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Contentid:
15901
Content Type: 1
Title: Book: Communities of Practice
Body: From http://www.uapress.arizona.edu/Books/bid2413.htm Communities of Practice: An Alaskan Native Model for Language Teaching and Learning Edited by Patrick E. Marlow and Sabine Siekmann Published by the University of Arizona Press Educators, scholars, and community activists recognize that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalization involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers. In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup’ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism. In Communities of Practice contributors show how the SLATE program was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research. Visit the publisher’s website at http://www.uapress.arizona.edu/Books/bid2413.htm
Source: University of Arizona Press
Inputdate: 2013-04-13 12:00:19
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Publishdate: 2013-04-15 00:00:00
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Title: Book: Communities of Practice
Body: From http://www.uapress.arizona.edu/Books/bid2413.htm Communities of Practice: An Alaskan Native Model for Language Teaching and Learning Edited by Patrick E. Marlow and Sabine Siekmann Published by the University of Arizona Press Educators, scholars, and community activists recognize that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalization involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers. In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup’ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism. In Communities of Practice contributors show how the SLATE program was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research. Visit the publisher’s website at http://www.uapress.arizona.edu/Books/bid2413.htm
Source: University of Arizona Press
Inputdate: 2013-04-13 12:00:19
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Contentid:
15902
Content Type: 1
Title: March/April 2013 Issue of NCLRC Language Resource Newsletter
Body: The March/April 2013 issue of the National Capital Language Resource Center’s newsletter is now available online at http://www.nclrc.org/newsletter.html Here is NCLRC’s description of this month’s content: Twenty-first Century Skills is a phrase mentioned in many of our articles this month. Among those skills are a variety of abilities and performances we ask ourselves and our students to use proficiently. Our authors address these skills in a variety of ways, including using podcasts and other e-resources for improving listening, writing for reading, electronically adding the arts to STEM, aligning foreign languages with the Common Core, using digital learning sites to hone skills, and using e-portfolios to keep track of it all. It all comes down to keeping ourselves and our students current with the fast-changing nature of the world, helping to prepare them to manage the future in positive ways, giving them the skills to think creatively, critically, collaboratively and innovatively while keeping up with the technology that has become a huge part of our personal and professional lives. Spring is a time of change, renewal, and rebirth; let’s use this issue as inspiration for ourselves. Access the latest issue at http://www.nclrc.org/newsletter.html Sign up to receive the newsletter by e-mail at http://www.nclrc.org/signupform.html
Source: NCLRC
Inputdate: 2013-04-13 12:01:07
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Title: March/April 2013 Issue of NCLRC Language Resource Newsletter
Body: The March/April 2013 issue of the National Capital Language Resource Center’s newsletter is now available online at http://www.nclrc.org/newsletter.html Here is NCLRC’s description of this month’s content: Twenty-first Century Skills is a phrase mentioned in many of our articles this month. Among those skills are a variety of abilities and performances we ask ourselves and our students to use proficiently. Our authors address these skills in a variety of ways, including using podcasts and other e-resources for improving listening, writing for reading, electronically adding the arts to STEM, aligning foreign languages with the Common Core, using digital learning sites to hone skills, and using e-portfolios to keep track of it all. It all comes down to keeping ourselves and our students current with the fast-changing nature of the world, helping to prepare them to manage the future in positive ways, giving them the skills to think creatively, critically, collaboratively and innovatively while keeping up with the technology that has become a huge part of our personal and professional lives. Spring is a time of change, renewal, and rebirth; let’s use this issue as inspiration for ourselves. Access the latest issue at http://www.nclrc.org/newsletter.html Sign up to receive the newsletter by e-mail at http://www.nclrc.org/signupform.html
Source: NCLRC
Inputdate: 2013-04-13 12:01:07
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Contentid:
15903
Content Type: 1
Title: Call for Papers: Technology for Second Language Learning
Body: From https://docs.google.com/forms/d/17pTY5v1loag2cARmNVvwE6N8GXOu9VhCfmwA1Vxuty8/viewform TECHNOLOGY FOR SECOND LANGUAGE LEARNING (TSLL) 11TH ANNUAL CONFERENCE Technology and Teaching Writing for Academic Disciplines Iowa State University October 18-19, 2013 Proposals are invited for papers and posters on current practices, challenges, and research directions in computer-assisted teaching of disciplinary writing. PROPOSAL DEADLINE: June 5, 2013 View the full call for proposals and submit one at https://docs.google.com/forms/d/17pTY5v1loag2cARmNVvwE6N8GXOu9VhCfmwA1Vxuty8/viewform
Source: Iowa State University
Inputdate: 2013-04-13 12:02:04
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Expdate: 2013-06-05 00:00:00
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Title: Call for Papers: Technology for Second Language Learning
Body: From https://docs.google.com/forms/d/17pTY5v1loag2cARmNVvwE6N8GXOu9VhCfmwA1Vxuty8/viewform TECHNOLOGY FOR SECOND LANGUAGE LEARNING (TSLL) 11TH ANNUAL CONFERENCE Technology and Teaching Writing for Academic Disciplines Iowa State University October 18-19, 2013 Proposals are invited for papers and posters on current practices, challenges, and research directions in computer-assisted teaching of disciplinary writing. PROPOSAL DEADLINE: June 5, 2013 View the full call for proposals and submit one at https://docs.google.com/forms/d/17pTY5v1loag2cARmNVvwE6N8GXOu9VhCfmwA1Vxuty8/viewform
Source: Iowa State University
Inputdate: 2013-04-13 12:02:04
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Contentid:
15904
Content Type: 1
Title: Call for Proposals: 12th Symposium on Second Language Writing
Body: From http://sslw.asu.edu/2013 The 12th Symposium on Second Language Writing L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices October 17-21, 2013 Shandong University, Jinan, China The Symposium on Second Language Writing is an international conference that brings together teachers and researchers who work with second and foreign language writers to discuss important issues in the field. The Symposium began in 1998 at Purdue University as a way to facilitate the advancement of knowledge on second language writing and to build a sense of community among those who are involved in second language writing research and instruction. This year’s local hosts will be the Shandong University School of Foreign Languages and Literatures and the National Association of EFL Writing Teaching and Research of China. The theme for the 2013 Symposium, L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices, will be addressed in plenary sessions by L2 writing scholars who will each focus on the state of second language writing studies in their own country or region. Proposals for presentations on any topic related to second language writing theory, research, or teaching are welcome. Proposals will be accepted until June 1, 2013. For more information go to http://sslw.asu.edu/2013 View the full call for proposals at http://sslw.asu.edu/2013/proposal.html
Source: Shandong University
Inputdate: 2013-04-13 12:03:07
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Expdate: 2013-06-01 00:00:00
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Title: Call for Proposals: 12th Symposium on Second Language Writing
Body: From http://sslw.asu.edu/2013 The 12th Symposium on Second Language Writing L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices October 17-21, 2013 Shandong University, Jinan, China The Symposium on Second Language Writing is an international conference that brings together teachers and researchers who work with second and foreign language writers to discuss important issues in the field. The Symposium began in 1998 at Purdue University as a way to facilitate the advancement of knowledge on second language writing and to build a sense of community among those who are involved in second language writing research and instruction. This year’s local hosts will be the Shandong University School of Foreign Languages and Literatures and the National Association of EFL Writing Teaching and Research of China. The theme for the 2013 Symposium, L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices, will be addressed in plenary sessions by L2 writing scholars who will each focus on the state of second language writing studies in their own country or region. Proposals for presentations on any topic related to second language writing theory, research, or teaching are welcome. Proposals will be accepted until June 1, 2013. For more information go to http://sslw.asu.edu/2013 View the full call for proposals at http://sslw.asu.edu/2013/proposal.html
Source: Shandong University
Inputdate: 2013-04-13 12:03:07
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Contentid:
15905
Content Type: 1
Title: Lecture: Postmonolingualism and the Polyglot Urge: What It Means and What’s Left Behind
Body: From http://languagemuseum.org/events.html Amelia C. Murdoch 2013 Speaker Series Postmonolingualism and the Polyglot Urge: What It Means and What’s Left Behind Sunday April 21, 2013 - 2-4 pm - Presented by Michael Erard, Ph.D. Sometimes it seems that learning another language -- and sometimes several languages -- is growing more visible, if not actually becoming more popular as a pursuit. In his book about hyperpolyglots, Babel No More, Dr. Erard explored the neuroscience behind language learning talent and language accumulation. In this talk, he explores the culture and politics that shapes the urge to change one's brain, one's self, and one's status in the world through learning foreign languages even when one isn't part of a local multilingual community. For more details and to register go to http://languagemuseum.org/events.html
Source: National Museum of Language
Inputdate: 2013-04-13 12:04:09
Lastmodifieddate: 2013-04-13 12:04:09
Expdate: 2013-04-21 00:00:00
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Title: Lecture: Postmonolingualism and the Polyglot Urge: What It Means and What’s Left Behind
Body: From http://languagemuseum.org/events.html Amelia C. Murdoch 2013 Speaker Series Postmonolingualism and the Polyglot Urge: What It Means and What’s Left Behind Sunday April 21, 2013 - 2-4 pm - Presented by Michael Erard, Ph.D. Sometimes it seems that learning another language -- and sometimes several languages -- is growing more visible, if not actually becoming more popular as a pursuit. In his book about hyperpolyglots, Babel No More, Dr. Erard explored the neuroscience behind language learning talent and language accumulation. In this talk, he explores the culture and politics that shapes the urge to change one's brain, one's self, and one's status in the world through learning foreign languages even when one isn't part of a local multilingual community. For more details and to register go to http://languagemuseum.org/events.html
Source: National Museum of Language
Inputdate: 2013-04-13 12:04:09
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Expdate: 2013-04-21 00:00:00
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Contentid:
15906
Content Type: 1
Title: 66th Annual American Classical League Institute
Body: From http://www.aclclassics.org/events/2013-acl-institute 2013 ACL Institute University of Memphis Memphis, Tennessee June 27-29, 2013 Through the annual ACL Institute Summer Workshop, elementary, secondary and college teachers of classical languages and classical culture enjoy professional development, continuing education credits, and camaraderie with other Latin language and Greek language instructors. Learn more and register at http://www.aclclassics.org/events/2013-acl-institute
Source: ACL
Inputdate: 2013-04-13 12:04:59
Lastmodifieddate: 2013-04-13 12:04:59
Expdate: 2013-06-29 00:00:00
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Title: 66th Annual American Classical League Institute
Body: From http://www.aclclassics.org/events/2013-acl-institute 2013 ACL Institute University of Memphis Memphis, Tennessee June 27-29, 2013 Through the annual ACL Institute Summer Workshop, elementary, secondary and college teachers of classical languages and classical culture enjoy professional development, continuing education credits, and camaraderie with other Latin language and Greek language instructors. Learn more and register at http://www.aclclassics.org/events/2013-acl-institute
Source: ACL
Inputdate: 2013-04-13 12:04:59
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Expdate: 2013-06-29 00:00:00
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Contentid:
15907
Content Type: 1
Title: Workshop: ELLs, SPED & RTI....oh my!
Body: From http://carolinatesol.shuttlepod.org South Carolina Title III/ESOL Professional Development Series Dr. Janette Klingner ELLs, SPED, & RTI...oh my! How do you distinguish language acquisition from learning disabilities? May 15, 2013 Registration begins at 8:30 am Workshop is from 9:00 am to 3:30 pm Brooklyn Baptist Conference Center 1066 Sunset Blvd., West Columbia, SC, 29169 TWO Professional Texts & Lunch Buffet Included Learn more at http://carolinatesol.shuttlepod.org/Default.aspx?pageId=503551&eventId=616976&EventViewMode=EventDetails
Source: Carolina TESOL
Inputdate: 2013-04-13 12:12:44
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Expdate: 2013-05-15 00:00:00
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Title: Workshop: ELLs, SPED & RTI....oh my!
Body: From http://carolinatesol.shuttlepod.org South Carolina Title III/ESOL Professional Development Series Dr. Janette Klingner ELLs, SPED, & RTI...oh my! How do you distinguish language acquisition from learning disabilities? May 15, 2013 Registration begins at 8:30 am Workshop is from 9:00 am to 3:30 pm Brooklyn Baptist Conference Center 1066 Sunset Blvd., West Columbia, SC, 29169 TWO Professional Texts & Lunch Buffet Included Learn more at http://carolinatesol.shuttlepod.org/Default.aspx?pageId=503551&eventId=616976&EventViewMode=EventDetails
Source: Carolina TESOL
Inputdate: 2013-04-13 12:12:44
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Expdate: 2013-05-15 00:00:00
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Contentid:
15908
Content Type: 1
Title: Virtual Open House: Online Graduate Certificate in Instructional Technology Integration
Body: From http://actfl.informz.net/actfl/archives/archive_3128088.html A Special Invitation to the ACTFL/UMUC Virtual Open House Online Graduate Certificate in Instructional Technology Integration April 17 (6:30-7:30 PM Eastern) ACTFL and UMUC have received very positive feedback after beginning this program last semester and look forward to offering all four courses of the program in the Summer Session, which begins May 20, 2013. This is your chance to learn more about our education alliance that gives ACTFL members the opportunity to earn a specialized online graduate certificate in Instructional Technology Integration designed for individuals teaching languages. The 12-credit certificate in Instructional Technology Integration adapts four courses from the UMUC Master of Education in Instructional Technology program, tailoring the courses for language teachers. Each 3-credit course focuses on incorporating current and emerging technologies into curriculum, instruction, and assessment to maximize student learning. All courses are completely online. Learn more about the program and the virtual open house at http://actfl.informz.net/actfl/archives/archive_3128088.html
Source: ACTFL
Inputdate: 2013-04-13 12:13:42
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Expdate: 2013-06-01 00:00:00
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Title: Virtual Open House: Online Graduate Certificate in Instructional Technology Integration
Body: From http://actfl.informz.net/actfl/archives/archive_3128088.html A Special Invitation to the ACTFL/UMUC Virtual Open House Online Graduate Certificate in Instructional Technology Integration April 17 (6:30-7:30 PM Eastern) ACTFL and UMUC have received very positive feedback after beginning this program last semester and look forward to offering all four courses of the program in the Summer Session, which begins May 20, 2013. This is your chance to learn more about our education alliance that gives ACTFL members the opportunity to earn a specialized online graduate certificate in Instructional Technology Integration designed for individuals teaching languages. The 12-credit certificate in Instructional Technology Integration adapts four courses from the UMUC Master of Education in Instructional Technology program, tailoring the courses for language teachers. Each 3-credit course focuses on incorporating current and emerging technologies into curriculum, instruction, and assessment to maximize student learning. All courses are completely online. Learn more about the program and the virtual open house at http://actfl.informz.net/actfl/archives/archive_3128088.html
Source: ACTFL
Inputdate: 2013-04-13 12:13:42
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Expdate: 2013-06-01 00:00:00
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Contentid:
15909
Content Type: 1
Title: NYU STARTALK Teacher Training for Hindi/Urdu, Dari, Arabic, and Persian
Body: From http://www.scps.nyu.edu/academics/departments/foreign-languages/initiatives/startalk-teacher-training.html The NYU STARTALK program offers two, intensive teacher training workshops—one in Hindi and Urdu, and the other in Arabic, Dari, and Persian. Supported by a STARTALK grant from the National Foreign Language Center, these courses are part of a larger, ongoing U.S. government initiative to support increased training and education in "critical languages." The intensive, 10-day residential workshops are designed to enhance the knowledge and the skills of current and prospective school, community, and college teachers of Arabic, Dari, Hindi, Persian, or Urdu. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The programs include a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held on New York University's campus in New York City. Review of applications begins on May 8, 2013 and will continue for as long as space is available. For full details go to http://www.scps.nyu.edu/academics/departments/foreign-languages/initiatives/startalk-teacher-training.html
Source: NYU
Inputdate: 2013-04-13 12:15:24
Lastmodifieddate: 2013-04-13 12:15:24
Expdate: 2013-08-12 00:00:00
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Title: NYU STARTALK Teacher Training for Hindi/Urdu, Dari, Arabic, and Persian
Body: From http://www.scps.nyu.edu/academics/departments/foreign-languages/initiatives/startalk-teacher-training.html The NYU STARTALK program offers two, intensive teacher training workshops—one in Hindi and Urdu, and the other in Arabic, Dari, and Persian. Supported by a STARTALK grant from the National Foreign Language Center, these courses are part of a larger, ongoing U.S. government initiative to support increased training and education in "critical languages." The intensive, 10-day residential workshops are designed to enhance the knowledge and the skills of current and prospective school, community, and college teachers of Arabic, Dari, Hindi, Persian, or Urdu. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The programs include a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held on New York University's campus in New York City. Review of applications begins on May 8, 2013 and will continue for as long as space is available. For full details go to http://www.scps.nyu.edu/academics/departments/foreign-languages/initiatives/startalk-teacher-training.html
Source: NYU
Inputdate: 2013-04-13 12:15:24
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Contentid:
15910
Content Type: 1
Title: Spanish Literacy Institute - Fostering Spanish Language and Literacy Development in Grades K-6
Body: CAL is offering a series of summer professional development institutes in Washington, DC this year. First in the series is the Spanish Literacy Institute. Spanish Literacy Institute - Fostering Spanish Language and Literacy Development in Grades K-6 May 20 - 21, 2013 9:00 am – 4:00 pm Savoy Suites Hotel, Washington, DC The Spanish Literacy Institute is designed for teachers, specialists, and coordinators who provide support or instruction in the Spanish language in developmental and transitional bilingual, heritage language, language immersion, or dual language settings. This institute will be framed by an understanding of Spanish language arts standards and successful program design. Participants must be proficient in Spanish and have a working knowledge of English to fully participate in all aspects of the Institute. Learn more about this and other CAL institutes, and register, at http://www.cal.org/solutions/institutes/index.html#spinstitute
Source: CAL
Inputdate: 2013-04-13 12:16:45
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Expdate: 2013-05-21 00:00:00
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Title: Spanish Literacy Institute - Fostering Spanish Language and Literacy Development in Grades K-6
Body: CAL is offering a series of summer professional development institutes in Washington, DC this year. First in the series is the Spanish Literacy Institute. Spanish Literacy Institute - Fostering Spanish Language and Literacy Development in Grades K-6 May 20 - 21, 2013 9:00 am – 4:00 pm Savoy Suites Hotel, Washington, DC The Spanish Literacy Institute is designed for teachers, specialists, and coordinators who provide support or instruction in the Spanish language in developmental and transitional bilingual, heritage language, language immersion, or dual language settings. This institute will be framed by an understanding of Spanish language arts standards and successful program design. Participants must be proficient in Spanish and have a working knowledge of English to fully participate in all aspects of the Institute. Learn more about this and other CAL institutes, and register, at http://www.cal.org/solutions/institutes/index.html#spinstitute
Source: CAL
Inputdate: 2013-04-13 12:16:45
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