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Contentid:
16131
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Title: Job: Language Center Classroom Support / Professional Development Specialist, University of Minnesota
Body: The Language Center in the College of Liberal Arts at the University of Minnesota invites applications for a position responsible for professional development for language instructors and computer classroom support. This is a 75% FTE appointment at the level of Assistant Education Specialist (9747). We are seeking an energetic and engaging individual who will work with the instructional team of the Language Center to organize workshops and seminars focusing on various uses of technology in language teaching and to provide training opportunities for language instructors, including graduate teaching assistants. In addition, the individual will hire and train student staff and will provide support for instructors and students in the four Macintosh computer classrooms in the Language Center. Please see full job description and apply online via the Employment System at https://employment.umn.edu/applicants/Central?quickFind=111579 Soneson, D. Position Announcement. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 28 May 2013).
Source: CALICO-L
Inputdate: 2013-06-01 01:58:51
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Title: Job: Language Center Classroom Support / Professional Development Specialist, University of Minnesota
Body: The Language Center in the College of Liberal Arts at the University of Minnesota invites applications for a position responsible for professional development for language instructors and computer classroom support. This is a 75% FTE appointment at the level of Assistant Education Specialist (9747). We are seeking an energetic and engaging individual who will work with the instructional team of the Language Center to organize workshops and seminars focusing on various uses of technology in language teaching and to provide training opportunities for language instructors, including graduate teaching assistants. In addition, the individual will hire and train student staff and will provide support for instructors and students in the four Macintosh computer classrooms in the Language Center. Please see full job description and apply online via the Employment System at https://employment.umn.edu/applicants/Central?quickFind=111579 Soneson, D. Position Announcement. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 28 May 2013).
Source: CALICO-L
Inputdate: 2013-06-01 01:58:51
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Contentid:
16132
Content Type: 1
Title: Arne Duncan Touts Advantages of Bilingualism
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/05/arne_duncan_touts_advantages_o.html Arne Duncan Touts Advantages of Bilingualism By Lesli A. Maxwell May 30, 2013 His comments aren't likely to ignite a new battle in the bilingual education wars, but U.S. Secretary of Education Arne Duncan over breakfast yesterday gave perhaps his clearest statements to date on the benefits of dual-language development and instruction, especially for students who are English-language learners. English-learners, he said in a meeting with reporters, come to school with a major asset—their home languages—that educators should capitalize on, especially in the early grades. "[It] is clearly an asset that these kids are coming to school with," and one that should be "maintained" so that English-learners can become truly bilingual, Duncan said. "The fact that our kids don't grow up [bilingual] puts them at a competitive disadvantage," he said, noting that it's common practice in many other countries for students to learn at least one other language. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/05/arne_duncan_touts_advantages_o.html
Source: Education Week
Inputdate: 2013-06-01 01:59:48
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Title: Arne Duncan Touts Advantages of Bilingualism
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/05/arne_duncan_touts_advantages_o.html Arne Duncan Touts Advantages of Bilingualism By Lesli A. Maxwell May 30, 2013 His comments aren't likely to ignite a new battle in the bilingual education wars, but U.S. Secretary of Education Arne Duncan over breakfast yesterday gave perhaps his clearest statements to date on the benefits of dual-language development and instruction, especially for students who are English-language learners. English-learners, he said in a meeting with reporters, come to school with a major asset—their home languages—that educators should capitalize on, especially in the early grades. "[It] is clearly an asset that these kids are coming to school with," and one that should be "maintained" so that English-learners can become truly bilingual, Duncan said. "The fact that our kids don't grow up [bilingual] puts them at a competitive disadvantage," he said, noting that it's common practice in many other countries for students to learn at least one other language. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/05/arne_duncan_touts_advantages_o.html
Source: Education Week
Inputdate: 2013-06-01 01:59:48
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16133
Content Type: 1
Title: Picking Up a Second Language Is Predicted by Ability to Learn Patterns
Body: From http://www.psychologicalscience.org/index.php/news/releases/picking-up-a-second-language-is-predicted-by-the-ability-to-learn-statistical-patterns.html Picking Up a Second Language Is Predicted by Ability to Learn Patterns May 28, 2013 Some people seem to pick up a second language with relative ease, while others have a much more difficult time. Now, a new study suggests that learning to understand and read a second language may be driven, at least in part, by our ability to pick up on statistical regularities. The study is published in Psychological Science, a journal of the Association for Psychological Science. Some research suggests that learning a second language draws on capacities that are language-specific, while other research suggests that it reflects a more general capacity for learning patterns. According to psychological scientist and lead researcher Ram Frost of Hebrew University, the data from the new study clearly point to the latter: “These new results suggest that learning a second language is determined to a large extent by an individual ability that is not at all linguistic,” says Frost. In the study, Frost and colleagues used three different tasks to measure how well American students in an overseas program picked up on the structure of words and sounds in Hebrew. The students were tested once in the first semester and again in the second semester. The data revealed a strong association between statistical learning and language learning: Students who were high performers on the shapes task tended to pick up the most Hebrew over the two semesters. Read the full press release and access the study at http://www.psychologicalscience.org/index.php/news/releases/picking-up-a-second-language-is-predicted-by-the-ability-to-learn-statistical-patterns.html
Source: APS
Inputdate: 2013-06-01 02:00:32
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Title: Picking Up a Second Language Is Predicted by Ability to Learn Patterns
Body: From http://www.psychologicalscience.org/index.php/news/releases/picking-up-a-second-language-is-predicted-by-the-ability-to-learn-statistical-patterns.html Picking Up a Second Language Is Predicted by Ability to Learn Patterns May 28, 2013 Some people seem to pick up a second language with relative ease, while others have a much more difficult time. Now, a new study suggests that learning to understand and read a second language may be driven, at least in part, by our ability to pick up on statistical regularities. The study is published in Psychological Science, a journal of the Association for Psychological Science. Some research suggests that learning a second language draws on capacities that are language-specific, while other research suggests that it reflects a more general capacity for learning patterns. According to psychological scientist and lead researcher Ram Frost of Hebrew University, the data from the new study clearly point to the latter: “These new results suggest that learning a second language is determined to a large extent by an individual ability that is not at all linguistic,” says Frost. In the study, Frost and colleagues used three different tasks to measure how well American students in an overseas program picked up on the structure of words and sounds in Hebrew. The students were tested once in the first semester and again in the second semester. The data revealed a strong association between statistical learning and language learning: Students who were high performers on the shapes task tended to pick up the most Hebrew over the two semesters. Read the full press release and access the study at http://www.psychologicalscience.org/index.php/news/releases/picking-up-a-second-language-is-predicted-by-the-ability-to-learn-statistical-patterns.html
Source: APS
Inputdate: 2013-06-01 02:00:32
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Contentid:
16134
Content Type: 1
Title: ACTFL Releases Position Statement on Languages as a Core Component of Education for All Students
Body: From http://www.actfl.org/news/press-releases/actfl-releases-position-statement-languages-core-component-education-all The ACTFL Board of Directors with leadership of the National Association of District Supervisors of Foreign Languages (NADSFL) and the National Council of State Supervisors for Languages (NCSSFL) released a position statement on May 20th to describe how four major initiatives in education in the U.S. today connect with language learning. The position statement outlines how standards-based language learning does the following: develops literacy and numeracy, prepares learners in the STEM (Science, Technology, Engineering and Math) areas, engages learners through practical applications for special purposes and strengthens college and career readiness. Language learning meets real world needs and develops these 21st century skills into benefits that are essential for and are within reach of all learners. An early start to learning a second language, programs of immersion or dual language immersion, and long learning sequences show strong results in helping all learners achieve these benefits (skills?). An increasing number of states are setting up processes to verify second language competency (whether learned through classroom experiences or not) and provide academic credit. View the entire position statement at http://www.actfl.org/news/position-statements/languages-core-component-education-all-students
Source: ACTFL
Inputdate: 2013-06-01 02:01:32
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Title: ACTFL Releases Position Statement on Languages as a Core Component of Education for All Students
Body: From http://www.actfl.org/news/press-releases/actfl-releases-position-statement-languages-core-component-education-all The ACTFL Board of Directors with leadership of the National Association of District Supervisors of Foreign Languages (NADSFL) and the National Council of State Supervisors for Languages (NCSSFL) released a position statement on May 20th to describe how four major initiatives in education in the U.S. today connect with language learning. The position statement outlines how standards-based language learning does the following: develops literacy and numeracy, prepares learners in the STEM (Science, Technology, Engineering and Math) areas, engages learners through practical applications for special purposes and strengthens college and career readiness. Language learning meets real world needs and develops these 21st century skills into benefits that are essential for and are within reach of all learners. An early start to learning a second language, programs of immersion or dual language immersion, and long learning sequences show strong results in helping all learners achieve these benefits (skills?). An increasing number of states are setting up processes to verify second language competency (whether learned through classroom experiences or not) and provide academic credit. View the entire position statement at http://www.actfl.org/news/position-statements/languages-core-component-education-all-students
Source: ACTFL
Inputdate: 2013-06-01 02:01:32
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Contentid:
16135
Content Type: 1
Title: Interview with New Language Tsar Clay Pell
Body: From http://languagemagazine.com Last month, the Department of Education’s Office of Postsecondary Education announced the appointment of a new Deputy Assistant Secretary for International and Foreign Language Education — Clay Pell, the grandson of former senator Claiborne Pell, after whom the Pell Grant program is named. Read an interview that Language Magazine editor Daniel Ward conducted with Mr. Pell at http://languagemagazine.com/?page_id=6331
Source: Language Magazine
Inputdate: 2013-06-01 02:02:22
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Title: Interview with New Language Tsar Clay Pell
Body: From http://languagemagazine.com Last month, the Department of Education’s Office of Postsecondary Education announced the appointment of a new Deputy Assistant Secretary for International and Foreign Language Education — Clay Pell, the grandson of former senator Claiborne Pell, after whom the Pell Grant program is named. Read an interview that Language Magazine editor Daniel Ward conducted with Mr. Pell at http://languagemagazine.com/?page_id=6331
Source: Language Magazine
Inputdate: 2013-06-01 02:02:22
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Contentid:
16136
Content Type: 1
Title: Foreign Language Education Partnership Act Introduced in Congress
Body: On May 23, 2013, Representative Rush Holt, of New Jersey's 12th District, and Senator Frank Lautenberg of New Jersey introduced the Foreign Language Education Partnership Act. The bill amends the Foreign Language Assistance Program in NCLB-Title V to create a new K-12/higher education foreign language education partnership program. This legislation would provide incentives for creating model programs of articulated, sequenced foreign language instruction from K-12, with the goal of graduating high school students with an advanced level of proficiency. You can read a summary of this bill at http://library.constantcontact.com/download/get/file/1110562081496-77/FLEP+SUMMARY+113th.pdf or its full text at http://library.constantcontact.com/download/get/file/1110562081496-80/FLEP+bill+for+reintroduction+in+113th.pdf You can read more about it at http://languagemagazine.com If you wish to advocate for this bill, you can take action through the American Council on the Teaching of Foreign Languages here: http://capwiz.com/actfl/issues/alert/?alertid=62687271
Source: JNCL-NCLIS
Inputdate: 2013-06-01 02:03:37
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Title: Foreign Language Education Partnership Act Introduced in Congress
Body: On May 23, 2013, Representative Rush Holt, of New Jersey's 12th District, and Senator Frank Lautenberg of New Jersey introduced the Foreign Language Education Partnership Act. The bill amends the Foreign Language Assistance Program in NCLB-Title V to create a new K-12/higher education foreign language education partnership program. This legislation would provide incentives for creating model programs of articulated, sequenced foreign language instruction from K-12, with the goal of graduating high school students with an advanced level of proficiency. You can read a summary of this bill at http://library.constantcontact.com/download/get/file/1110562081496-77/FLEP+SUMMARY+113th.pdf or its full text at http://library.constantcontact.com/download/get/file/1110562081496-80/FLEP+bill+for+reintroduction+in+113th.pdf You can read more about it at http://languagemagazine.com If you wish to advocate for this bill, you can take action through the American Council on the Teaching of Foreign Languages here: http://capwiz.com/actfl/issues/alert/?alertid=62687271
Source: JNCL-NCLIS
Inputdate: 2013-06-01 02:03:37
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Contentid:
16137
Content Type: 1
Title: Stabilizing Indigenous Languages: An Interview With NAU Professor Jon Reyhner
Body: From http://www.knau.org/post/stabilizing-indigenous-languages-interview-nau-professor-jon-reyhner This weekend, Northern Arizona University will host an international conference on stabilizing indigenous languages. Language experts estimate that hundreds - if not thousands - of native languages have been lost worldwide over the last century, mainly due to the influence of outside cultures and ideologies. Jon Reyhner teaches bi-lingual multicultural education at NAU. He spoke with Arizona Public Radio's Gillian Ferris about what it means to stabilize these languages. Listen to or read the interview at http://www.knau.org/post/stabilizing-indigenous-languages-interview-nau-professor-jon-reyhner
Source: KNAU
Inputdate: 2013-06-01 02:04:29
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Title: Stabilizing Indigenous Languages: An Interview With NAU Professor Jon Reyhner
Body: From http://www.knau.org/post/stabilizing-indigenous-languages-interview-nau-professor-jon-reyhner This weekend, Northern Arizona University will host an international conference on stabilizing indigenous languages. Language experts estimate that hundreds - if not thousands - of native languages have been lost worldwide over the last century, mainly due to the influence of outside cultures and ideologies. Jon Reyhner teaches bi-lingual multicultural education at NAU. He spoke with Arizona Public Radio's Gillian Ferris about what it means to stabilize these languages. Listen to or read the interview at http://www.knau.org/post/stabilizing-indigenous-languages-interview-nau-professor-jon-reyhner
Source: KNAU
Inputdate: 2013-06-01 02:04:29
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16138
Content Type: 1
Title: Book: Saynday Kiowa Indian Children’s Stories
Body: From http://www.kiowakids.net Saynday Kiowa Indian Children’s Stories By Modina (Toppah) Waters Published by Sam Noble Museum/University of Oklahoma This fully illustrated, full color, bilingual children’s book contains three Saynday (Kiowa trickster) stories as told by Modina’s mother, the late Lucille Ataddlety-Toppah. Learn more about this book and how to order it at http://www.kiowakids.net/sayndaybook.pdf Explore more Kiowa language learning resources on the Kiowa Kids website at http://www.kiowakids.net
Source: Kiowa Kids
Inputdate: 2013-06-01 02:05:22
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Title: Book: Saynday Kiowa Indian Children’s Stories
Body: From http://www.kiowakids.net Saynday Kiowa Indian Children’s Stories By Modina (Toppah) Waters Published by Sam Noble Museum/University of Oklahoma This fully illustrated, full color, bilingual children’s book contains three Saynday (Kiowa trickster) stories as told by Modina’s mother, the late Lucille Ataddlety-Toppah. Learn more about this book and how to order it at http://www.kiowakids.net/sayndaybook.pdf Explore more Kiowa language learning resources on the Kiowa Kids website at http://www.kiowakids.net
Source: Kiowa Kids
Inputdate: 2013-06-01 02:05:22
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Contentid:
16139
Content Type: 1
Title: German Immersion Camp at Big Bear, California
Body: The German-American School Association of Southern California is now offering a German Immersion Camp at Big Bear. The camp dates are June 23 – 29, 2013, and students must be at least 7 years old. Campers will be divided into appropriate age groups for most daily activities. All activities will be conducted in German. For more information, please visit the German-American School Association of Southern California’s website: http://www.germanschool4kids.org
Source: Germany in Class
Inputdate: 2013-06-01 02:06:51
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Expdate: 2013-06-29 00:00:00
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Title: German Immersion Camp at Big Bear, California
Body: The German-American School Association of Southern California is now offering a German Immersion Camp at Big Bear. The camp dates are June 23 – 29, 2013, and students must be at least 7 years old. Campers will be divided into appropriate age groups for most daily activities. All activities will be conducted in German. For more information, please visit the German-American School Association of Southern California’s website: http://www.germanschool4kids.org
Source: Germany in Class
Inputdate: 2013-06-01 02:06:51
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16140
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Title: Workshop for German Teachers: Tailoring Culture and Society to Language Proficiency
Body: From http://www.goethe.de Tailoring Culture & Society to Language Proficiency Workshop for Teachers of German Saturday, June 8, 2013, 2:15 pm Goethe-Institut Boston Ever wonder how to integrate culture based on your students' proficiency level? In this hands-on session participants will learn how to make culture a vital part of their teaching at all levels of the Common European Framework of Reference for Languages. With interactive exercises, we will explore what to know at each stage, raise awareness of cultural stereotypes, and how teachers can make materials work for their learners. Be prepared to move around! Reserve a spot by today, June 3. For more details go to http://www.goethe.de/ins/us/bos/ver/en11014590v.htm?code=1305
Source: Goethe-Institut
Inputdate: 2013-06-01 02:07:47
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Expdate: 2013-06-08 00:00:00
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Title: Workshop for German Teachers: Tailoring Culture and Society to Language Proficiency
Body: From http://www.goethe.de Tailoring Culture & Society to Language Proficiency Workshop for Teachers of German Saturday, June 8, 2013, 2:15 pm Goethe-Institut Boston Ever wonder how to integrate culture based on your students' proficiency level? In this hands-on session participants will learn how to make culture a vital part of their teaching at all levels of the Common European Framework of Reference for Languages. With interactive exercises, we will explore what to know at each stage, raise awareness of cultural stereotypes, and how teachers can make materials work for their learners. Be prepared to move around! Reserve a spot by today, June 3. For more details go to http://www.goethe.de/ins/us/bos/ver/en11014590v.htm?code=1305
Source: Goethe-Institut
Inputdate: 2013-06-01 02:07:47
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