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16332
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Title: Global Curricula: How to Choose and What to Use
Body: From http://blogs.edweek.org/edweek/global_learning/2013/07/global_curricula_how_to_choose_and_what_to_use.html Global Curricula: How to Choose and What to Use by Anthony Jackson July 10, 2013 It's promising that there are a number of organizations dedicated to creating teacher resources that ultimately help students understand this complex world. But what's the best way to judge their quality? Here are some questions to consider when reviewing global issues curricula: Does the curriculum use primary resources and respectable secondary resources, such as perspectives from academic experts? Does it lead students to deeper learning through critical analysis of a wide range of evidence? Is the essential question something experts grapple with in the real world, where there is no clear answer? Are there case studies from different areas of the world? Or allow students to model similar investigations of new case studies? Does the curriculum allow learners to examine the roots and diverse perspectives that surround the global issue? Does the curriculum promote project-based learning? Does the curriculum have room for students to connect with experts and peers around the world? Can your students apply their learning in a real-world way that makes a difference locally, regionally, or globally? Read on for descriptions of notable global curricula: http://blogs.edweek.org/edweek/global_learning/2013/07/global_curricula_how_to_choose_and_what_to_use.html
Source: Education Week
Inputdate: 2013-07-13 05:01:47
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Title: Global Curricula: How to Choose and What to Use
Body: From http://blogs.edweek.org/edweek/global_learning/2013/07/global_curricula_how_to_choose_and_what_to_use.html Global Curricula: How to Choose and What to Use by Anthony Jackson July 10, 2013 It's promising that there are a number of organizations dedicated to creating teacher resources that ultimately help students understand this complex world. But what's the best way to judge their quality? Here are some questions to consider when reviewing global issues curricula: Does the curriculum use primary resources and respectable secondary resources, such as perspectives from academic experts? Does it lead students to deeper learning through critical analysis of a wide range of evidence? Is the essential question something experts grapple with in the real world, where there is no clear answer? Are there case studies from different areas of the world? Or allow students to model similar investigations of new case studies? Does the curriculum allow learners to examine the roots and diverse perspectives that surround the global issue? Does the curriculum promote project-based learning? Does the curriculum have room for students to connect with experts and peers around the world? Can your students apply their learning in a real-world way that makes a difference locally, regionally, or globally? Read on for descriptions of notable global curricula: http://blogs.edweek.org/edweek/global_learning/2013/07/global_curricula_how_to_choose_and_what_to_use.html
Source: Education Week
Inputdate: 2013-07-13 05:01:47
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16333
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Title: Differentiated Instructional Strategies
Body: From http://tonitheisen.wikispaces.com Colorado teacher and ACTFL President Toni Theisen has put together a collection of resources for differentiating instruction on her wiki. Go to http://tonitheisen.wikispaces.com/Differentiated+Instructional+Strategies for links and documents that will give you guidance and ideas for differentiating instruction in your classroom.
Source: Toni Theisen Wiki
Inputdate: 2013-07-13 05:02:45
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Title: Differentiated Instructional Strategies
Body: From http://tonitheisen.wikispaces.com Colorado teacher and ACTFL President Toni Theisen has put together a collection of resources for differentiating instruction on her wiki. Go to http://tonitheisen.wikispaces.com/Differentiated+Instructional+Strategies for links and documents that will give you guidance and ideas for differentiating instruction in your classroom.
Source: Toni Theisen Wiki
Inputdate: 2013-07-13 05:02:45
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16334
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Title: Book: New Prospects and Perspectives for Educating Language Mediators
Body: From http://www.narr-shop.de/index.php/new-prospects-and-perspectives-for-educating-language-mediators.html?___store=shop_en&___from_store=default New Prospects and Perspectives for Educating Language Mediators Edited by Don Kiraly, Silvia Hansen-Schirra, Karin Maksymski Published by Narr Francke Attempto Verlag Revolving around the topic of innovative translator and interpreter education, this volume covers a wide range of pedagogical issues, from curriculum design to translator competence and from classroom practice to research techniques. The authors represent a number of countries. Their proposals come mainly from an interpretivist rather than an empiricist epistemological perspective, and are sure to resonate with educators around the world. While none of the authors claims to have found the holy grail of how to train translators and interpreters, their contributions all serve as fine examples of just how multi-facetted and refreshing language mediation pedagogy and research on pedagogy can be. Visit the publisher’s website at http://www.narr-shop.de/index.php/new-prospects-and-perspectives-for-educating-language-mediators.html
Source: Narr Francke Attempto Verlag
Inputdate: 2013-07-21 05:46:25
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Title: Book: New Prospects and Perspectives for Educating Language Mediators
Body: From http://www.narr-shop.de/index.php/new-prospects-and-perspectives-for-educating-language-mediators.html?___store=shop_en&___from_store=default New Prospects and Perspectives for Educating Language Mediators Edited by Don Kiraly, Silvia Hansen-Schirra, Karin Maksymski Published by Narr Francke Attempto Verlag Revolving around the topic of innovative translator and interpreter education, this volume covers a wide range of pedagogical issues, from curriculum design to translator competence and from classroom practice to research techniques. The authors represent a number of countries. Their proposals come mainly from an interpretivist rather than an empiricist epistemological perspective, and are sure to resonate with educators around the world. While none of the authors claims to have found the holy grail of how to train translators and interpreters, their contributions all serve as fine examples of just how multi-facetted and refreshing language mediation pedagogy and research on pedagogy can be. Visit the publisher’s website at http://www.narr-shop.de/index.php/new-prospects-and-perspectives-for-educating-language-mediators.html
Source: Narr Francke Attempto Verlag
Inputdate: 2013-07-21 05:46:25
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16335
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Title: Book: Self and Identity in Adolescent Foreign Language Learning
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699985 Self and Identity in Adolescent Foreign Language Learning By Florentina Taylor Published by Multilingual Matters Summary: This book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699985
Source: Multilingual Matters
Inputdate: 2013-07-21 05:47:48
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Title: Book: Self and Identity in Adolescent Foreign Language Learning
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699985 Self and Identity in Adolescent Foreign Language Learning By Florentina Taylor Published by Multilingual Matters Summary: This book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699985
Source: Multilingual Matters
Inputdate: 2013-07-21 05:47:48
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16336
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Title: Book: Linguistic and Cultural Acquisition in a Migrant Community
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699893 Linguistic and Cultural Acquisition in a Migrant Community By David Singleton, Vera Regan, Ewelina Debaene Published by Multilingual Matters Summary: This book provides a linguistic and cultural profile of the Polish diasporic communities in three different European countries: Ireland, France and Austria. The eight contributing chapters present original research on the acquisition and use of the languages of the respective host communities and also explore related elements of cultural acquisition. A number of aspects of second language acquisition are considered, notably the acquisition of phonology, lexicon and discourse, as well as aspects of sociolinguistic competence. In addition, varying approaches and research methods are reported on, each of which was chosen in consideration of the particular research issue addressed and the particular circumstances under which the research was carried out. These range from psycholinguistic approaches to second language acquisition to variationist approaches, and include both quantitative and qualitative methodologies. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699893
Source: Multilingual Matters
Inputdate: 2013-07-21 05:48:56
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Title: Book: Linguistic and Cultural Acquisition in a Migrant Community
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699893 Linguistic and Cultural Acquisition in a Migrant Community By David Singleton, Vera Regan, Ewelina Debaene Published by Multilingual Matters Summary: This book provides a linguistic and cultural profile of the Polish diasporic communities in three different European countries: Ireland, France and Austria. The eight contributing chapters present original research on the acquisition and use of the languages of the respective host communities and also explore related elements of cultural acquisition. A number of aspects of second language acquisition are considered, notably the acquisition of phonology, lexicon and discourse, as well as aspects of sociolinguistic competence. In addition, varying approaches and research methods are reported on, each of which was chosen in consideration of the particular research issue addressed and the particular circumstances under which the research was carried out. These range from psycholinguistic approaches to second language acquisition to variationist approaches, and include both quantitative and qualitative methodologies. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699893
Source: Multilingual Matters
Inputdate: 2013-07-21 05:48:56
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16337
Content Type: 1
Title: Language and Public Policy Call for Papers
Body: From http://www.linguisticsociety.org/content/language-and-public-policy-call-papers Language and Public Policy, a new online section of the Linguistic Society of America (LSA) journal Language, invites submissions of original, high quality scholarship exploring and analyzing areas of public policy that benefit from the findings and methods of linguistics. Submissions may deal with public policy concerns in the social sciences, education, medicine, and law, among other disciplines, from any level (local to international), that involve language as the topic (as in language policy itself), a focus (as in education policies), an instrument (as in legal policies), or a relevant variable (as in labor or civil rights policies). The section aims to highlight the relevance of language and linguistics to the policy arena through discussion of issues that bring them together. Multi-disciplinary and international contributions are welcome. For full details go to http://www.linguisticsociety.org/content/language-and-public-policy-call-papers
Source: LSA
Inputdate: 2013-07-21 05:50:10
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Title: Language and Public Policy Call for Papers
Body: From http://www.linguisticsociety.org/content/language-and-public-policy-call-papers Language and Public Policy, a new online section of the Linguistic Society of America (LSA) journal Language, invites submissions of original, high quality scholarship exploring and analyzing areas of public policy that benefit from the findings and methods of linguistics. Submissions may deal with public policy concerns in the social sciences, education, medicine, and law, among other disciplines, from any level (local to international), that involve language as the topic (as in language policy itself), a focus (as in education policies), an instrument (as in legal policies), or a relevant variable (as in labor or civil rights policies). The section aims to highlight the relevance of language and linguistics to the policy arena through discussion of issues that bring them together. Multi-disciplinary and international contributions are welcome. For full details go to http://www.linguisticsociety.org/content/language-and-public-policy-call-papers
Source: LSA
Inputdate: 2013-07-21 05:50:10
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16338
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Title: Call for ACTFL/CAEP (formerly NCATE) Program Reviewers
Body: From http://www.actfl.org/professional-development/actfl-caep/call-actflcaep-program-reviewers As a member of the Council for Accreditation of Educator Preparation (CAEP), which was formerly National Council for Accreditation of Teacher Education (NCATE), ACTFL invites individuals to apply to become program reviewers. Program reviewers are trained to examine the reports and data submitted by institutions seeking CAEP recognition of their foreign language teacher education programs through ACTFL. Serving in this capacity is a professional service, and there is no remuneration to reviewers or to ACTFL. Upon successful completion of a one-day training workshop, held on Thursday, November 21, 2013, prior to the ACTFL Convention, individuals will be assigned by CAEP to a three-person program review team. One member of the team is designated the lead reviewer and is responsible for compiling the review of the program report for submission to ACTFL/CAEP. The entire review is conducted online. No travel is required. Reviewers agree to participate in at least one review per semester. Who may apply: Educators from schools, universities or colleges/departments of education, departments of languages, cultures, and literatures in a variety of institutions. Program reviewers should reflect a range of language, ethnic, and experiential backgrounds. For full details go to http://www.actfl.org/professional-development/actfl-caep/call-actflcaep-program-reviewers
Source: ACTFL
Inputdate: 2013-07-21 05:52:53
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Expdate: 2013-11-21 00:00:00
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Title: Call for ACTFL/CAEP (formerly NCATE) Program Reviewers
Body: From http://www.actfl.org/professional-development/actfl-caep/call-actflcaep-program-reviewers As a member of the Council for Accreditation of Educator Preparation (CAEP), which was formerly National Council for Accreditation of Teacher Education (NCATE), ACTFL invites individuals to apply to become program reviewers. Program reviewers are trained to examine the reports and data submitted by institutions seeking CAEP recognition of their foreign language teacher education programs through ACTFL. Serving in this capacity is a professional service, and there is no remuneration to reviewers or to ACTFL. Upon successful completion of a one-day training workshop, held on Thursday, November 21, 2013, prior to the ACTFL Convention, individuals will be assigned by CAEP to a three-person program review team. One member of the team is designated the lead reviewer and is responsible for compiling the review of the program report for submission to ACTFL/CAEP. The entire review is conducted online. No travel is required. Reviewers agree to participate in at least one review per semester. Who may apply: Educators from schools, universities or colleges/departments of education, departments of languages, cultures, and literatures in a variety of institutions. Program reviewers should reflect a range of language, ethnic, and experiential backgrounds. For full details go to http://www.actfl.org/professional-development/actfl-caep/call-actflcaep-program-reviewers
Source: ACTFL
Inputdate: 2013-07-21 05:52:53
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16339
Content Type: 1
Title: Request for Participation: Less Commonly Taught Languages Assessments Field Testing
Body: The American Councils for International Education has been selected to develop proficiency assessment tools for ten less commonly taught languages. We are currently inviting foreign language professors, university and professional students, and language speakers to participate in the exciting online field testing of reading and listening comprehension assessments in: · Brazilian Portuguese · Hindi · Korean · Mandarin Chinese · Modern Standard Arabic · Persian (Farsi) · Russian · Swahili · Turkish · Urdu Participant Eligibility · US-based university student or graduate (not currently enrolled in a Flagship or CLS program) · Enrolled in second year or higher of college level target language OR Elementary-level proficiency equivalent to Level 1 or above on the ILR scale OR Intermediate low level or above on the ACTFL scale · Heritage and native language speakers welcome to participate Assessment participants will each receive a $20 Amazon.com e-gift card upon assessment completion. Proctoring professors will receive acknowledgement on the American Councils’ website and project-related technical reports, preliminary scores, and an honorarium $100. Assessment Window Tests will be available for administration online starting September 16, 2013 through October 14, 2013. For more information, go to http://www.americancouncils.org/news/kf/Invitation_to_Participate_in_New_Proficiency_Assessments_for_Less_Commonly_Taught_Languages_
Source: ILR-INFO
Inputdate: 2013-07-21 05:54:54
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Expdate: 2013-10-14 00:00:00
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Title: Request for Participation: Less Commonly Taught Languages Assessments Field Testing
Body: The American Councils for International Education has been selected to develop proficiency assessment tools for ten less commonly taught languages. We are currently inviting foreign language professors, university and professional students, and language speakers to participate in the exciting online field testing of reading and listening comprehension assessments in: · Brazilian Portuguese · Hindi · Korean · Mandarin Chinese · Modern Standard Arabic · Persian (Farsi) · Russian · Swahili · Turkish · Urdu Participant Eligibility · US-based university student or graduate (not currently enrolled in a Flagship or CLS program) · Enrolled in second year or higher of college level target language OR Elementary-level proficiency equivalent to Level 1 or above on the ILR scale OR Intermediate low level or above on the ACTFL scale · Heritage and native language speakers welcome to participate Assessment participants will each receive a $20 Amazon.com e-gift card upon assessment completion. Proctoring professors will receive acknowledgement on the American Councils’ website and project-related technical reports, preliminary scores, and an honorarium $100. Assessment Window Tests will be available for administration online starting September 16, 2013 through October 14, 2013. For more information, go to http://www.americancouncils.org/news/kf/Invitation_to_Participate_in_New_Proficiency_Assessments_for_Less_Commonly_Taught_Languages_
Source: ILR-INFO
Inputdate: 2013-07-21 05:54:54
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16340
Content Type: 1
Title: SOPA Fall 2013 Online Training Courses
Body: From http://www.cal.org/ela Online training courses teach participants how to administer and rate students’ oral language using the SOPA (Student Oral Proficiency Assessment). Registration is open until 10.16.13 for the Fall 2013 Moderated Introduction to the SOPA and the Moderated Introduction to the SOPA-Chinese online courses. Courses open on 8.15.13 and must be completed by 11.30.13. Learn more and register at http://www.cal.org/ela/profdev/onlinetraining.html
Source: CAL
Inputdate: 2013-07-21 05:56:30
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Expdate: 2013-10-16 00:00:00
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Title: SOPA Fall 2013 Online Training Courses
Body: From http://www.cal.org/ela Online training courses teach participants how to administer and rate students’ oral language using the SOPA (Student Oral Proficiency Assessment). Registration is open until 10.16.13 for the Fall 2013 Moderated Introduction to the SOPA and the Moderated Introduction to the SOPA-Chinese online courses. Courses open on 8.15.13 and must be completed by 11.30.13. Learn more and register at http://www.cal.org/ela/profdev/onlinetraining.html
Source: CAL
Inputdate: 2013-07-21 05:56:30
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Contentid:
16341
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Title: Online Course: Methods in Elementary School World Language Instruction
Body: Iowa State University will offer “Methods in Elementary School World Language Instruction” as an online course in Fall 2013. This course is designed for practicing teachers and pre-service teachers who have studied a world language extensively. Marcia H. Rosenbusch, Ph.D. originally put this course together by inviting a team of 14 leading national experts in elementary school world language education to teach course components in their areas of expertise. The collaborators, including practicing teachers and teacher trainers, represent both the commonly and the less commonly taught languages. The course is available for three undergraduate or graduate credits. To register: http://courses.elo.iastate.edu/WLC/486/XW/2013/fall/overview Glass, J. Re: [nandu] Methods in Elementary School World Language Instruction online! Improving Early Language Programs listserv (nandu@caltalk.cal.org, 19 Jul 2013).
Source: Improving Early Language Programs
Inputdate: 2013-07-21 05:58:01
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Title: Online Course: Methods in Elementary School World Language Instruction
Body: Iowa State University will offer “Methods in Elementary School World Language Instruction” as an online course in Fall 2013. This course is designed for practicing teachers and pre-service teachers who have studied a world language extensively. Marcia H. Rosenbusch, Ph.D. originally put this course together by inviting a team of 14 leading national experts in elementary school world language education to teach course components in their areas of expertise. The collaborators, including practicing teachers and teacher trainers, represent both the commonly and the less commonly taught languages. The course is available for three undergraduate or graduate credits. To register: http://courses.elo.iastate.edu/WLC/486/XW/2013/fall/overview Glass, J. Re: [nandu] Methods in Elementary School World Language Instruction online! Improving Early Language Programs listserv (nandu@caltalk.cal.org, 19 Jul 2013).
Source: Improving Early Language Programs
Inputdate: 2013-07-21 05:58:01
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