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16643
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Title: Games To Teach: Using Digital Gaming for Language Learning
Body: From http://games2teach.wordpress.com/about Digital games are socio-cultural practices and products, and gaming has become a mainstream, global cultural force. Applied linguists and FL educators have noted that gameplay is mediated by language use and social interaction, thereby also making it a potentially rich context for language acquisition. Vernacular games, or off-the-shelf, non-educational digital games, are produced by a diversity of countries in a variety of languages. Despite the interest in and availability of these games, ways in which their benefits can be harnessed to enhance FL learning have yet to be fully explored. In response, the Games To Teach: Developing Digital Game-Mediated Foreign Language Literacies project will provide FL educators the resources (both material and pedagogical) needed to design, implement, and assess digital game-mediated learning activities that have the potential to develop FL multiliteracies. The project is being undertaken from 2010 to 2014 at the University of Arizona‘s Center for Educational Resources in Culture, Language and Literacy, a Title VI Language Resource Center funded by the U.S. Department of Education. The project is co-directed by Jonathon Reinhardt, U of Arizona, and Julie Sykes, U of Oregon. Access game reviews, classroom materials for L2 learning activities, white papers and working papers related to digital games and L2 teaching and learning, and a blog with the latest news about the project at http://games2teach.wordpress.com
Source: CERCLL
Inputdate: 2013-09-14 08:26:14
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Title: Games To Teach: Using Digital Gaming for Language Learning
Body: From http://games2teach.wordpress.com/about Digital games are socio-cultural practices and products, and gaming has become a mainstream, global cultural force. Applied linguists and FL educators have noted that gameplay is mediated by language use and social interaction, thereby also making it a potentially rich context for language acquisition. Vernacular games, or off-the-shelf, non-educational digital games, are produced by a diversity of countries in a variety of languages. Despite the interest in and availability of these games, ways in which their benefits can be harnessed to enhance FL learning have yet to be fully explored. In response, the Games To Teach: Developing Digital Game-Mediated Foreign Language Literacies project will provide FL educators the resources (both material and pedagogical) needed to design, implement, and assess digital game-mediated learning activities that have the potential to develop FL multiliteracies. The project is being undertaken from 2010 to 2014 at the University of Arizona‘s Center for Educational Resources in Culture, Language and Literacy, a Title VI Language Resource Center funded by the U.S. Department of Education. The project is co-directed by Jonathon Reinhardt, U of Arizona, and Julie Sykes, U of Oregon. Access game reviews, classroom materials for L2 learning activities, white papers and working papers related to digital games and L2 teaching and learning, and a blog with the latest news about the project at http://games2teach.wordpress.com
Source: CERCLL
Inputdate: 2013-09-14 08:26:14
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16644
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Title: Book: Lexical Availability in English and Spanish as a Second Language
Body: From http://www.springer.com/education+%26+language/book/978-94-007-7157-4 Lexical Availability in English and Spanish as a Second Language Edited by Rosa Maria Jimenez Catalan Published by Springer This volume contributes to the research in two different research areas: lexical availability studies and vocabulary research in second or foreign languages. Lexical availability is defined as the words that immediately come to mind as a response to a stimulus provided by topics related to domains closely connected to daily life: for instance animals, food and drink, daily activities, politics, or poverty. Lexical availability is a dimension of learners’ receptive and productive lexical competence, and, consequently, an important variable of learners’ communicative competence. Written by leading researchers in Spanish and English applied linguistics, the studies presented in this volume offer the reader findings and insights from studies conducted in learners with different mother tongues, who learn English or Spanish as their second or third language. Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-94-007-7157-4
Source: Springer
Inputdate: 2013-09-20 04:52:51
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Title: Book: Lexical Availability in English and Spanish as a Second Language
Body: From http://www.springer.com/education+%26+language/book/978-94-007-7157-4 Lexical Availability in English and Spanish as a Second Language Edited by Rosa Maria Jimenez Catalan Published by Springer This volume contributes to the research in two different research areas: lexical availability studies and vocabulary research in second or foreign languages. Lexical availability is defined as the words that immediately come to mind as a response to a stimulus provided by topics related to domains closely connected to daily life: for instance animals, food and drink, daily activities, politics, or poverty. Lexical availability is a dimension of learners’ receptive and productive lexical competence, and, consequently, an important variable of learners’ communicative competence. Written by leading researchers in Spanish and English applied linguistics, the studies presented in this volume offer the reader findings and insights from studies conducted in learners with different mother tongues, who learn English or Spanish as their second or third language. Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-94-007-7157-4
Source: Springer
Inputdate: 2013-09-20 04:52:51
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16645
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Title: Book: Developing Critical Languaculture Pedagogies in Higher Education
Body: From http://www.multilingual-matters.com/display.asp?isb=9781783090341 Developing Critical Languaculture Pedagogies in Higher Education: Theory and Practice By Adriana Raquel Díaz Published by Multilingual Matters Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalized higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783090341
Source: Multilingual Matters
Inputdate: 2013-09-20 04:53:49
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Title: Book: Developing Critical Languaculture Pedagogies in Higher Education
Body: From http://www.multilingual-matters.com/display.asp?isb=9781783090341 Developing Critical Languaculture Pedagogies in Higher Education: Theory and Practice By Adriana Raquel Díaz Published by Multilingual Matters Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalized higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783090341
Source: Multilingual Matters
Inputdate: 2013-09-20 04:53:49
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Title: Call for Papers: Research Challenges in CALL
Body: From https://www.uantwerp.be/en/seminars/antwerp-call ANTWERP CALL 2014: Research Challenges in CALL 7-9 July 2014 University of Antwerp The editor, associate editors and editorial board of the CALL Journal (Taylor & Francis) extend a cordial invitation to attend the Antwerp CALL 2014, the XVIth International CALL Research Conference. Deadline for submissions: November 30, 2103. View the full call for papers at https://www.uantwerp.be/en/seminars/antwerp-call
Source: University of Antwerp
Inputdate: 2013-09-20 04:54:43
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Expdate: 2014-07-09 00:00:00
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Title: Call for Papers: Research Challenges in CALL
Body: From https://www.uantwerp.be/en/seminars/antwerp-call ANTWERP CALL 2014: Research Challenges in CALL 7-9 July 2014 University of Antwerp The editor, associate editors and editorial board of the CALL Journal (Taylor & Francis) extend a cordial invitation to attend the Antwerp CALL 2014, the XVIth International CALL Research Conference. Deadline for submissions: November 30, 2103. View the full call for papers at https://www.uantwerp.be/en/seminars/antwerp-call
Source: University of Antwerp
Inputdate: 2013-09-20 04:54:43
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Expdate: 2014-07-09 00:00:00
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16647
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Title: Call for Papers: 4th Annual Jil Jadid Conference in Arabic Literature & Linguistics
Body: From http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2014/home.php The Department of and Center for Middle Eastern Studies at the University of Texas at Austin are happy to announce the 4th Annual Jil Jadid Conference in Arabic Literature and Linguistics, a graduate student conference to be held at the University of Texas at Austin, February 21-22, 2014. Jil Jadid is a graduate student conference that aims to provide a forum for young scholars spread across a variety of disciplines to come together, share ideas and research, and discuss the future of their respective fields as they move forward in their careers and come to represent the eponymous new generation of scholars engaging with the Arabic-speaking world and its cultures. All papers treating topics in Arabic literature (both classical and modern) and Arabic linguistics (of all subfields, including applied linguistics) will gladly be considered, in either English or Arabic (with the request that an English summary be prepared for any papers to be presented in Arabic). In addition to original research, the organizers also encourage state of the field papers that provide a focused overview of specific subfields of Arabic studies and propose new avenues of research in that area. The deadline for abstracts is November 15, 2013. View the full call for papers at http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2014/home.php
Source: University of Texas at Austin
Inputdate: 2013-09-20 04:55:36
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Expdate: 2013-11-15 00:00:00
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Title: Call for Papers: 4th Annual Jil Jadid Conference in Arabic Literature & Linguistics
Body: From http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2014/home.php The Department of and Center for Middle Eastern Studies at the University of Texas at Austin are happy to announce the 4th Annual Jil Jadid Conference in Arabic Literature and Linguistics, a graduate student conference to be held at the University of Texas at Austin, February 21-22, 2014. Jil Jadid is a graduate student conference that aims to provide a forum for young scholars spread across a variety of disciplines to come together, share ideas and research, and discuss the future of their respective fields as they move forward in their careers and come to represent the eponymous new generation of scholars engaging with the Arabic-speaking world and its cultures. All papers treating topics in Arabic literature (both classical and modern) and Arabic linguistics (of all subfields, including applied linguistics) will gladly be considered, in either English or Arabic (with the request that an English summary be prepared for any papers to be presented in Arabic). In addition to original research, the organizers also encourage state of the field papers that provide a focused overview of specific subfields of Arabic studies and propose new avenues of research in that area. The deadline for abstracts is November 15, 2013. View the full call for papers at http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2014/home.php
Source: University of Texas at Austin
Inputdate: 2013-09-20 04:55:36
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Expdate: 2013-11-15 00:00:00
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Title: Call for Papers: Workshop on L2 & L3 Acquisition of Vocabulary in the Germanic Languages
Body: From http://linguistlist.org/issues/24/24-3641.html A special workshop on the acquisition of L2 and L3 vocabulary will be held at the Germanic Linguistics Annual Conference (GLAC-20), May 2-3, 2014 at Purdue University (West Lafayette, Indiana). The focus of this workshop will be on the acquisition of vocabulary by second (L2) and third (L3) language learners of the Germanic languages. The workshop has the following main objectives: - to enhance cross-linguistic research on L2/L3 vocabulary acquisition within the Germanic language family - to investigate specific phenomena in the area of lexical acquisition from a variety of theoretical perspectives - to compare aspects of lexical acquisition among L2 learners with that of L3 learners The research topics to be treated in the workshop may include the following: - The acquisition of collocations and lexical chunks - The use of learner corpora in the investigation of L2 or L3 acquisition - The role of polysemy in vocabulary acquisition - Differences in acquisition in reading, writing, listening, or speaking - The role of instruction and materials - New technologies - Barriers to vocabulary acquisition Abstract submission deadline: January 15, 2014 View the full call for proposals at http://linguistlist.org/issues/24/24-3641.html
Source: LINGUIST List
Inputdate: 2013-09-20 04:56:34
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Expdate: 2014-01-15 00:00:00
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Title: Call for Papers: Workshop on L2 & L3 Acquisition of Vocabulary in the Germanic Languages
Body: From http://linguistlist.org/issues/24/24-3641.html A special workshop on the acquisition of L2 and L3 vocabulary will be held at the Germanic Linguistics Annual Conference (GLAC-20), May 2-3, 2014 at Purdue University (West Lafayette, Indiana). The focus of this workshop will be on the acquisition of vocabulary by second (L2) and third (L3) language learners of the Germanic languages. The workshop has the following main objectives: - to enhance cross-linguistic research on L2/L3 vocabulary acquisition within the Germanic language family - to investigate specific phenomena in the area of lexical acquisition from a variety of theoretical perspectives - to compare aspects of lexical acquisition among L2 learners with that of L3 learners The research topics to be treated in the workshop may include the following: - The acquisition of collocations and lexical chunks - The use of learner corpora in the investigation of L2 or L3 acquisition - The role of polysemy in vocabulary acquisition - Differences in acquisition in reading, writing, listening, or speaking - The role of instruction and materials - New technologies - Barriers to vocabulary acquisition Abstract submission deadline: January 15, 2014 View the full call for proposals at http://linguistlist.org/issues/24/24-3641.html
Source: LINGUIST List
Inputdate: 2013-09-20 04:56:34
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Expdate: 2014-01-15 00:00:00
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Title: Minnesota Council on the Teaching of Languages and Cultures Fall Conference
Body: From http://www.mctlc.org Minnesota Council on the Teaching of Languages and Cultures Conference 2013 October 17/18 Minneapolis The 21st Century Classroom: Communication, Collaboration, & Technology This year's theme of the 21st Century Classroom highlights innovation happening across classrooms and their platforms, from fully face-to-face to fully virtual. Workshops and sessions will support three areas in which language educators excel and explore: communication, collaboration, and technology. For full details go to http://www.mctlc.org/conference_2013
Source: MCTLC
Inputdate: 2013-09-20 04:57:41
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Expdate: 2013-10-18 00:00:00
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Title: Minnesota Council on the Teaching of Languages and Cultures Fall Conference
Body: From http://www.mctlc.org Minnesota Council on the Teaching of Languages and Cultures Conference 2013 October 17/18 Minneapolis The 21st Century Classroom: Communication, Collaboration, & Technology This year's theme of the 21st Century Classroom highlights innovation happening across classrooms and their platforms, from fully face-to-face to fully virtual. Workshops and sessions will support three areas in which language educators excel and explore: communication, collaboration, and technology. For full details go to http://www.mctlc.org/conference_2013
Source: MCTLC
Inputdate: 2013-09-20 04:57:41
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Title: East Coast Organization of Language Testers 2013 Conference
Body: From http://www.cal.org/ecolt/index.html With the support of the Center for Applied Linguistics (CAL), Second Language Testing, Inc. (SLTI), Georgetown University, and the National Capital Language Resource Center (NCLRC), the East Coast Organization of Language Testers (ECOLT) will hold its twelfth annual conference this fall, October 25, 2013, at Georgetown University in Washington, DC. Visit the conference website for full details and to register: http://www.cal.org/ecolt/index.html
Source: ECOLT
Inputdate: 2013-09-20 04:59:11
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Expdate: 2013-10-25 00:00:00
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Title: East Coast Organization of Language Testers 2013 Conference
Body: From http://www.cal.org/ecolt/index.html With the support of the Center for Applied Linguistics (CAL), Second Language Testing, Inc. (SLTI), Georgetown University, and the National Capital Language Resource Center (NCLRC), the East Coast Organization of Language Testers (ECOLT) will hold its twelfth annual conference this fall, October 25, 2013, at Georgetown University in Washington, DC. Visit the conference website for full details and to register: http://www.cal.org/ecolt/index.html
Source: ECOLT
Inputdate: 2013-09-20 04:59:11
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16651
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Title: Massive Open Online Course for Educators around Common Core State Standards and ELLs
Body: Understanding Language will be offering a short Massive Open Online Course (MOOC) for educators this fall. Below are some relevant details about the course. We hope that many of you can join so we can learn from your rich experiences in classrooms, schools, districts, and networks! Course Title: Constructive Classroom Conversations: Mastering the Language of the Common Core State Standards Dates: Oct 21, 2013- Dec 09, 2013 Description: The Common Core State Standards for English ELA and Mathematics emphasize improving the quality of student-to-student discourse as a major feature of instruction. The new standards specifically describe the importance of students understanding the reasoning of others and engaging in meaningful conversations using evidence for claims. Yet this type of student-to-student discourse tends to be rare in classrooms. Common classroom activities such as whole class discussions, jigsaws, and think-pair-shares, can have the appearance of constructive interactions, but they often do not provide adequate opportunities for all students to engage in academically rich, back-and-forth dialogs. This short course for educators looks closely at student-to-student discourse and addresses how to facilitate student engagement in the types of interactions required by the new standards. It organizes a massive collaboration of educators who wish to support students, particularly English Language Learners, to co-create and build upon each other’s ideas as they interact with the content. Starting with the notion that in order to improve the quality of student discourse, educators need to listen closely to existing talk, the course asks participants to gather, analyze, and share examples of student conversations from their classrooms. The overall goal is for participating educators to better understand student-student classroom discourse and use what they learn to facilitate higher quality interactions that build disciplinary knowledge and skills. For full details go to https://novoed.com/common-core
Source: Stanford University
Inputdate: 2013-09-20 05:00:16
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Expdate: 2013-12-09 00:00:00
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Title: Massive Open Online Course for Educators around Common Core State Standards and ELLs
Body: Understanding Language will be offering a short Massive Open Online Course (MOOC) for educators this fall. Below are some relevant details about the course. We hope that many of you can join so we can learn from your rich experiences in classrooms, schools, districts, and networks! Course Title: Constructive Classroom Conversations: Mastering the Language of the Common Core State Standards Dates: Oct 21, 2013- Dec 09, 2013 Description: The Common Core State Standards for English ELA and Mathematics emphasize improving the quality of student-to-student discourse as a major feature of instruction. The new standards specifically describe the importance of students understanding the reasoning of others and engaging in meaningful conversations using evidence for claims. Yet this type of student-to-student discourse tends to be rare in classrooms. Common classroom activities such as whole class discussions, jigsaws, and think-pair-shares, can have the appearance of constructive interactions, but they often do not provide adequate opportunities for all students to engage in academically rich, back-and-forth dialogs. This short course for educators looks closely at student-to-student discourse and addresses how to facilitate student engagement in the types of interactions required by the new standards. It organizes a massive collaboration of educators who wish to support students, particularly English Language Learners, to co-create and build upon each other’s ideas as they interact with the content. Starting with the notion that in order to improve the quality of student discourse, educators need to listen closely to existing talk, the course asks participants to gather, analyze, and share examples of student conversations from their classrooms. The overall goal is for participating educators to better understand student-student classroom discourse and use what they learn to facilitate higher quality interactions that build disciplinary knowledge and skills. For full details go to https://novoed.com/common-core
Source: Stanford University
Inputdate: 2013-09-20 05:00:16
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Title: NYSAFLT Professional Webinars for Educators, 2013-2014
Body: From http://www.nysaflt.org/webinars NYSAFLT will offer a series of webinars throughout the 2013-2014 school year that will address multiple facets of foreign language education. You are encouraged to register at your earliest convenience for any of the webinars below. October 22 - "Mobile Learning for Improved Modern Language Communication" November 12 - "Fiction & Nonfiction Reading Strategies in the Checkpoint C Classroom" December 10 - "Engaging Students in Culture Study with Authentic Resources" January 16 - "Interpersonal Communication: Refresh Your Teacher Toolbox" February 11 - "Using Comprehensible Input Teaching Strategies to Remain in the Target Language" April 15 - "FLES Success in the 21st Century" Learn more about each webinar and how to register at http://www.nysaflt.org/webinars
Source: NYSAFLT
Inputdate: 2013-09-20 05:01:14
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Title: NYSAFLT Professional Webinars for Educators, 2013-2014
Body: From http://www.nysaflt.org/webinars NYSAFLT will offer a series of webinars throughout the 2013-2014 school year that will address multiple facets of foreign language education. You are encouraged to register at your earliest convenience for any of the webinars below. October 22 - "Mobile Learning for Improved Modern Language Communication" November 12 - "Fiction & Nonfiction Reading Strategies in the Checkpoint C Classroom" December 10 - "Engaging Students in Culture Study with Authentic Resources" January 16 - "Interpersonal Communication: Refresh Your Teacher Toolbox" February 11 - "Using Comprehensible Input Teaching Strategies to Remain in the Target Language" April 15 - "FLES Success in the 21st Century" Learn more about each webinar and how to register at http://www.nysaflt.org/webinars
Source: NYSAFLT
Inputdate: 2013-09-20 05:01:14
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