access the report at http://blogs.edweek.org/edweek/learning-the-language/2013/03/english-learner_achievement_mixed_in_big_city_schoo.html
Source: Education Week
Inputdate: 2013-03-24 11:50:16
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Title: English-Learner Achievement Mixed in Big City School Systems
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/03/english-learner_achievement_mixed_in_big_city_schoo.html English-Learner Achievement Mixed in Big City School Systems By Lesli A. Maxwell March 22, 2013 The experiences of English-language learners in some of the nation's largest school systems vary widely when it comes to who teaches them, what types of language instruction programs are available to them, and how well schools do in supporting their progress toward becoming proficient in English. In what may be the most comprehensive data collection to date on ELLs in urban school systems, the Council of the Great City Schools undertook an extensive survey of its member districts to capture a more complete picture of who these students are, how schools support them, and how they are performing. The full report is titled, "English-Language Learners in America's Great City Schools: Demographics, Achievement, and Staffing." The survey was done last year, when the Council had 65 members. It now has 67 members. Read the full article and access the report at http://blogs.edweek.org/edweek/learning-the-language/2013/03/english-learner_achievement_mixed_in_big_city_schoo.html
Source: Education Week
Inputdate: 2013-03-24 11:50:16
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15833
Content Type: 1
Title: Activity Idea: Cocktail Party
Body: From http://elmundodebirch.wordpress.com Here’s an activity in which students must pretend to be a celebrity; as they mingle they try to figure out who each person “is.” Read about how to implement this activity, including plenty of lead-in activities and scaffolding, at http://elmundodebirch.wordpress.com/2013/03/23/the-cocktail-party
Source: El Mundo de Birch
Inputdate: 2013-03-24 11:50:57
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Title: Activity Idea: Cocktail Party
Body: From http://elmundodebirch.wordpress.com Here’s an activity in which students must pretend to be a celebrity; as they mingle they try to figure out who each person “is.” Read about how to implement this activity, including plenty of lead-in activities and scaffolding, at http://elmundodebirch.wordpress.com/2013/03/23/the-cocktail-party
Source: El Mundo de Birch
Inputdate: 2013-03-24 11:50:57
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15834
Content Type: 1
Title: Activity Idea: Students Write Their Own Plays To Improve Their Vocabulary
Body: From http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/18/language-immersion-school-spanish-teaching-my-best-lesson My Spanish students write their own plays to improve their English vocab Role play and interactive technology helped primary teacher Jeremy Dean increase his foreign students' English vocabulary at a language immersion school in Spain March 18, 2013 “I work in Spain and teach English to Spanish six and seven-year-olds. No, I don't just teach them English, I also teach them science, numeracy, history, the whole primary curriculum, in English. Vocabulary is my number one priority, so I've started writing plays with the children to develop their spoken English. I choose the topic carefully to encourage them to learn words and phrases that they will find useful.” Read how Mr. Dean does his entire activity at http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/18/language-immersion-school-spanish-teaching-my-best-lesson
Source: The Guardian
Inputdate: 2013-03-24 11:51:44
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Title: Activity Idea: Students Write Their Own Plays To Improve Their Vocabulary
Body: From http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/18/language-immersion-school-spanish-teaching-my-best-lesson My Spanish students write their own plays to improve their English vocab Role play and interactive technology helped primary teacher Jeremy Dean increase his foreign students' English vocabulary at a language immersion school in Spain March 18, 2013 “I work in Spain and teach English to Spanish six and seven-year-olds. No, I don't just teach them English, I also teach them science, numeracy, history, the whole primary curriculum, in English. Vocabulary is my number one priority, so I've started writing plays with the children to develop their spoken English. I choose the topic carefully to encourage them to learn words and phrases that they will find useful.” Read how Mr. Dean does his entire activity at http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/18/language-immersion-school-spanish-teaching-my-best-lesson
Source: The Guardian
Inputdate: 2013-03-24 11:51:44
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Contentid:
15835
Content Type: 1
Title: New Video: Language Immersion Education in Minnesota
Body: From http://carla.umn.edu/immersion/immersionMNvideo.html Language Immersion Education in Minnesota is a 15-minute, must-see video on the role language immersion programs can play in addressing Minnesota’s achievement gap and preparing its children to compete in the global economy. The video unites the voices of researchers and community leaders with those of immersion practitioners and their students. Watch the video at http://carla.umn.edu/immersion/immersionMNvideo.html
Source: CARLA
Inputdate: 2013-03-24 11:53:05
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Title: New Video: Language Immersion Education in Minnesota
Body: From http://carla.umn.edu/immersion/immersionMNvideo.html Language Immersion Education in Minnesota is a 15-minute, must-see video on the role language immersion programs can play in addressing Minnesota’s achievement gap and preparing its children to compete in the global economy. The video unites the voices of researchers and community leaders with those of immersion practitioners and their students. Watch the video at http://carla.umn.edu/immersion/immersionMNvideo.html
Source: CARLA
Inputdate: 2013-03-24 11:53:05
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15836
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Title: Quick Activity Idea: “Strip” Bingo
Body: From http://tprsteacher.wordpress.com/2013/03/17/strip-bingo This game is thanks to Andrea on the moreTPRS list. The game is called “strip bingo” so it will have your students’ full attention! To play this game, you have students tear off a “strip” of paper. Then they make 5 boxes on the paper and write down one word or phrase in each box. You can then read a story or a list of phrases that have those words in them out loud to the students. For each phrase, the students have to ALL call out what the phrase means in English (or you call them out in English and they have to say them in the target language). The students can only rip off a word or phrase from their strip of paper if it’s the last word on one end of their paper. The first person to have all of their words called and ripped off wins. No prep and the kids love it!
Source: TPRS Teacher Blog
Inputdate: 2013-03-24 11:53:55
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Title: Quick Activity Idea: “Strip” Bingo
Body: From http://tprsteacher.wordpress.com/2013/03/17/strip-bingo This game is thanks to Andrea on the moreTPRS list. The game is called “strip bingo” so it will have your students’ full attention! To play this game, you have students tear off a “strip” of paper. Then they make 5 boxes on the paper and write down one word or phrase in each box. You can then read a story or a list of phrases that have those words in them out loud to the students. For each phrase, the students have to ALL call out what the phrase means in English (or you call them out in English and they have to say them in the target language). The students can only rip off a word or phrase from their strip of paper if it’s the last word on one end of their paper. The first person to have all of their words called and ripped off wins. No prep and the kids love it!
Source: TPRS Teacher Blog
Inputdate: 2013-03-24 11:53:55
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Contentid:
15837
Content Type: 1
Title: Book: Research Design and Methodology in Studies on L2 Tense and Aspect
Body: From http://www.degruyter.com/view/product/43152?format=G Research Design and Methodology in Studies on L2 Tense and Aspect Edited by M. Rafael Salaberry and Llorenç Comajoan Published by de Gruyter Description: Research Design and Methodology in Studies on Second Language Tense and Aspect provides an up-to-date review of past and current methodologies for the study of the L2 acquisition of tense and aspect. More specifically, the book addresses the following issues related to the design of studies for research in tense and aspect: Theoretical frameworks (e.g., Are research questions investigated within one theoretical approach incompatible with other approaches?) Elicitation procedures (Do different types of tasks elicit different types of tense-aspect data?) Coding of data (e.g. How are lexical categories defined and coded?) Data analysis (e.g., What statistical tests are more appropriate to analyze language data?) The volume provides new insights into the study of L2 tense-aspect by bringing together well renowned scholars with experience in the research design of research this area of the field. Visit the publisher’s website at http://www.degruyter.com/view/product/43152?format=G
Source: de Gruyter
Inputdate: 2013-03-31 06:34:23
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Publishdate: 2013-04-01 00:00:00
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Title: Book: Research Design and Methodology in Studies on L2 Tense and Aspect
Body: From http://www.degruyter.com/view/product/43152?format=G Research Design and Methodology in Studies on L2 Tense and Aspect Edited by M. Rafael Salaberry and Llorenç Comajoan Published by de Gruyter Description: Research Design and Methodology in Studies on Second Language Tense and Aspect provides an up-to-date review of past and current methodologies for the study of the L2 acquisition of tense and aspect. More specifically, the book addresses the following issues related to the design of studies for research in tense and aspect: Theoretical frameworks (e.g., Are research questions investigated within one theoretical approach incompatible with other approaches?) Elicitation procedures (Do different types of tasks elicit different types of tense-aspect data?) Coding of data (e.g. How are lexical categories defined and coded?) Data analysis (e.g., What statistical tests are more appropriate to analyze language data?) The volume provides new insights into the study of L2 tense-aspect by bringing together well renowned scholars with experience in the research design of research this area of the field. Visit the publisher’s website at http://www.degruyter.com/view/product/43152?format=G
Source: de Gruyter
Inputdate: 2013-03-31 06:34:23
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Contentid:
15838
Content Type: 1
Title: Spring 2013 Issue of CLEAR Newsletter Focuses on Service-Learning
Body: The spring 3013 issue of Center for Language Education and Research’s newsletter is available for download at http://clear.msu.edu/clear-newsletter . This issue focuses on service-learning for world language students.
Source: CLEAR
Inputdate: 2013-03-31 06:35:22
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Title: Spring 2013 Issue of CLEAR Newsletter Focuses on Service-Learning
Body: The spring 3013 issue of Center for Language Education and Research’s newsletter is available for download at http://clear.msu.edu/clear-newsletter . This issue focuses on service-learning for world language students.
Source: CLEAR
Inputdate: 2013-03-31 06:35:22
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Contentid:
15839
Content Type: 1
Title: Call for Papers: Sixth Annual Association for the Study of the Middle East and Africa Conference
Body: From http://asmeascholars.org/index.php?option=com_content&view=article&id=1524&Itemid=139 Sixth Annual ASMEA Conference Tides of Change: Looking Back and Forging Ahead in the Middle East & Africa November 21 - 23, 2013 Key Bridge Marriott Hotel Washington, D.C. ASMEA is currently seeking proposals for paper presentations at the Sixth Annual ASMEA Conference. Members from any discipline, tenured or untenured faculty or those otherwise affiliated with a recognized research institution, may submit proposals to participate in the conference. Unique proposals from senior graduate students (ABD) will also be considered. Abstracts on topics related to the Middle East and Africa should consist of a one-page outline of the proposed subject to be presented. The due date for proposals is Thursday, May 30, 2013. Those interested in submitting abstracts are also eligible to apply for the ASMEA Travel Grant Program. View the full call for papers at http://asmeascholars.org/index.php?option=com_content&view=article&id=1527:call-for-papers&catid=3:conference&Itemid=141
Source: ASMEA
Inputdate: 2013-03-31 06:36:23
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Title: Call for Papers: Sixth Annual Association for the Study of the Middle East and Africa Conference
Body: From http://asmeascholars.org/index.php?option=com_content&view=article&id=1524&Itemid=139 Sixth Annual ASMEA Conference Tides of Change: Looking Back and Forging Ahead in the Middle East & Africa November 21 - 23, 2013 Key Bridge Marriott Hotel Washington, D.C. ASMEA is currently seeking proposals for paper presentations at the Sixth Annual ASMEA Conference. Members from any discipline, tenured or untenured faculty or those otherwise affiliated with a recognized research institution, may submit proposals to participate in the conference. Unique proposals from senior graduate students (ABD) will also be considered. Abstracts on topics related to the Middle East and Africa should consist of a one-page outline of the proposed subject to be presented. The due date for proposals is Thursday, May 30, 2013. Those interested in submitting abstracts are also eligible to apply for the ASMEA Travel Grant Program. View the full call for papers at http://asmeascholars.org/index.php?option=com_content&view=article&id=1527:call-for-papers&catid=3:conference&Itemid=141
Source: ASMEA
Inputdate: 2013-03-31 06:36:23
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