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Contentid:
16372
Content Type: 1
Title: New Issue of SCENARIO, a Bilingual Journal for Drama and Theatre
Body: The 13th issue of SCENARIO, the bilingual (English and German) Journal for Drama and Theatre in Second and Foreign Language Teaching, has been released, containing the following contributions: - Theresa Birnbaum, Die Rolle von kooperativem Lernen und Dramapädagogik in Bezug auf das fremdsprachliche Handeln; - Michaela Sambanis et al., Drama to go! Hints and hands-on activities for the classroom; - Manfred Schewe, Taking Stock and Looking Ahead: Drama Pedagogy as a Gateway to a Performative Teaching and Learning Culture; - Karel Zdarek, Radio role-play – the use of a simulated readio studio in TEFL. The issue also features an interview with Gorki Theatre director Antú Romero Nunes, a report from the German as a Foreign Language Conference at the Universidad Nacional Autónoma de México (UNAM) in Mexico City, and four book reviews. Access the latest issue at http://research.ucc.ie/scenario/current Even, S. [AATG-L] New SCENARIO issue released! AATG-L listserv (m.schewe@ucc.ie, 21 Jul 2013).
Source: AATG-L
Inputdate: 2013-07-28 09:31:13
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Title: New Issue of SCENARIO, a Bilingual Journal for Drama and Theatre
Body: The 13th issue of SCENARIO, the bilingual (English and German) Journal for Drama and Theatre in Second and Foreign Language Teaching, has been released, containing the following contributions: - Theresa Birnbaum, Die Rolle von kooperativem Lernen und Dramapädagogik in Bezug auf das fremdsprachliche Handeln; - Michaela Sambanis et al., Drama to go! Hints and hands-on activities for the classroom; - Manfred Schewe, Taking Stock and Looking Ahead: Drama Pedagogy as a Gateway to a Performative Teaching and Learning Culture; - Karel Zdarek, Radio role-play – the use of a simulated readio studio in TEFL. The issue also features an interview with Gorki Theatre director Antú Romero Nunes, a report from the German as a Foreign Language Conference at the Universidad Nacional Autónoma de México (UNAM) in Mexico City, and four book reviews. Access the latest issue at http://research.ucc.ie/scenario/current Even, S. [AATG-L] New SCENARIO issue released! AATG-L listserv (m.schewe@ucc.ie, 21 Jul 2013).
Source: AATG-L
Inputdate: 2013-07-28 09:31:13
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16373
Content Type: 1
Title: Call for Papers: Usage-based Approaches to Language, Language Learning, and Multilingualism
Body: From http://www8.georgetown.edu/college/gurt/2014/index.html Georgetown University Round Table on Languages and Linguistics Usage-based Approaches to Language, Language Learning, and Multilingualism March 14-16, 2014 Georgetown University, Washington, D.C. In conjunction with GURT 2014 is also CASPSLaP 2014 (Current Approaches to Spanish and Portuguese Second Language Phonology). GURT 2014 will bring together research from various usage-based perspectives in order to explore (a) how communicative context and language use, in interaction with general cognitive processes, shape the properties of language, language change, and language learning and (b) the consequences of bilingualism and multilingualism for usage-based theorizing and investigation. The organizers invite submissions in all areas relevant to the usage-based study of language, language learning, and multilingualism and reflective of the theoretical and empirical diversity that exists in current usage-based perspectives. Submission deadline: October 1, 2013 View the full call for papers at http://www8.georgetown.edu/college/gurt/2014/submission.html
Source: Georgetown University
Inputdate: 2013-07-28 09:32:13
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Expdate: 2013-10-01 00:00:00
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Title: Call for Papers: Usage-based Approaches to Language, Language Learning, and Multilingualism
Body: From http://www8.georgetown.edu/college/gurt/2014/index.html Georgetown University Round Table on Languages and Linguistics Usage-based Approaches to Language, Language Learning, and Multilingualism March 14-16, 2014 Georgetown University, Washington, D.C. In conjunction with GURT 2014 is also CASPSLaP 2014 (Current Approaches to Spanish and Portuguese Second Language Phonology). GURT 2014 will bring together research from various usage-based perspectives in order to explore (a) how communicative context and language use, in interaction with general cognitive processes, shape the properties of language, language change, and language learning and (b) the consequences of bilingualism and multilingualism for usage-based theorizing and investigation. The organizers invite submissions in all areas relevant to the usage-based study of language, language learning, and multilingualism and reflective of the theoretical and empirical diversity that exists in current usage-based perspectives. Submission deadline: October 1, 2013 View the full call for papers at http://www8.georgetown.edu/college/gurt/2014/submission.html
Source: Georgetown University
Inputdate: 2013-07-28 09:32:13
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16374
Content Type: 1
Title: Online Course: English Language Learners and the Common Core State Standards
Body: From http://shop.ascd.org To successfully acquire both proficiency in English and content area knowledge, many English language learners (ELLs) require additional time, instructional support, and aligned assessments. In this course, you'll explore instructional and assessment strategies teachers can apply to their classrooms to support ELLs' reading, writing, speaking, and listening skills as they work to acquire knowledge and skills aligned with the Common Core State Standards. Through video examples, in-depth readings, and downloadable applications, you'll learn practical ways to help your ELLs attain rigorous grade-level expectations for literacy and mathematics, preparing them for college and careers. Purchase this course at http://shop.ascd.org/Default.aspx?TabID=55&ProductId=77093113&English-Language-Learners-and-the-Common-Core-State-Standards
Source: ASCD
Inputdate: 2013-07-28 09:33:12
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Title: Online Course: English Language Learners and the Common Core State Standards
Body: From http://shop.ascd.org To successfully acquire both proficiency in English and content area knowledge, many English language learners (ELLs) require additional time, instructional support, and aligned assessments. In this course, you'll explore instructional and assessment strategies teachers can apply to their classrooms to support ELLs' reading, writing, speaking, and listening skills as they work to acquire knowledge and skills aligned with the Common Core State Standards. Through video examples, in-depth readings, and downloadable applications, you'll learn practical ways to help your ELLs attain rigorous grade-level expectations for literacy and mathematics, preparing them for college and careers. Purchase this course at http://shop.ascd.org/Default.aspx?TabID=55&ProductId=77093113&English-Language-Learners-and-the-Common-Core-State-Standards
Source: ASCD
Inputdate: 2013-07-28 09:33:12
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16375
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Title: Chinese Flagship Program Coordinator/Confucius Classroom Coordinator at Portland Public Schools
Body: POSITION PURPOSE: Chinese Flagship Program Coordination: Working with principals, teachers and other key staff in the K-12 Chinese Flagship Program, facilitate communications within the program and with collaborating partners at the UO Chinese Flagship, document and disseminate grant project successes and challenges to partners and the greater K-12 Chinese immersion field, and support planning and implementation of grant project activities. Furthermore, this project specialist will play a major role in organizing and supporting the planning and implementing of a new Mandarin dual language immersion program slated to open in Fall 2014. Confucius Classroom Coordination: Working with principals and classroom teachers at all eleven PPS Confucius Classroom (CC) sites to develop plans and support volunteer teachers and site specific activities. Plan and implement all site collaborative Confucius Classroom activities. Assist schools in identifying extension activities for volunteer teachers in the community. Key Responsibilities: 1. Facilitate communications with partners, parents, other programs visitor delegations, and community agencies. 2. Document and disseminate grant project successes and challenges including tracking of program data. 3. Coordinate and lead tours of Mandarin immersion program. 4. Prepare reports for grant projects. 5. Support principals, teachers and specialists with curriculum, professional and program development projects and activities. 6. Plan and implement all site collaborative Confucius Classroom activities. 7. Identify host families for CC interns and provide communication and support to host families. 8. Provide guidance and support for CC visiting and volunteer teachers. 9. Coordinate orientation and professional development for CC visiting and volunteer teachers. 10. Coordinate program administrative tasks such as curriculum orders, travel logistics, insurance policies, etc. 11. Organize and support new Mandarin immersion program planning and implementation efforts. 12. Perform other duties as assigned. Minimum Qualifications: 1. Minimum of BA or BS 2. Organizing and implementing projects 3. Worked with professionals in K-12 education 4. Experience developing communications 5. Extensive experience working cross-culturally and linguistically with Chinese of differing dialects 7. Advanced to Superior level of fluency in Mandarin Chinese in all four skill areas 8. Advanced level fluency in Cantonese and/or Taishanese 9. Web 2.0 technology skills 10. Highly proficient communication and analysis skills Preferred Qualifications: -Advanced studies in Chinese language and culture -Experience writing and implementing grant projects. https://employment.pps.k12.or.us/ats/job_board_frame?COMPANY_ID=00002736
Source: Portland Public Schools
Inputdate: 2013-07-28 09:37:52
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Expdate: 2013-12-12 00:00:00
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Title: Chinese Flagship Program Coordinator/Confucius Classroom Coordinator at Portland Public Schools
Body: POSITION PURPOSE: Chinese Flagship Program Coordination: Working with principals, teachers and other key staff in the K-12 Chinese Flagship Program, facilitate communications within the program and with collaborating partners at the UO Chinese Flagship, document and disseminate grant project successes and challenges to partners and the greater K-12 Chinese immersion field, and support planning and implementation of grant project activities. Furthermore, this project specialist will play a major role in organizing and supporting the planning and implementing of a new Mandarin dual language immersion program slated to open in Fall 2014. Confucius Classroom Coordination: Working with principals and classroom teachers at all eleven PPS Confucius Classroom (CC) sites to develop plans and support volunteer teachers and site specific activities. Plan and implement all site collaborative Confucius Classroom activities. Assist schools in identifying extension activities for volunteer teachers in the community. Key Responsibilities: 1. Facilitate communications with partners, parents, other programs visitor delegations, and community agencies. 2. Document and disseminate grant project successes and challenges including tracking of program data. 3. Coordinate and lead tours of Mandarin immersion program. 4. Prepare reports for grant projects. 5. Support principals, teachers and specialists with curriculum, professional and program development projects and activities. 6. Plan and implement all site collaborative Confucius Classroom activities. 7. Identify host families for CC interns and provide communication and support to host families. 8. Provide guidance and support for CC visiting and volunteer teachers. 9. Coordinate orientation and professional development for CC visiting and volunteer teachers. 10. Coordinate program administrative tasks such as curriculum orders, travel logistics, insurance policies, etc. 11. Organize and support new Mandarin immersion program planning and implementation efforts. 12. Perform other duties as assigned. Minimum Qualifications: 1. Minimum of BA or BS 2. Organizing and implementing projects 3. Worked with professionals in K-12 education 4. Experience developing communications 5. Extensive experience working cross-culturally and linguistically with Chinese of differing dialects 7. Advanced to Superior level of fluency in Mandarin Chinese in all four skill areas 8. Advanced level fluency in Cantonese and/or Taishanese 9. Web 2.0 technology skills 10. Highly proficient communication and analysis skills Preferred Qualifications: -Advanced studies in Chinese language and culture -Experience writing and implementing grant projects. https://employment.pps.k12.or.us/ats/job_board_frame?COMPANY_ID=00002736
Source: Portland Public Schools
Inputdate: 2013-07-28 09:37:52
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16376
Content Type: 1
Title: Employment Opportunity: English Language Learners (ELL) Coaches, Hartford Public Schools, CT
Body: The Hartford Public Schools (HPS) is a portfolio district of distinctive schools of choice in the state capital of Hartford, Connecticut. HPS is committed to continuous improvement with a focus on highly effective instructional practices that result in student achievement success. HPS has been nationally recognized for its steadfast progress in narrowing the achievement gap and preparing our students for college and lifelong learning. Reform efforts have made Hartford Public Schools one of the most improved districts in Connecticut. Hartford Public Schools is seeking nine (9) School Based ELL Coaches and two (2) District Based ELL Coaches. The ELL coaches will work collaboratively with literacy coaches and provide support to principals, teachers, paraprofessionals, and parents to ensure the successful implementation of the ELL literacy initiatives. Some coaches will be placed at the elementary level, and others will be placed at the high school level. Candidates must hold ESL/TESOL certification and have experience conducting professional development sessions. Ideal candidates would have had coaching experience and taught ELL students. Bilingual certification is desirable but not required. Complete posting and application information for Job Id 1674 is available at http://www.applitrack.com/hartford/onlineapp Employment Opportunity: English Language Learners (ELL) Coaches, Hartford Public Schools, CT. NCELA List (NCELA@HERMES.GWU.EDU, 23 Jul 2013).
Source: NCELA List
Inputdate: 2013-07-28 09:38:45
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Title: Employment Opportunity: English Language Learners (ELL) Coaches, Hartford Public Schools, CT
Body: The Hartford Public Schools (HPS) is a portfolio district of distinctive schools of choice in the state capital of Hartford, Connecticut. HPS is committed to continuous improvement with a focus on highly effective instructional practices that result in student achievement success. HPS has been nationally recognized for its steadfast progress in narrowing the achievement gap and preparing our students for college and lifelong learning. Reform efforts have made Hartford Public Schools one of the most improved districts in Connecticut. Hartford Public Schools is seeking nine (9) School Based ELL Coaches and two (2) District Based ELL Coaches. The ELL coaches will work collaboratively with literacy coaches and provide support to principals, teachers, paraprofessionals, and parents to ensure the successful implementation of the ELL literacy initiatives. Some coaches will be placed at the elementary level, and others will be placed at the high school level. Candidates must hold ESL/TESOL certification and have experience conducting professional development sessions. Ideal candidates would have had coaching experience and taught ELL students. Bilingual certification is desirable but not required. Complete posting and application information for Job Id 1674 is available at http://www.applitrack.com/hartford/onlineapp Employment Opportunity: English Language Learners (ELL) Coaches, Hartford Public Schools, CT. NCELA List (NCELA@HERMES.GWU.EDU, 23 Jul 2013).
Source: NCELA List
Inputdate: 2013-07-28 09:38:45
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16377
Content Type: 1
Title: Call for Proposals for Development of an Uzbek Advanced Textbook
Body: From http://linguistlist.org/issues/24/24-2956.html The Center for Languages of the Central Asian Region (CeLCAR) at Indiana University is calling for proposals for experienced Uzbek language specialists to develop a textbook aiming to teach Uzbek at the advanced level, suitable for use both in American higher education settings and for self-study. Successful proposals will begin as soon as possible and will produce a finished and tested product to be considered for publication by Georgetown University Press or another major publisher. CeLCAR will provide the developers with compensation in line with qualifications and as benchmarks are met. Successful applicants will also be expected to participate as instructors in IU’s well-known eight-week intensive summer program (with additional pay), and participate in pre- and post-session workshops. Graduate students specializing in language education/language acquisition are also invited to apply, and may be given a GA position. Developers must be self-motivated and able to meet strict project deadlines with minimal supervision. They will also receive assistance from CeLCAR’s staff in establishing scope and sequence, printing, lay-out, preparing audio-visual materials for inclusion in the textbook, and English editing and polishing. Applicants must be native speakers of Uzbek from Uzbekistan with linguistic or pedagogical training, and preferably have experience teaching Uzbek as a second language (preferably in the United States or other English-speaking environment), and TOEFL scores of 500 or equivalent. Please send your proposal by August 12, 2013. View the full job posting at http://linguistlist.org/issues/24/24-2956.html
Source: LINGUIST List
Inputdate: 2013-07-28 09:39:47
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Title: Call for Proposals for Development of an Uzbek Advanced Textbook
Body: From http://linguistlist.org/issues/24/24-2956.html The Center for Languages of the Central Asian Region (CeLCAR) at Indiana University is calling for proposals for experienced Uzbek language specialists to develop a textbook aiming to teach Uzbek at the advanced level, suitable for use both in American higher education settings and for self-study. Successful proposals will begin as soon as possible and will produce a finished and tested product to be considered for publication by Georgetown University Press or another major publisher. CeLCAR will provide the developers with compensation in line with qualifications and as benchmarks are met. Successful applicants will also be expected to participate as instructors in IU’s well-known eight-week intensive summer program (with additional pay), and participate in pre- and post-session workshops. Graduate students specializing in language education/language acquisition are also invited to apply, and may be given a GA position. Developers must be self-motivated and able to meet strict project deadlines with minimal supervision. They will also receive assistance from CeLCAR’s staff in establishing scope and sequence, printing, lay-out, preparing audio-visual materials for inclusion in the textbook, and English editing and polishing. Applicants must be native speakers of Uzbek from Uzbekistan with linguistic or pedagogical training, and preferably have experience teaching Uzbek as a second language (preferably in the United States or other English-speaking environment), and TOEFL scores of 500 or equivalent. Please send your proposal by August 12, 2013. View the full job posting at http://linguistlist.org/issues/24/24-2956.html
Source: LINGUIST List
Inputdate: 2013-07-28 09:39:47
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16378
Content Type: 1
Title: Articles: Language Learning Helps with Careers
Body: Here are two recent articles about the career advantages of speaking a second language, and two different personal perspectives on becoming multilingual and fostering multilingualism: The Best Education Money Cannot Buy http://www.huffingtonpost.com/yumi-kuwana/the-best-education-money-_b_3604743.html Is only speaking English enough to compete in the jobs market? http://careers.guardian.co.uk/english-language-jobs-market
Source: Various
Inputdate: 2013-07-28 10:13:04
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Title: Articles: Language Learning Helps with Careers
Body: Here are two recent articles about the career advantages of speaking a second language, and two different personal perspectives on becoming multilingual and fostering multilingualism: The Best Education Money Cannot Buy http://www.huffingtonpost.com/yumi-kuwana/the-best-education-money-_b_3604743.html Is only speaking English enough to compete in the jobs market? http://careers.guardian.co.uk/english-language-jobs-market
Source: Various
Inputdate: 2013-07-28 10:13:04
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16379
Content Type: 1
Title: What Toddlers Can Teach Us About Language Learning
Body: From http://newsletter.clscholarship.org/2013/07/what-toddlers-can-teach-us-about.html What Toddlers Can Teach Us About Language Learning By Kacy Kostiuk July 23, 2013 Young kids pick up language quickly, but there's a lot we adults can learn from the way toddlers learn language. If we follow their lead (minus the tantrums!), we might be able to improve our own language learning abilities. Here are a few tips I've picked up from my toddler: Study words /grammar that matter to you. What can you do to motivate yourself? Have fun! Make it a game! Watch other people. Test out new words and concepts. Read the full article at http://newsletter.clscholarship.org/2013/07/what-toddlers-can-teach-us-about.html
Source: Critical Language Scholarship Program
Inputdate: 2013-07-28 10:14:04
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Title: What Toddlers Can Teach Us About Language Learning
Body: From http://newsletter.clscholarship.org/2013/07/what-toddlers-can-teach-us-about.html What Toddlers Can Teach Us About Language Learning By Kacy Kostiuk July 23, 2013 Young kids pick up language quickly, but there's a lot we adults can learn from the way toddlers learn language. If we follow their lead (minus the tantrums!), we might be able to improve our own language learning abilities. Here are a few tips I've picked up from my toddler: Study words /grammar that matter to you. What can you do to motivate yourself? Have fun! Make it a game! Watch other people. Test out new words and concepts. Read the full article at http://newsletter.clscholarship.org/2013/07/what-toddlers-can-teach-us-about.html
Source: Critical Language Scholarship Program
Inputdate: 2013-07-28 10:14:04
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16380
Content Type: 1
Title: Passage of Language Bill Praised by Chief of the Eastern Band of Cherokee Indians
Body: From http://www.sacbee.com/2013/07/18/5576604/passage-of-language-bill-praised.html Passage of Language Bill Praised by Chief of the Eastern Band of Cherokee Indians by Eastern Band of Cherokee Indians July 18, 2013 Michell Hicks, Principal Chief of the Eastern Band of Cherokee Indians, today called passage of a bill allowing the Cherokee language to satisfy foreign language requirements by UNC system students an important step in helping "preserve and promote our native language." Thanking the bill's sponsors and legislative leaders for their support of the measure, Chief Hicks added: "It is a proud day when North Carolina again leads the way in helping strengthen our collective heritage in this important way." Read Hicks’s full statement at http://www.sacbee.com/2013/07/18/5576604/passage-of-language-bill-praised.html
Source: Sacramento Bee
Inputdate: 2013-07-28 10:15:11
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Title: Passage of Language Bill Praised by Chief of the Eastern Band of Cherokee Indians
Body: From http://www.sacbee.com/2013/07/18/5576604/passage-of-language-bill-praised.html Passage of Language Bill Praised by Chief of the Eastern Band of Cherokee Indians by Eastern Band of Cherokee Indians July 18, 2013 Michell Hicks, Principal Chief of the Eastern Band of Cherokee Indians, today called passage of a bill allowing the Cherokee language to satisfy foreign language requirements by UNC system students an important step in helping "preserve and promote our native language." Thanking the bill's sponsors and legislative leaders for their support of the measure, Chief Hicks added: "It is a proud day when North Carolina again leads the way in helping strengthen our collective heritage in this important way." Read Hicks’s full statement at http://www.sacbee.com/2013/07/18/5576604/passage-of-language-bill-praised.html
Source: Sacramento Bee
Inputdate: 2013-07-28 10:15:11
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16381
Content Type: 1
Title: 2014 Institute on Collaborative Language Research
Body: From http://linguistlist.org/issues/24/24-2975.html The 2014 Institute on Collaborative Language Research (CoLang/InField) will be held at The University of Texas at Arlington in June and July 2014. The theme of the 2014 Institute will be oriented around Native American languages, but as with previous Institutes, there will be considerable international participation. The Institute takes place over a six week period in the summer, in years alternating with the LSA Summer Institute. It offers an opportunity for undergraduate and graduate students, practicing linguists, and indigenous community members to develop and refine skills and approaches to language documentation and revitalization. The Institute is designed to provide an opportunity for a diverse range of participants to become trained in a wide range of skills in community centered language documentation. The Institute consists of two parts, lasting six weeks total. First, two weeks of intensive workshops focus on the practice and principles of documentary linguistics, ranging from new technology to interdisciplinary methods to best practices in ethical community collaborations. Following that, the Institute offers an optional four weeks of intensive field methods courses focused on several different endangered languages. These integrate the technology and documentation skills acquired during the preceding workshops. The entire six-week Institute thus offers those new to fieldwork the opportunity to put into practice the newly-acquired methods, technical skills, and collaborative approaches. Participants may choose to enroll only in the two week workshops. In terms of scheduling, we will convene during the following time periods: Workshops (June 16-27 2014), followed by the Field Methods/Practicum (June 30 – July 25, 2014). Registration: 01-Oct-2013 to 01-May-2014 For full details go to http://linguistlist.org/issues/24/24-2975.html
Source: LINGUIST List
Inputdate: 2013-07-28 10:16:33
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Title: 2014 Institute on Collaborative Language Research
Body: From http://linguistlist.org/issues/24/24-2975.html The 2014 Institute on Collaborative Language Research (CoLang/InField) will be held at The University of Texas at Arlington in June and July 2014. The theme of the 2014 Institute will be oriented around Native American languages, but as with previous Institutes, there will be considerable international participation. The Institute takes place over a six week period in the summer, in years alternating with the LSA Summer Institute. It offers an opportunity for undergraduate and graduate students, practicing linguists, and indigenous community members to develop and refine skills and approaches to language documentation and revitalization. The Institute is designed to provide an opportunity for a diverse range of participants to become trained in a wide range of skills in community centered language documentation. The Institute consists of two parts, lasting six weeks total. First, two weeks of intensive workshops focus on the practice and principles of documentary linguistics, ranging from new technology to interdisciplinary methods to best practices in ethical community collaborations. Following that, the Institute offers an optional four weeks of intensive field methods courses focused on several different endangered languages. These integrate the technology and documentation skills acquired during the preceding workshops. The entire six-week Institute thus offers those new to fieldwork the opportunity to put into practice the newly-acquired methods, technical skills, and collaborative approaches. Participants may choose to enroll only in the two week workshops. In terms of scheduling, we will convene during the following time periods: Workshops (June 16-27 2014), followed by the Field Methods/Practicum (June 30 – July 25, 2014). Registration: 01-Oct-2013 to 01-May-2014 For full details go to http://linguistlist.org/issues/24/24-2975.html
Source: LINGUIST List
Inputdate: 2013-07-28 10:16:33
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Expdate: 2014-07-25 00:00:00
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