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Displaying 15721-15730 of 28843 results.
Contentid:
15971
Content Type: 1
Title: NNELL Summer Institute
Body: From http://www.nnell.org/conferences/summer_institute/index.shtml The National Network for Early Language Learning Summer Institute 2013 in partnership with ACTFL and Glastonbury Public Schools Friday, July 12 9:00am - 12:00pm - OPTIONAL - site visit to Arabic, Mandarin and Russian STARTALK programs 9:00am - 12:00pm - Regional and State Representatives Advocacy Workshop 1:00pm - 5:00pm (open to all members) - Tammy Dann, presenter 5:30pm - Networking dinner Saturday, July 13 8:30am - 5:00pm Terry Caccavale, Keynote - Our Global Identities Paul Sandrock - In Common: Early Language Learning at the Core Barbara Lindsey - Global Show and Tell: Finding and Participating in International Language Projects 5:30pm - 9:00pm - Networking dinner and evening activity Sunday, July 14 9:00am - 12:00pm Helena Curtain - What can we learn from Common Core Standards in the Early language Learning Classroom? 12:00pm - 1:00pm Working lunch Register at http://www.nnell.org/conferences/summer_institute/index.shtml
Source: NNELL
Inputdate: 2013-04-28 09:18:02
Lastmodifieddate: 2013-04-28 09:18:02
Expdate: 2013-07-14 00:00:00
Publishdate: 2013-04-29 00:00:00
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Title: NNELL Summer Institute
Body: From http://www.nnell.org/conferences/summer_institute/index.shtml The National Network for Early Language Learning Summer Institute 2013 in partnership with ACTFL and Glastonbury Public Schools Friday, July 12 9:00am - 12:00pm - OPTIONAL - site visit to Arabic, Mandarin and Russian STARTALK programs 9:00am - 12:00pm - Regional and State Representatives Advocacy Workshop 1:00pm - 5:00pm (open to all members) - Tammy Dann, presenter 5:30pm - Networking dinner Saturday, July 13 8:30am - 5:00pm Terry Caccavale, Keynote - Our Global Identities Paul Sandrock - In Common: Early Language Learning at the Core Barbara Lindsey - Global Show and Tell: Finding and Participating in International Language Projects 5:30pm - 9:00pm - Networking dinner and evening activity Sunday, July 14 9:00am - 12:00pm Helena Curtain - What can we learn from Common Core Standards in the Early language Learning Classroom? 12:00pm - 1:00pm Working lunch Register at http://www.nnell.org/conferences/summer_institute/index.shtml
Source: NNELL
Inputdate: 2013-04-28 09:18:02
Lastmodifieddate: 2013-04-28 09:18:02
Expdate: 2013-07-14 00:00:00
Publishdate: 2013-04-29 00:00:00
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Contentid:
15972
Content Type: 1
Title: Institute: Developing Classroom Materials for Less Commonly Taught Languages
Body: From http://www.carla.umn.edu/institutes/2013/lctl.html Developing Classroom Materials for Less Commonly Taught Languages July 15-19, 2013 Instructors of less commonly taught languages (LCTLs) are often challenged by the lack of quality instructional materials. This institute will provide LCTL teachers with practical tools and hands-on experience in developing a wide range of materials to fit the needs of LCTL students and improve their ability to use the language for communicative purposes. Grounded in the latest research on effective language pedagogy and second language acquisition, this institute will focus on proficiency-oriented approaches to teaching. Institute participants will engage in a highly interactive program that features hands-on materials development in small groups and in the computer lab. For full details go to http://www.carla.umn.edu/institutes/2013/lctl.html
Source: CARLA
Inputdate: 2013-04-28 09:19:10
Lastmodifieddate: 2013-04-28 09:19:10
Expdate: 2013-07-19 00:00:00
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Content Type: 1
Title: Institute: Developing Classroom Materials for Less Commonly Taught Languages
Body: From http://www.carla.umn.edu/institutes/2013/lctl.html Developing Classroom Materials for Less Commonly Taught Languages July 15-19, 2013 Instructors of less commonly taught languages (LCTLs) are often challenged by the lack of quality instructional materials. This institute will provide LCTL teachers with practical tools and hands-on experience in developing a wide range of materials to fit the needs of LCTL students and improve their ability to use the language for communicative purposes. Grounded in the latest research on effective language pedagogy and second language acquisition, this institute will focus on proficiency-oriented approaches to teaching. Institute participants will engage in a highly interactive program that features hands-on materials development in small groups and in the computer lab. For full details go to http://www.carla.umn.edu/institutes/2013/lctl.html
Source: CARLA
Inputdate: 2013-04-28 09:19:10
Lastmodifieddate: 2013-04-28 09:19:10
Expdate: 2013-07-19 00:00:00
Publishdate: 2013-04-29 00:00:00
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Contentid:
15973
Content Type: 1
Title: Wisconsin Association For Language Teachers Summer Institute
Body: From http://www.waflt.org/index.php?q=node/38 2013 WAFLT Summer Language Leadership Institute August 6-7, 2013 Madison Pyle Center UW-Madison Google Apps and Tools + The World Language Classroom Through hands-on practice and small group collaboration, participants will explore Google Apps and Tools that enable teachers to: Connect with 21st century learners. Enhance established units and projects. Assess all modes of communication. Differentiate lessons. Improve communication outside of the classroom. Learn more at http://www.waflt.org/index.php?q=node/38
Source: WAFLT
Inputdate: 2013-04-28 09:20:10
Lastmodifieddate: 2013-04-28 09:20:10
Expdate: 2013-08-07 00:00:00
Publishdate: 2013-04-29 00:00:00
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Title: Wisconsin Association For Language Teachers Summer Institute
Body: From http://www.waflt.org/index.php?q=node/38 2013 WAFLT Summer Language Leadership Institute August 6-7, 2013 Madison Pyle Center UW-Madison Google Apps and Tools + The World Language Classroom Through hands-on practice and small group collaboration, participants will explore Google Apps and Tools that enable teachers to: Connect with 21st century learners. Enhance established units and projects. Assess all modes of communication. Differentiate lessons. Improve communication outside of the classroom. Learn more at http://www.waflt.org/index.php?q=node/38
Source: WAFLT
Inputdate: 2013-04-28 09:20:10
Lastmodifieddate: 2013-04-28 09:20:10
Expdate: 2013-08-07 00:00:00
Publishdate: 2013-04-29 00:00:00
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Contentid:
15974
Content Type: 1
Title: TESOL Academy 2013: Minnesota and Maryland
Body: The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from collaborating in language classrooms to academic English for adult learners. Here are two upcoming TESOL academies: TESOL Academy 2013: Bethel University, St. Paul, Minnesota 21-22 June 2013 Early registration ends on May 24, 2013. Learn more about the St. Paul academy at http://www.tesol.org/attend-and-learn/symposiums-academies/upcoming-academies/2012/11/27/tesol-academy-2013-bethel-university-st.-paul-minnesota TESOL Academy 2013: University of Maryland, Baltimore County 21-22 June 2013 Early registration ends on May 24, 2013. Learn more about the Baltimore academy at http://www.tesol.org/attend-and-learn/symposiums-academies/upcoming-academies/2012/11/27/tesol-academy-2013-university-of-maryland-baltimore-county
Source: TESOL
Inputdate: 2013-04-28 09:21:39
Lastmodifieddate: 2013-04-28 09:21:39
Expdate: 2013-06-22 00:00:00
Publishdate: 2013-04-29 00:00:00
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Content Type: 1
Title: TESOL Academy 2013: Minnesota and Maryland
Body: The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from collaborating in language classrooms to academic English for adult learners. Here are two upcoming TESOL academies: TESOL Academy 2013: Bethel University, St. Paul, Minnesota 21-22 June 2013 Early registration ends on May 24, 2013. Learn more about the St. Paul academy at http://www.tesol.org/attend-and-learn/symposiums-academies/upcoming-academies/2012/11/27/tesol-academy-2013-bethel-university-st.-paul-minnesota TESOL Academy 2013: University of Maryland, Baltimore County 21-22 June 2013 Early registration ends on May 24, 2013. Learn more about the Baltimore academy at http://www.tesol.org/attend-and-learn/symposiums-academies/upcoming-academies/2012/11/27/tesol-academy-2013-university-of-maryland-baltimore-county
Source: TESOL
Inputdate: 2013-04-28 09:21:39
Lastmodifieddate: 2013-04-28 09:21:39
Expdate: 2013-06-22 00:00:00
Publishdate: 2013-04-29 00:00:00
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Contentid:
15975
Content Type: 1
Title: Funding: Native American Language Preservation and Maintenance
Body: From http://www07.grants.gov/search/search.do?&mode=VIEW&oppId=63133 The Administration for Children and Families, Administration for Native Americans announces the availability of Fiscal Year 2013 funds for community-based projects for the Native Language Preservation and Maintenance program. The purpose of ANA grant funding is to is to support Native communities to be self-determining, healthy, culturally and linguistically vibrant and economically self-sufficient. Native American communities include American Indian tribes (federally-recognized and non-federally recognized), Native Hawaiians, Alaskan Natives, and Native American Pacific Islanders. ANA also funds tribal and native-based organizations that serve these populations. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, and implementing of native language curriculum and education projects to support a community's language preservation goals. Closing date for applications: June 6, 2013. For full details go to http://www07.grants.gov/search/search.do?&mode=VIEW&oppId=63133
Source: Grants.gov
Inputdate: 2013-04-28 09:23:32
Lastmodifieddate: 2013-04-28 09:23:32
Expdate: 2013-06-06 00:00:00
Publishdate: 2013-04-29 00:00:00
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Content Type: 1
Title: Funding: Native American Language Preservation and Maintenance
Body: From http://www07.grants.gov/search/search.do?&mode=VIEW&oppId=63133 The Administration for Children and Families, Administration for Native Americans announces the availability of Fiscal Year 2013 funds for community-based projects for the Native Language Preservation and Maintenance program. The purpose of ANA grant funding is to is to support Native communities to be self-determining, healthy, culturally and linguistically vibrant and economically self-sufficient. Native American communities include American Indian tribes (federally-recognized and non-federally recognized), Native Hawaiians, Alaskan Natives, and Native American Pacific Islanders. ANA also funds tribal and native-based organizations that serve these populations. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, and implementing of native language curriculum and education projects to support a community's language preservation goals. Closing date for applications: June 6, 2013. For full details go to http://www07.grants.gov/search/search.do?&mode=VIEW&oppId=63133
Source: Grants.gov
Inputdate: 2013-04-28 09:23:32
Lastmodifieddate: 2013-04-28 09:23:32
Expdate: 2013-06-06 00:00:00
Publishdate: 2013-04-29 00:00:00
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Contentid:
15976
Content Type: 1
Title: Funding: Fulbright-Hays Group Projects Abroad Program
Body: From http://www2.ed.gov/programs/iegpsgpa/applicant.html The Group Projects Abroad program holds annual competitions for short-term seminars, curriculum development teams, and group research or study projects. GPA Short-Term Projects Current competition: FY 2013 Applications available: April 18, 2013 Deadline for transmission of applications: June 13, 2013 Estimated Number of Awards: 16 For full details go to http://www2.ed.gov/programs/iegpsgpa/applicant.html
Source: U.S. Department of Education
Inputdate: 2013-04-28 09:24:44
Lastmodifieddate: 2013-04-28 09:24:44
Expdate: 2013-06-13 00:00:00
Publishdate: 2013-04-29 00:00:00
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Active: 1
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Content Type: 1
Title: Funding: Fulbright-Hays Group Projects Abroad Program
Body: From http://www2.ed.gov/programs/iegpsgpa/applicant.html The Group Projects Abroad program holds annual competitions for short-term seminars, curriculum development teams, and group research or study projects. GPA Short-Term Projects Current competition: FY 2013 Applications available: April 18, 2013 Deadline for transmission of applications: June 13, 2013 Estimated Number of Awards: 16 For full details go to http://www2.ed.gov/programs/iegpsgpa/applicant.html
Source: U.S. Department of Education
Inputdate: 2013-04-28 09:24:44
Lastmodifieddate: 2013-04-28 09:24:44
Expdate: 2013-06-13 00:00:00
Publishdate: 2013-04-29 00:00:00
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Contentid:
15977
Content Type: 1
Title: Employment Opportunity: Principal of the Hartford Pre- Kindergarten Magnet School, CT
Body: The Hartford Public Schools is currently seeking applications for a reading and language expert and instructional leader to serve as the Principal of the Hartford Pre- Kindergarten Magnet School, which will serve a large population of English as a Second Language students. Implementation of the inquiry based literacy learning design will include the alignment of all curriculum and assessments with the newly aligned Common Core pre- school state standards and establishment of highly effective and rigorous classroom practices to ensure readiness and success in kindergarten. The school will be language-rich with a specific focus on oral language, vocabulary and narrative development, listening comprehension, and hands on/minds on inquiry based learning. As a lab school, all teaching staff, Child Development Associates, interns and volunteers will be provided with ongoing, embedded, comprehensive professional development in the model. Ongoing training and implementation of instructional, monitoring and assessment strategies will build capacity from within and ensure foundational academic and social success for our students. This Pre- Kindergarten Magnet School will serve as a laboratory and professional development center for early literacy instruction. As a newly designed magnet school, the principal in collaboration with the district, will have an opportunity to hire master teachers while providing professional learning experiences for interns to improve their craft. The school principal is charged with implementing a school design that will ensure all students successfully complete Pre-K 3 and Pre-K 4 levels before transitioning to kindergarten classrooms throughout the district. Application: Complete posting and application information for this position, Job Id 1672, may be obtained from http://www.applitrack.com/hartford/onlineapp or http://www.hartfordschools.org. Additional inquiries may be directed to Nancy Shannahan Williams, Senior Talent Recruiter, at nwilliams at hartfordschools dot org. Employment Opportunity: Principal of the Hartford Pre- Kindergarten Magnet School, CT. NCELA List (NCELA@HERMES.GWU.EDU, 27 Apr 2013).
Source: NCELA List
Inputdate: 2013-04-28 09:26:18
Lastmodifieddate: 2013-04-28 09:26:18
Expdate: 2013-12-12 00:00:00
Publishdate: 2013-04-29 00:00:00
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Title: Employment Opportunity: Principal of the Hartford Pre- Kindergarten Magnet School, CT
Body: The Hartford Public Schools is currently seeking applications for a reading and language expert and instructional leader to serve as the Principal of the Hartford Pre- Kindergarten Magnet School, which will serve a large population of English as a Second Language students. Implementation of the inquiry based literacy learning design will include the alignment of all curriculum and assessments with the newly aligned Common Core pre- school state standards and establishment of highly effective and rigorous classroom practices to ensure readiness and success in kindergarten. The school will be language-rich with a specific focus on oral language, vocabulary and narrative development, listening comprehension, and hands on/minds on inquiry based learning. As a lab school, all teaching staff, Child Development Associates, interns and volunteers will be provided with ongoing, embedded, comprehensive professional development in the model. Ongoing training and implementation of instructional, monitoring and assessment strategies will build capacity from within and ensure foundational academic and social success for our students. This Pre- Kindergarten Magnet School will serve as a laboratory and professional development center for early literacy instruction. As a newly designed magnet school, the principal in collaboration with the district, will have an opportunity to hire master teachers while providing professional learning experiences for interns to improve their craft. The school principal is charged with implementing a school design that will ensure all students successfully complete Pre-K 3 and Pre-K 4 levels before transitioning to kindergarten classrooms throughout the district. Application: Complete posting and application information for this position, Job Id 1672, may be obtained from http://www.applitrack.com/hartford/onlineapp or http://www.hartfordschools.org. Additional inquiries may be directed to Nancy Shannahan Williams, Senior Talent Recruiter, at nwilliams at hartfordschools dot org. Employment Opportunity: Principal of the Hartford Pre- Kindergarten Magnet School, CT. NCELA List (NCELA@HERMES.GWU.EDU, 27 Apr 2013).
Source: NCELA List
Inputdate: 2013-04-28 09:26:18
Lastmodifieddate: 2013-04-28 09:26:18
Expdate: 2013-12-12 00:00:00
Publishdate: 2013-04-29 00:00:00
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Contentid:
15978
Content Type: 1
Title: Article: Internationalizing Colleges of Education
Body: From http://blogs.edweek.org/edweek/global_learning/2013/04/internationalizing_colleges_of_education.html Internationalizing Colleges of Education By Anthony Jackson April 27, 2013 University administrators in the United States are increasingly identifying internationalization as key a component in their strategic plans, and they are working to develop international programs and offices at their institutions to support these goals. They are beginning to recognize that globally competent graduates are more marketable in today's workforce. Institutions are working to provide more study abroad and exchange opportunities, develop partnerships with institutions overseas, bring international students to their campuses, and infuse curricula with global perspectives. There appears to be a gap between wider internationalization efforts in universities and those in colleges of education. Teacher preparation programs face unique challenges when working to internationalize. They require specific courses, certification tests, state requirements, and student teaching—all elements that often discourage education majors from studying abroad or seeking out courses that offer global perspectives. It is not surprising to learn that Open Doors reports that only 4% of education students studied abroad during the 2011-2012 academic year. A recent study of 40 U.S. campuses indicates that over 60% of education students have no foreign language requirement, and that very few study another language. Read the full article at http://blogs.edweek.org/edweek/global_learning/2013/04/internationalizing_colleges_of_education.html
Source: Education Week
Inputdate: 2013-04-28 09:27:45
Lastmodifieddate: 2013-04-28 09:27:45
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Publishdate: 2013-04-29 00:00:00
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Title: Article: Internationalizing Colleges of Education
Body: From http://blogs.edweek.org/edweek/global_learning/2013/04/internationalizing_colleges_of_education.html Internationalizing Colleges of Education By Anthony Jackson April 27, 2013 University administrators in the United States are increasingly identifying internationalization as key a component in their strategic plans, and they are working to develop international programs and offices at their institutions to support these goals. They are beginning to recognize that globally competent graduates are more marketable in today's workforce. Institutions are working to provide more study abroad and exchange opportunities, develop partnerships with institutions overseas, bring international students to their campuses, and infuse curricula with global perspectives. There appears to be a gap between wider internationalization efforts in universities and those in colleges of education. Teacher preparation programs face unique challenges when working to internationalize. They require specific courses, certification tests, state requirements, and student teaching—all elements that often discourage education majors from studying abroad or seeking out courses that offer global perspectives. It is not surprising to learn that Open Doors reports that only 4% of education students studied abroad during the 2011-2012 academic year. A recent study of 40 U.S. campuses indicates that over 60% of education students have no foreign language requirement, and that very few study another language. Read the full article at http://blogs.edweek.org/edweek/global_learning/2013/04/internationalizing_colleges_of_education.html
Source: Education Week
Inputdate: 2013-04-28 09:27:45
Lastmodifieddate: 2013-04-28 09:27:45
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Publishdate: 2013-04-29 00:00:00
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Contentid:
15979
Content Type: 1
Title: Spanish Students Use Cell Phones with Teacher’s Blessing
Body: From http://www.charlotteobserver.com/2013/04/21/3985871/students-using-cellphones-with.html Students using cellphones – with their teacher’s blessing By Reid Creager April 21, 2013 Paty Prieto recalls with a chuckle how it must have looked to adults walking by: Students who were supposed to be sitting in her Spanish IV honors class were walking around outside, talking on their cellphones. All part of the lesson plan; the students were talking to Prieto, in Spanish, as the Charlotte Country Day School teacher employed a new way to make learning more interesting for students while saving her important planning time. Using Google Voice – a free product that allows users to deliver multiple phone lines to a single voicemail box – Prieto set up a phone number for each of her four classes. During class, she gives students a spontaneous prompt that requires them to reply for two to three minutes in Spanish on subjects ranging from what they did over the weekend to what they think about international events. The exercise can focus on sentence construction, verbs or any particular language element. Read more here: http://www.charlotteobserver.com/2013/04/21/3985871/students-using-cellphones-with.html#storylink=cpy
Source: South Charlotte News
Inputdate: 2013-04-28 09:28:37
Lastmodifieddate: 2013-04-28 09:28:37
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Title: Spanish Students Use Cell Phones with Teacher’s Blessing
Body: From http://www.charlotteobserver.com/2013/04/21/3985871/students-using-cellphones-with.html Students using cellphones – with their teacher’s blessing By Reid Creager April 21, 2013 Paty Prieto recalls with a chuckle how it must have looked to adults walking by: Students who were supposed to be sitting in her Spanish IV honors class were walking around outside, talking on their cellphones. All part of the lesson plan; the students were talking to Prieto, in Spanish, as the Charlotte Country Day School teacher employed a new way to make learning more interesting for students while saving her important planning time. Using Google Voice – a free product that allows users to deliver multiple phone lines to a single voicemail box – Prieto set up a phone number for each of her four classes. During class, she gives students a spontaneous prompt that requires them to reply for two to three minutes in Spanish on subjects ranging from what they did over the weekend to what they think about international events. The exercise can focus on sentence construction, verbs or any particular language element. Read more here: http://www.charlotteobserver.com/2013/04/21/3985871/students-using-cellphones-with.html#storylink=cpy
Source: South Charlotte News
Inputdate: 2013-04-28 09:28:37
Lastmodifieddate: 2013-04-28 09:28:37
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Contentid:
15980
Content Type: 1
Title: Languages in Utah: A State Seeks to Be Heard in a New World Economy
Body: From http://www.nytimes.com/2013/04/20/us/language-programs-flower-in-utahs-schools.html?_r=0 A State Seeks to Be Heard in a New World Economy By JACK HEALY April 19, 2013 For generations, Mormon missionaries from Utah have crisscrossed the globe and returned home speaking Tagalog and Xhosa. Now, with hopes of preparing students for a competitive world economy, the state is building one of the largest and most ambitious school-language programs in the nation. Dual-language classes have existed for years, but they are now growing fast in many states as an outcry against bilingual education fades and educators look for ways to prepare American students for a polyglot global job market. But few have embraced the idea with such unlikely zeal as Utah, a state that passed an English-only law in 2000 and routinely ranks last in the nation on education spending, according to United States Census figures. In foreign languages, however, Utah now sees a highway to the world economy. Republicans in Salt Lake City, the state capital, have pledged millions for the program. Four years after it began, nearly half of Utah’s 41 school districts offer programs in which elementary school students spend half the day learning in English and half in a foreign language. There are 14,000 students enrolled and 20,000 signed up for next year. Read the full article at http://www.nytimes.com/2013/04/20/us/language-programs-flower-in-utahs-schools.html?_r=0
Source: New York Times
Inputdate: 2013-04-28 09:29:44
Lastmodifieddate: 2013-04-28 09:29:44
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Title: Languages in Utah: A State Seeks to Be Heard in a New World Economy
Body: From http://www.nytimes.com/2013/04/20/us/language-programs-flower-in-utahs-schools.html?_r=0 A State Seeks to Be Heard in a New World Economy By JACK HEALY April 19, 2013 For generations, Mormon missionaries from Utah have crisscrossed the globe and returned home speaking Tagalog and Xhosa. Now, with hopes of preparing students for a competitive world economy, the state is building one of the largest and most ambitious school-language programs in the nation. Dual-language classes have existed for years, but they are now growing fast in many states as an outcry against bilingual education fades and educators look for ways to prepare American students for a polyglot global job market. But few have embraced the idea with such unlikely zeal as Utah, a state that passed an English-only law in 2000 and routinely ranks last in the nation on education spending, according to United States Census figures. In foreign languages, however, Utah now sees a highway to the world economy. Republicans in Salt Lake City, the state capital, have pledged millions for the program. Four years after it began, nearly half of Utah’s 41 school districts offer programs in which elementary school students spend half the day learning in English and half in a foreign language. There are 14,000 students enrolled and 20,000 signed up for next year. Read the full article at http://www.nytimes.com/2013/04/20/us/language-programs-flower-in-utahs-schools.html?_r=0
Source: New York Times
Inputdate: 2013-04-28 09:29:44
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