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1743
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Title: Annual Conference: Canadian Association for Japanese Language Education
Body: Canadian Association for Japanese Language Education (CAJLE) cordially invites you to participate in its 2004 Annual Conference Date: August 19-22, 2004 Place: The Japan Foundation Toronto, 131 Bloor St. West, Toronto, Ontario Theme: Japanese Language Education: How to Enrich Its Methods and Contents For details, please visit: http://people.uleth.ca/~uzawa/CAJLE.htm
Source: CAJLE
Inputdate: 2004-06-24 20:04:00
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Title: Annual Conference: Canadian Association for Japanese Language Education
Body: Canadian Association for Japanese Language Education (CAJLE) cordially invites you to participate in its 2004 Annual Conference Date: August 19-22, 2004 Place: The Japan Foundation Toronto, 131 Bloor St. West, Toronto, Ontario Theme: Japanese Language Education: How to Enrich Its Methods and Contents For details, please visit: http://people.uleth.ca/~uzawa/CAJLE.htm
Source: CAJLE
Inputdate: 2004-06-24 20:04:00
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1744
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Title: Proposed Ammendment to Title I of NCLB
Body: Federal Register: June 24, 2004 (Volume 69, Number 121) [Proposed Rules] [Page 35461-35465] DEPARTMENT OF EDUCATION 34 CFR Part 200, RIN 1820-AB55 Title I--Improving the Academic Achievement of the Disadvantaged AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION: Notice of proposed rulemaking. SUMMARY: The Secretary proposes to amend the regulations governing programs administered under Part A of Title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These proposed regulations would implement statutory provisions regarding State, local educational agency (LEA), and school accountability for the academic achievement of limited English proficient (LEP) students and are needed to implement changes to Title I of the ESEA made by the No Child Left Behind Act of 2001 (NCLB Act). These proposed regulations are designed to provide State educational agencies (SEAs) with expanded flexibility in assessing LEP students against State content standards and in counting the performance of LEP students as a group in measuring whether a school and LEA are meeting adequate yearly progress (AYP) goals. Specifically, the proposed regulations would allow a State to exempt "recently arrived'' LEP students from one administration of the State's reading/language arts assessment. Recently arrived students are students with limited English proficiency who have attended schools in the United States (not including Puerto Rico) for less than 10 months before the test is administered. In addition, the proposed regulations would allow a State not to count in AYP determinations the scores of the recently arrived students who do take the reading/language arts and the mathematics assessments during that period. DATES: Comments must be received on or before August 9, 2004. ADDRESSES: Address all comments about these proposed regulations to Jacquelyn C. Jackson, Ed.D., Acting Director, Student Achievement and School Accountability Programs, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue, SW., room 3W230, FB-6, Washington, DC 20202-6132. The Fax number for submitting comments is (202) 260-7764. If you prefer to send your comments through the Internet, you may address them to the U.S. Government Web site: http://www.regulations.gov
Source: Federal Register
Inputdate: 2004-06-24 20:55:00
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Title: Proposed Ammendment to Title I of NCLB
Body: Federal Register: June 24, 2004 (Volume 69, Number 121) [Proposed Rules] [Page 35461-35465] DEPARTMENT OF EDUCATION 34 CFR Part 200, RIN 1820-AB55 Title I--Improving the Academic Achievement of the Disadvantaged AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION: Notice of proposed rulemaking. SUMMARY: The Secretary proposes to amend the regulations governing programs administered under Part A of Title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These proposed regulations would implement statutory provisions regarding State, local educational agency (LEA), and school accountability for the academic achievement of limited English proficient (LEP) students and are needed to implement changes to Title I of the ESEA made by the No Child Left Behind Act of 2001 (NCLB Act). These proposed regulations are designed to provide State educational agencies (SEAs) with expanded flexibility in assessing LEP students against State content standards and in counting the performance of LEP students as a group in measuring whether a school and LEA are meeting adequate yearly progress (AYP) goals. Specifically, the proposed regulations would allow a State to exempt "recently arrived'' LEP students from one administration of the State's reading/language arts assessment. Recently arrived students are students with limited English proficiency who have attended schools in the United States (not including Puerto Rico) for less than 10 months before the test is administered. In addition, the proposed regulations would allow a State not to count in AYP determinations the scores of the recently arrived students who do take the reading/language arts and the mathematics assessments during that period. DATES: Comments must be received on or before August 9, 2004. ADDRESSES: Address all comments about these proposed regulations to Jacquelyn C. Jackson, Ed.D., Acting Director, Student Achievement and School Accountability Programs, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue, SW., room 3W230, FB-6, Washington, DC 20202-6132. The Fax number for submitting comments is (202) 260-7764. If you prefer to send your comments through the Internet, you may address them to the U.S. Government Web site: http://www.regulations.gov
Source: Federal Register
Inputdate: 2004-06-24 20:55:00
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1745
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Title: Editor's picks from OELA Newsline, June 22
Body: The OELA Newsline from June 22 is available at: http://www.ncela.gwu.edu/enews/2004/0622.htm Articles of interest this week include: Funding Opportunity: Mentoring Programs for at-risk children Deadline for Transmittal of Applications: July 7, 2004 * TransACT Communications, Inc. Announces Launch of Compliance and Communication Center * New Book: Teaching English Language Learners Through the Arts: A SUAVE Experience * New Book: Teaching English Learners: Methods and Strategies
Source: OELA Newsline
Inputdate: 2004-06-24 21:24:00
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Title: Editor's picks from OELA Newsline, June 22
Body: The OELA Newsline from June 22 is available at: http://www.ncela.gwu.edu/enews/2004/0622.htm Articles of interest this week include: Funding Opportunity: Mentoring Programs for at-risk children Deadline for Transmittal of Applications: July 7, 2004 * TransACT Communications, Inc. Announces Launch of Compliance and Communication Center * New Book: Teaching English Language Learners Through the Arts: A SUAVE Experience * New Book: Teaching English Learners: Methods and Strategies
Source: OELA Newsline
Inputdate: 2004-06-24 21:24:00
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1746
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Title: Native American Resources
Body: New Book: The Seventh Generation: Native Students Speak About Finding the Good Path This book is based on interviews with 120 Native youth from across North America. Written for today's Native middle and high school students, the authors share students' stories of life's challenges and their struggles to find and stay on the Good Path. They focus especially on how students developed strong Native identities; coped with troubles in their families, communities, and schools; reached their breaking points or responded resiliently to high pressure situations; learned to appreciate their own intellectual gifts and abilities; and met the academic and social challenges they encountered in school. Interspersed throughout the book are short fictional "teaching stories" meant to illustrate common dilemmas faced by Native youth and how the characters responded. The final chapter, written for teachers and youth workers, provides information about how to help Native youth develop resilience. It also describes the research methods and philosophy underlying this unusual project. Although written with Native youth in mind, practicing teachers and teachers in training may benefit from the inner view into the daily experiences of Native students this work provides. To view the table of contents and chapter 1, visit: http://www.ael.org/pdf/7thgen.pdf To order a copy of this book, call: Tel: (800) 624-9120 Or visit: http://www.ael.org/webstore/moreinfo.cfm?Product_ID=45 To request review copies and discounts for schools, contact: Pat Cahape Hammer Email: hammerp@ael.org New Learning Resource on Native Americans [Source: New Learning Resources: Science and Social Studies (June 16, 2004)] A new learning resource on Native Americans has been added to the Federal Resources for Educational Excellence (FREE) Web site. It is described below. "The People ... Native Americans" offers more than 30 collections of photos, essays, and other resources for learning about American Indians. Topics include daily life for Native American women in the late 1800s, the Wounded Knee Massacre, Custer's Last Stand, and Pocahontas. Resources include a tribe locator, recordings of Native American music, and an exhibit of flutes. To view this Web site, visit: http://memory.loc.gov/learn/community/cc_nativeamerican.php
Source: OELA Newsline - June 22
Inputdate: 2004-06-24 21:29:00
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Title: Native American Resources
Body: New Book: The Seventh Generation: Native Students Speak About Finding the Good Path This book is based on interviews with 120 Native youth from across North America. Written for today's Native middle and high school students, the authors share students' stories of life's challenges and their struggles to find and stay on the Good Path. They focus especially on how students developed strong Native identities; coped with troubles in their families, communities, and schools; reached their breaking points or responded resiliently to high pressure situations; learned to appreciate their own intellectual gifts and abilities; and met the academic and social challenges they encountered in school. Interspersed throughout the book are short fictional "teaching stories" meant to illustrate common dilemmas faced by Native youth and how the characters responded. The final chapter, written for teachers and youth workers, provides information about how to help Native youth develop resilience. It also describes the research methods and philosophy underlying this unusual project. Although written with Native youth in mind, practicing teachers and teachers in training may benefit from the inner view into the daily experiences of Native students this work provides. To view the table of contents and chapter 1, visit: http://www.ael.org/pdf/7thgen.pdf To order a copy of this book, call: Tel: (800) 624-9120 Or visit: http://www.ael.org/webstore/moreinfo.cfm?Product_ID=45 To request review copies and discounts for schools, contact: Pat Cahape Hammer Email: hammerp@ael.org New Learning Resource on Native Americans [Source: New Learning Resources: Science and Social Studies (June 16, 2004)] A new learning resource on Native Americans has been added to the Federal Resources for Educational Excellence (FREE) Web site. It is described below. "The People ... Native Americans" offers more than 30 collections of photos, essays, and other resources for learning about American Indians. Topics include daily life for Native American women in the late 1800s, the Wounded Knee Massacre, Custer's Last Stand, and Pocahontas. Resources include a tribe locator, recordings of Native American music, and an exhibit of flutes. To view this Web site, visit: http://memory.loc.gov/learn/community/cc_nativeamerican.php
Source: OELA Newsline - June 22
Inputdate: 2004-06-24 21:29:00
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Contentid:
1747
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Title: New Issue: CALICO Software Reviews
Body: It's with pleasure that we welcome the first day of summer with the latest volume of the CALICO Review. Continuing with our efforts to provide evaluations of software for sign language users, my co-reviewers Dominique Lepoutre, Michel Lelievre and I are happy to offer you an assessment of Le Francais sur le bout des doigts, an innovative beginning level program designed to enhance French vocabulary acquisition for Quebecois sign language users. Another team effort, this time by Nobuko Taguchi and Keiko Schneider, brings you the review of the Longman English Interactive ESL program for beginner-high intermediate level learners. Teachers of Arabic are sure to appreciate Mohammad Alhawary's evaluation of Tell me More - Arabic, an important addition to the very limited stock of good software for beginner-intermediate level learners of that language. Again, many thanks to our reviewers for helping us all keep abreast of foreign language software offerings. Burston, J. (24 Jun. 2004). #7559 CALICO Review - Summer Edition. Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (24 Jun. 2004).
Source: CALICO Review
Inputdate: 2004-06-24 21:46:00
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Title: New Issue: CALICO Software Reviews
Body: It's with pleasure that we welcome the first day of summer with the latest volume of the CALICO Review. Continuing with our efforts to provide evaluations of software for sign language users, my co-reviewers Dominique Lepoutre, Michel Lelievre and I are happy to offer you an assessment of Le Francais sur le bout des doigts, an innovative beginning level program designed to enhance French vocabulary acquisition for Quebecois sign language users. Another team effort, this time by Nobuko Taguchi and Keiko Schneider, brings you the review of the Longman English Interactive ESL program for beginner-high intermediate level learners. Teachers of Arabic are sure to appreciate Mohammad Alhawary's evaluation of Tell me More - Arabic, an important addition to the very limited stock of good software for beginner-intermediate level learners of that language. Again, many thanks to our reviewers for helping us all keep abreast of foreign language software offerings. Burston, J. (24 Jun. 2004). #7559 CALICO Review - Summer Edition. Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (24 Jun. 2004).
Source: CALICO Review
Inputdate: 2004-06-24 21:46:00
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1748
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Title: Job Posting: MS & HS Spanish teacher, OK
Body: There is an opening for a Spanish teacher in Holdenville, OK, which is a town of about 5,000 people, southeast of Shawnee, OK. It is about 1.5 hours from both Tulsa and OKC. The position is 7 and 8th grade exploratory for 7 weeks group, 9-12 Spanish 1-3. If you are interested, please contact Jeff Colclasure, Principal, at (405)379-3387 Johnston, T. (22 Jun. 2004). Spanish Position in Oklahoma. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: Holdenville, OK
Inputdate: 2004-06-24 21:50:00
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Title: Job Posting: MS & HS Spanish teacher, OK
Body: There is an opening for a Spanish teacher in Holdenville, OK, which is a town of about 5,000 people, southeast of Shawnee, OK. It is about 1.5 hours from both Tulsa and OKC. The position is 7 and 8th grade exploratory for 7 weeks group, 9-12 Spanish 1-3. If you are interested, please contact Jeff Colclasure, Principal, at (405)379-3387 Johnston, T. (22 Jun. 2004). Spanish Position in Oklahoma. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: Holdenville, OK
Inputdate: 2004-06-24 21:50:00
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1749
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Title: Book/Movie combination for Native American students
Body: A film that I have used with Amerindian students with wonderful results is "A Cry in the Wild." It is based on the Gary Paulson book, "The Hatchet." The story is about a boy that is involved in a plane crash and survives alone in the wilderness with only a hatchet. Many teachers I know use this novel with their mainstream classes as well because the theme is so universal and the story has lots of action.
Source: TESL-L listserv
Inputdate: 2004-06-24 21:53:00
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Title: Book/Movie combination for Native American students
Body: A film that I have used with Amerindian students with wonderful results is "A Cry in the Wild." It is based on the Gary Paulson book, "The Hatchet." The story is about a boy that is involved in a plane crash and survives alone in the wilderness with only a hatchet. Many teachers I know use this novel with their mainstream classes as well because the theme is so universal and the story has lots of action.
Source: TESL-L listserv
Inputdate: 2004-06-24 21:53:00
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Contentid:
1750
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Title: Adult textbook: Camino al espanol
Body: See the complete description at: http://linguistlist.org/issues/15/15-1884.html Author: Consuelo de Andres Martinez, University of Plymouth Author: Eugenia Ariza Bruce, University of Sheffield Author: Christine Cook, University of Sheffield Author: Isabel Diez-Bonet, University of Sheffield Author: Anthony Trippett, University of Sheffield This intensive course is expressly designed to lead the adult beginner to a comprehensive knowledge of Spanish, giving balanced attention to the four key language skills. The course includes quality audio materials recorded by native speakers, grammar-acquisition exercises which facilitate independent study, and authentic written materials to develop important receptive skills and encourage the transition to independent reading. It also features an abundance of pair and group activities ideal for classroom use, as well as teacher's guidelines. Based on a style of Spanish easily understood by most speakers, the course clarifies the main differences between peninsular and Latin American forms and usage.
Source: LINGUIST list
Inputdate: 2004-06-24 22:00:00
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Title: Adult textbook: Camino al espanol
Body: See the complete description at: http://linguistlist.org/issues/15/15-1884.html Author: Consuelo de Andres Martinez, University of Plymouth Author: Eugenia Ariza Bruce, University of Sheffield Author: Christine Cook, University of Sheffield Author: Isabel Diez-Bonet, University of Sheffield Author: Anthony Trippett, University of Sheffield This intensive course is expressly designed to lead the adult beginner to a comprehensive knowledge of Spanish, giving balanced attention to the four key language skills. The course includes quality audio materials recorded by native speakers, grammar-acquisition exercises which facilitate independent study, and authentic written materials to develop important receptive skills and encourage the transition to independent reading. It also features an abundance of pair and group activities ideal for classroom use, as well as teacher's guidelines. Based on a style of Spanish easily understood by most speakers, the course clarifies the main differences between peninsular and Latin American forms and usage.
Source: LINGUIST list
Inputdate: 2004-06-24 22:00:00
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1751
Content Type: 1
Title: Online Logical Japanese Grammar
Body: From: http://member.nifty.ne.jp/ComWin/ Welcome to my "A Logical Japanese Grammar" page. I would like to introduce wonderful and logical Japanese grammar. Japanese has a strange grammar that is quit different from most European languages. However, you can easily understand and be familiar with it after you know the simple and logical grammar of Japanese. It has a few exceptions and uniformed rules. I hope this article helps you learn Japanese more deeply.
Source: Mash Satou
Inputdate: 2004-06-24 22:45:00
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Title: Online Logical Japanese Grammar
Body: From: http://member.nifty.ne.jp/ComWin/ Welcome to my "A Logical Japanese Grammar" page. I would like to introduce wonderful and logical Japanese grammar. Japanese has a strange grammar that is quit different from most European languages. However, you can easily understand and be familiar with it after you know the simple and logical grammar of Japanese. It has a few exceptions and uniformed rules. I hope this article helps you learn Japanese more deeply.
Source: Mash Satou
Inputdate: 2004-06-24 22:45:00
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1752
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Title: Job Posting: HS French and German teacher, CA
Body: The Temecula Unified School District in southern California is looking for a French and German teacher for a new high school which will open in August (Great Oak High School). You can apply online at www.tvusd.k12.ca.us. Two people you may contact about this job are Tim Ritter, the Principal, at Tritter@tvusd.k12.ca.us or Bill Moyer, Vice Principal, at Bmoyer@tvusd.k12.ca.us. Cobzaru, N. (23 Jun. 2004). French/German position in California. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: Temecula Unified School District
Inputdate: 2004-06-24 23:07:00
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Title: Job Posting: HS French and German teacher, CA
Body: The Temecula Unified School District in southern California is looking for a French and German teacher for a new high school which will open in August (Great Oak High School). You can apply online at www.tvusd.k12.ca.us. Two people you may contact about this job are Tim Ritter, the Principal, at Tritter@tvusd.k12.ca.us or Bill Moyer, Vice Principal, at Bmoyer@tvusd.k12.ca.us. Cobzaru, N. (23 Jun. 2004). French/German position in California. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: Temecula Unified School District
Inputdate: 2004-06-24 23:07:00
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