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Contentid:
15891
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Title: 2013 – Year of Italian Culture in the United States
Body: From http://www.italyinus2013.org/en/italy-in-us-2013.html This year has been designated the Year of Italian Culture in the United States. From the dedicated website: “Italian culture and identity in all the areas that have distinguished our tradition from past to present will be broadcast, displayed and explained: art, music, stage, landscaping and architectural heritage, cinema, literature, the sciences, design, fashion, food culture. “The initiative also envisions calling on coming generations with a series of events focused on new Italian talent that, alongside the legacy of our Masters, represent the Italy of the future and its excellences. “A spotlight will focus on our industry and quality artisanship as expression of the Italian style in business management and in products acknowledged worldwide for their innovation and prestige. The best of our corporate culture is based on a blend of best practices in business and the creative, cultural, historical and natural heritage of our country.” Visit the website and see what events are happening near you throughout this year at http://www.italyinus2013.org/en
Source: Italy in US 2013
Inputdate: 2013-04-08 12:05:51
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Title: 2013 – Year of Italian Culture in the United States
Body: From http://www.italyinus2013.org/en/italy-in-us-2013.html This year has been designated the Year of Italian Culture in the United States. From the dedicated website: “Italian culture and identity in all the areas that have distinguished our tradition from past to present will be broadcast, displayed and explained: art, music, stage, landscaping and architectural heritage, cinema, literature, the sciences, design, fashion, food culture. “The initiative also envisions calling on coming generations with a series of events focused on new Italian talent that, alongside the legacy of our Masters, represent the Italy of the future and its excellences. “A spotlight will focus on our industry and quality artisanship as expression of the Italian style in business management and in products acknowledged worldwide for their innovation and prestige. The best of our corporate culture is based on a blend of best practices in business and the creative, cultural, historical and natural heritage of our country.” Visit the website and see what events are happening near you throughout this year at http://www.italyinus2013.org/en
Source: Italy in US 2013
Inputdate: 2013-04-08 12:05:51
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15892
Content Type: 1
Title: Digital Encyclopaedia of the Hellenic World
Body: From http://www.ehw.gr/ehw/forms/Static.aspx?id=133&openP=yes The Encyclopaedia of the Hellenic World (EHW) is an original electronic project aiming at collecting, recording, documenting, presenting and promoting the historical data that testify to the presence of Hellenic culture throughout time and space. EHW includes entries that concern geographical-cultural areas lying beyond the borders of the Hellenic nation-state. In its first stage the project’s structure is defined around the following units: · Entries database, where the historical and cultural information is organized and presented in the form of encyclopedic entries that are accompanied by photographic documenting material. · Audiovisual applications, where the information appearing in the entries is complemented with the visualization of historical events, processes and phenomena, three-dimensional representations, digital models of cities, music and video. · Bibliographical database, which includes the complete bibliography of the entries and will be gradually updated, independently from the entries. · Historical interactive atlas, where the spatial information is organized in the form of maps and is complemented with historical and audiovisual information. Explore this resource at http://www.ehw.gr/ehw/forms/Default.aspx
Source: Digital Encyclopaedia of the Hellenic World
Inputdate: 2013-04-08 12:06:42
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Title: Digital Encyclopaedia of the Hellenic World
Body: From http://www.ehw.gr/ehw/forms/Static.aspx?id=133&openP=yes The Encyclopaedia of the Hellenic World (EHW) is an original electronic project aiming at collecting, recording, documenting, presenting and promoting the historical data that testify to the presence of Hellenic culture throughout time and space. EHW includes entries that concern geographical-cultural areas lying beyond the borders of the Hellenic nation-state. In its first stage the project’s structure is defined around the following units: · Entries database, where the historical and cultural information is organized and presented in the form of encyclopedic entries that are accompanied by photographic documenting material. · Audiovisual applications, where the information appearing in the entries is complemented with the visualization of historical events, processes and phenomena, three-dimensional representations, digital models of cities, music and video. · Bibliographical database, which includes the complete bibliography of the entries and will be gradually updated, independently from the entries. · Historical interactive atlas, where the spatial information is organized in the form of maps and is complemented with historical and audiovisual information. Explore this resource at http://www.ehw.gr/ehw/forms/Default.aspx
Source: Digital Encyclopaedia of the Hellenic World
Inputdate: 2013-04-08 12:06:42
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15893
Content Type: 1
Title: Schools in Kansas, France Getting To Know Each Other
Body: From http://cjonline.com/news/2013-03-29/schools-kansas-france-getting-know-each-other Schools in Kansas, France getting to know each other Kansas and the French region of Centre are building education exchanges By Celia Llopis-Jepsen March 29, 2013 For teachers like Janice Waldo, who has taught French at Topeka High School for 16 years, a new agreement between education agencies in France and Kansas could mean opportunities to enrich her work. “It opens the world,” Waldo said Friday at a meeting to mark the launch of ties between Kansas schools and schools in the French region of Centre. The Kansas State Department of Education and the French regional education agency Academie d’Orleans-Tours signed a memorandum of understanding to create ties that both say will inspire students to learn and offer professional development opportunities for teachers. Phyllis Farrar, the state education department’s consultant for foreign-language programs, said the purpose of the agreement wasn’t to establish a single concrete program that districts must follow. Instead, she said she would work to help teachers pursuing a variety of ideas. That could be anything from seeking pen pals for their students to finding opportunities for professional development. Some teachers might find fellow educators in France to do online language exchanges with, for example. That, she said, can help them maintain their own fluency in French. Read the full article at http://cjonline.com/news/2013-03-29/schools-kansas-france-getting-know-each-other
Source: Topeka Capital-Journal
Inputdate: 2013-04-08 12:07:40
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Title: Schools in Kansas, France Getting To Know Each Other
Body: From http://cjonline.com/news/2013-03-29/schools-kansas-france-getting-know-each-other Schools in Kansas, France getting to know each other Kansas and the French region of Centre are building education exchanges By Celia Llopis-Jepsen March 29, 2013 For teachers like Janice Waldo, who has taught French at Topeka High School for 16 years, a new agreement between education agencies in France and Kansas could mean opportunities to enrich her work. “It opens the world,” Waldo said Friday at a meeting to mark the launch of ties between Kansas schools and schools in the French region of Centre. The Kansas State Department of Education and the French regional education agency Academie d’Orleans-Tours signed a memorandum of understanding to create ties that both say will inspire students to learn and offer professional development opportunities for teachers. Phyllis Farrar, the state education department’s consultant for foreign-language programs, said the purpose of the agreement wasn’t to establish a single concrete program that districts must follow. Instead, she said she would work to help teachers pursuing a variety of ideas. That could be anything from seeking pen pals for their students to finding opportunities for professional development. Some teachers might find fellow educators in France to do online language exchanges with, for example. That, she said, can help them maintain their own fluency in French. Read the full article at http://cjonline.com/news/2013-03-29/schools-kansas-france-getting-know-each-other
Source: Topeka Capital-Journal
Inputdate: 2013-04-08 12:07:40
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15894
Content Type: 1
Title: Resources for Hearing Different Spanish Accents
Body: FLTEACH listserv users have been sharing different websites that give examples of different Spanish-speaking accents from around the world. Here are some of the suggestions: Catálogo de voces hispánicas from the Centro Virtual Cervantes: Links to videos of speakers from different places, with a list of characteristics of each accent: http://cvc.cervantes.es/lengua/voces_hispanicas/default.htm The Spanish Proficiency Exercises from the University of Texas at Austin is a compilation of brief video clips in which native speakers of Spanish from various locations throughout Latin America and Spain demonstrate various language tasks: http://www.laits.utexas.edu/spe/index.html The Spanish Audio Gazette has collections of sound files and transcripts from different Spanish dialects: http://lab.chass.utoronto.ca/rescentre/spanish The Spark the Enthusiasm website has three useful videos: Los Acentos Hispanos (http://www.sparkenthusiasm.com/latin_american_accents.html ), Los Acentos Diferentes (http://www.sparkenthusiasm.com/accents_in_13_different_countries.html ), and a comparison of vocabulary in Mexico and Spanish (http://www.sparkenthusiasm.com/vocabulary_spain_vs_mexico.html ).
Source: Various
Inputdate: 2013-04-08 12:09:03
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Title: Resources for Hearing Different Spanish Accents
Body: FLTEACH listserv users have been sharing different websites that give examples of different Spanish-speaking accents from around the world. Here are some of the suggestions: Catálogo de voces hispánicas from the Centro Virtual Cervantes: Links to videos of speakers from different places, with a list of characteristics of each accent: http://cvc.cervantes.es/lengua/voces_hispanicas/default.htm The Spanish Proficiency Exercises from the University of Texas at Austin is a compilation of brief video clips in which native speakers of Spanish from various locations throughout Latin America and Spain demonstrate various language tasks: http://www.laits.utexas.edu/spe/index.html The Spanish Audio Gazette has collections of sound files and transcripts from different Spanish dialects: http://lab.chass.utoronto.ca/rescentre/spanish The Spark the Enthusiasm website has three useful videos: Los Acentos Hispanos (http://www.sparkenthusiasm.com/latin_american_accents.html ), Los Acentos Diferentes (http://www.sparkenthusiasm.com/accents_in_13_different_countries.html ), and a comparison of vocabulary in Mexico and Spanish (http://www.sparkenthusiasm.com/vocabulary_spain_vs_mexico.html ).
Source: Various
Inputdate: 2013-04-08 12:09:03
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Contentid:
15895
Content Type: 1
Title: New Urban Art Calendar Available for Download
Body: Here is another great free resource from the Zambombazo website: a new urban art calendar for 2013: http://zachary-jones.com/zambombazo/calendario-de-arte-urbano-2013
Source: Zambombazo
Inputdate: 2013-04-08 12:10:14
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Title: New Urban Art Calendar Available for Download
Body: Here is another great free resource from the Zambombazo website: a new urban art calendar for 2013: http://zachary-jones.com/zambombazo/calendario-de-arte-urbano-2013
Source: Zambombazo
Inputdate: 2013-04-08 12:10:14
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Contentid:
15896
Content Type: 1
Title: Doblado Doblado: New Activity Type Compares Spanish and Latin American Movie Trailers
Body: From http://zachary-jones.com/zambombazo/doblado-doblado-oz-the-great-and-powerful From the Zamombazo website: No, no estás viendo doble… ¡Estás viendo Doblado Doblado, una nueva actividad didáctica en la que comparamos las versiones españolas e hispanoamericanas de los avances de películas dobladas. Try out the first Doblado Doblado activity, a comparison of trailers for Oz the Great and Powerful, at http://zachary-jones.com/zambombazo/doblado-doblado-oz-the-great-and-powerful
Source: Zambombazo
Inputdate: 2013-04-08 12:11:11
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Title: Doblado Doblado: New Activity Type Compares Spanish and Latin American Movie Trailers
Body: From http://zachary-jones.com/zambombazo/doblado-doblado-oz-the-great-and-powerful From the Zamombazo website: No, no estás viendo doble… ¡Estás viendo Doblado Doblado, una nueva actividad didáctica en la que comparamos las versiones españolas e hispanoamericanas de los avances de películas dobladas. Try out the first Doblado Doblado activity, a comparison of trailers for Oz the Great and Powerful, at http://zachary-jones.com/zambombazo/doblado-doblado-oz-the-great-and-powerful
Source: Zambombazo
Inputdate: 2013-04-08 12:11:11
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15897
Content Type: 1
Title: Arizona English-Learner Program Upheld in Federal Court
Body: From http://blogs.edweek.org/edweek/learning-the-language Ariz. English-Learner Program Upheld in Federal Court by Lesli A. Maxwell April 1, 2013 Arizona schools may continue to keep English-learners in language-instruction classes for up to four hours a day, a federal judge has ruled in a long-running case over the civil rights of ELLs in the state. U.S. District Judge Raner Collins ruled that the state's education program for students who are still learning English does not violate their civil rights, despite arguments from plaintiffs in the case that the program keeps ELLs from receiving much, if any, meaningful instruction in the core academic content areas. Read the full article at http://blogs.edweek.org/edweek/learning-the-language
Source: Education Week
Inputdate: 2013-04-08 12:12:00
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Title: Arizona English-Learner Program Upheld in Federal Court
Body: From http://blogs.edweek.org/edweek/learning-the-language Ariz. English-Learner Program Upheld in Federal Court by Lesli A. Maxwell April 1, 2013 Arizona schools may continue to keep English-learners in language-instruction classes for up to four hours a day, a federal judge has ruled in a long-running case over the civil rights of ELLs in the state. U.S. District Judge Raner Collins ruled that the state's education program for students who are still learning English does not violate their civil rights, despite arguments from plaintiffs in the case that the program keeps ELLs from receiving much, if any, meaningful instruction in the core academic content areas. Read the full article at http://blogs.edweek.org/edweek/learning-the-language
Source: Education Week
Inputdate: 2013-04-08 12:12:00
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Contentid:
15898
Content Type: 1
Title: US Department of Education Launches 2013 Investing in Innovation (i3) Program
Body: The U.S. Department of Education announced the start of the $150 million 2013 Investing in Innovation (i3) grant competition with the release of the program's invitation for pre-applications for the i3 "Development" grant category and the notice of final priorities for the i3 program overall. The announcement incorporates several improvements the Department has made to the grant competition in its efforts to support school districts and nonprofit organizations in partnership with schools to pursue innovative ideas that increase student success. This competition includes a priority on improving academic outcomes for English learners (ELs). School districts across the country are experiencing increases in the enrollment of students who cannot speak, read, or write English well enough to participate meaningfully in educational programs and who therefore need specialized support services. Too often, these students’ English language needs are not met, thereby inhibiting them from the achieving the academic outcomes of which they are capable. This issue is particularly acute for ELs at the middle and high-school levels. To address this concern, we include a subpart that focuses on projects that align the curriculum and instruction to be used in grades 6–12 that are necessary for preparing ELs to be college-and career ready. Absolute Priority 5—Improving Academic Outcomes for English Learners (ELs) Projects addressing the following priority area: (a) Aligning and implementing the curriculum and instruction used in grades 6–12 for language development and content courses to provide sufficient exposure to, engagement in, and acquisition of academic language and literacy practices necessary for preparing ELs to be college- and career ready. The deadline for the pre-application is April 26, 2013. Following the peer review process, the Department will announce a list of the highly rated pre-applications. These entities will then be invited to apply for the Development competition and given additional time to complete their full application. To learn more about the i3 grant program and the pre-application process, please visit the i3 site: http://www2.ed.gov/programs/innovation/index.html The Development notice in the Federal Register: http://www.gpo.gov/fdsys/pkg/FR-2013-03-27/pdf/2013-07003.pdf DATES: Pre-Applications Available: March 29, 2013 Deadline for Notice of Intent to Submit Pre-Application: April 16, 2013 Deadline for Transmittal of Pre-Applications: April 26, 2013 The Administration will continue to support the development, evaluation, and expansion of innovative practices with evidence of effectiveness in improving outcomes for students. Applicants may choose to focus on the needs of ELs in any of the priorities listed under this competition. The first three i3 competitions included a competitive preference priority for applicants that focused on serving student populations with special needs.
Source: NCELA List
Inputdate: 2013-04-08 12:13:33
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Expdate: 2013-04-26 00:00:00
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Title: US Department of Education Launches 2013 Investing in Innovation (i3) Program
Body: The U.S. Department of Education announced the start of the $150 million 2013 Investing in Innovation (i3) grant competition with the release of the program's invitation for pre-applications for the i3 "Development" grant category and the notice of final priorities for the i3 program overall. The announcement incorporates several improvements the Department has made to the grant competition in its efforts to support school districts and nonprofit organizations in partnership with schools to pursue innovative ideas that increase student success. This competition includes a priority on improving academic outcomes for English learners (ELs). School districts across the country are experiencing increases in the enrollment of students who cannot speak, read, or write English well enough to participate meaningfully in educational programs and who therefore need specialized support services. Too often, these students’ English language needs are not met, thereby inhibiting them from the achieving the academic outcomes of which they are capable. This issue is particularly acute for ELs at the middle and high-school levels. To address this concern, we include a subpart that focuses on projects that align the curriculum and instruction to be used in grades 6–12 that are necessary for preparing ELs to be college-and career ready. Absolute Priority 5—Improving Academic Outcomes for English Learners (ELs) Projects addressing the following priority area: (a) Aligning and implementing the curriculum and instruction used in grades 6–12 for language development and content courses to provide sufficient exposure to, engagement in, and acquisition of academic language and literacy practices necessary for preparing ELs to be college- and career ready. The deadline for the pre-application is April 26, 2013. Following the peer review process, the Department will announce a list of the highly rated pre-applications. These entities will then be invited to apply for the Development competition and given additional time to complete their full application. To learn more about the i3 grant program and the pre-application process, please visit the i3 site: http://www2.ed.gov/programs/innovation/index.html The Development notice in the Federal Register: http://www.gpo.gov/fdsys/pkg/FR-2013-03-27/pdf/2013-07003.pdf DATES: Pre-Applications Available: March 29, 2013 Deadline for Notice of Intent to Submit Pre-Application: April 16, 2013 Deadline for Transmittal of Pre-Applications: April 26, 2013 The Administration will continue to support the development, evaluation, and expansion of innovative practices with evidence of effectiveness in improving outcomes for students. Applicants may choose to focus on the needs of ELs in any of the priorities listed under this competition. The first three i3 competitions included a competitive preference priority for applicants that focused on serving student populations with special needs.
Source: NCELA List
Inputdate: 2013-04-08 12:13:33
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Expdate: 2013-04-26 00:00:00
Publishdate: 2013-04-08 00:00:00
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Contentid:
15899
Content Type: 1
Title: Ideas for English-Language Learners | Earth Day and the Environment
Body: Earth Day is April 22nd, and Arbor Day is April 26th this year. Larry Ferlazzo shares ideas for English language learners to talk and write the environment in this New York Times column: http://learning.blogs.nytimes.com/2013/04/04/ideas-for-english-language-learners-earth-day-and-the-environment
Source: New York Times
Inputdate: 2013-04-08 12:14:35
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Title: Ideas for English-Language Learners | Earth Day and the Environment
Body: Earth Day is April 22nd, and Arbor Day is April 26th this year. Larry Ferlazzo shares ideas for English language learners to talk and write the environment in this New York Times column: http://learning.blogs.nytimes.com/2013/04/04/ideas-for-english-language-learners-earth-day-and-the-environment
Source: New York Times
Inputdate: 2013-04-08 12:14:35
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Contentid:
15900
Content Type: 1
Title: Book: Language-in-education Policies
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699138 Language-in-education Policies: The Discursive Construction of Intercultural Relations By Anthony J. Liddicoat Published by Multilingual Matters Summary: This book examines the ideological underpinnings of language-in-education policies that explicitly focus on adding a new language to the learners' existing repertoire. It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. Each of these contexts provides for different possible relationships between the language learner and the target language group and shows how in different polities different understandings influence how policy is designed. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries. Each chapter in this book takes the form of a series of three in-depth case studies in which policies relating to a particular area of language-in-education policy are examined. Each case examines the language of policy texts from a critical perspective to deconstruct how intercultural relationships are projected. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699138
Source: Multilingual Matters
Inputdate: 2013-04-13 11:59:20
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Publishdate: 2013-04-15 00:00:00
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Title: Book: Language-in-education Policies
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699138 Language-in-education Policies: The Discursive Construction of Intercultural Relations By Anthony J. Liddicoat Published by Multilingual Matters Summary: This book examines the ideological underpinnings of language-in-education policies that explicitly focus on adding a new language to the learners' existing repertoire. It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. Each of these contexts provides for different possible relationships between the language learner and the target language group and shows how in different polities different understandings influence how policy is designed. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries. Each chapter in this book takes the form of a series of three in-depth case studies in which policies relating to a particular area of language-in-education policy are examined. Each case examines the language of policy texts from a critical perspective to deconstruct how intercultural relationships are projected. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699138
Source: Multilingual Matters
Inputdate: 2013-04-13 11:59:20
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