Contents
Content Type: 1
Title: Call for Papers: Panel on Teaching/Learning Arabic through Literature
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The American Association of Teachers of Arabic (AATA) invites members and other professionals in the field of teaching Arabic to submit proposals for participation in a panel on the teaching and/or learning of Arabic language through literature. The panel will take place in conjunction with the Annual Meeting of the Middle East Studies Association (MESA) on 22 November 2014 in Washington, DC. Presentations will focus on current or innovative research and/or practices of incorporating Arabic literature in the Arabic language classroom and how Arabic literature can be used to further develop the learner’s knowledge (communicative and otherwise) of Arabic.
Possible topics include but need not be confined to some specific aspects of the following: Relevance of literature (Classical and Modern) to the Arabic language classroom; Current and/or innovative methods or techniques in the teaching of Arabic through literature; Role of literature (with specific exemplar activities) in creating opportunities for communication and language development through listening, speaking, reading, and writing activities; Teaching and assessing Arabic literature, Classical and Modern literary texts and texts in other formats; Using technology in the teaching and learning of Arabic language through literature.
Proposals should be 250 words or less and received by April 30. Notification of acceptance will be sent by May 21. Send your proposal to ikram.easton@bc.edu
NCLRC Arabic K-12 Bulletin - March 31, 2014
Source: NCLRC Arabic K-12 Bulletin
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Title: Call for Posters: Digital Literacies in and beyond the L2 Classroom
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From http://cercll.arizona.edu/development/digitalliteraciessymposium
Digital Literacies in and beyond the L2 Classroom: A Hybrid Symposium on Research and Practice
Hosted by the Center for Educational Resources in Culture, Language, and Literacy (CERCLL), University of Arizona
October 6-11, 2014
Keynote: Richard Kern, University of California at Berkeley
This symposium will explore the wide array of practices captured by the concept of digital literacies from social networking to gaming to fan fiction to micropublishing as they relate to particular circumstances of learning and living in a second or additional language and culture.
The organizers are currently seeking submissions for the digital poster session. Since poster presentations will be online, presenters need not be physically present. Presentations should be in slideshow or similar online format, possibly with voiceover annotation, and should take approximately 15-20 minutes for individuals to view. Posters will be hosted online during the week of October 6, 2014, to be viewed by all registered conference attendees (registration will be free). Asynchronous fora (discussion threads) will allow for question-and-answer for the entire week, and presenters may conduct synchronous chat at designated times as well. Details on formatting, hosting, and submitting final posters will be provided to accepted presenters. Research studies, theoretical discussions, and exemplary practices are all equally welcome. Topics might include, but are not limited to, digital literacies…
as social practice
as functional (information, media, computer literacies, etc.)
as multimodal
as everyday and academic
in schools and “in the wild”
and digital gaming
and social media
and interaction
and authorship (blogs, wikis, fan fiction, etc.)
agency, and identity
and genre
and culture
and multilingualism
and language ecology
and language revitalization
competences, and proficiencies
access, and the digital divide
research theory and methods
The submission deadline is May 23, 2014.
View the full call for posters at http://cercll.arizona.edu/development/digitalliteraciessymposium
Source: CERCLL
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Title: Call for Papers: International Journal of Pedagogies & Learning
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From http://linguistlist.org/issues/25/25-1371.html
Call for Papers: International Journal of Pedagogies & Learning
Pedagogy and language planning
This special issue seeks to bridge the gap and examine how language policies and practices and language-in-education planning intersect and impact on language teaching pedagogies. The editors welcome articles that initiate and foster further research ideas that discuss the relationship between language-in-education and pedagogy of language teaching in a range of contexts, including, but not limited to:
- Issues relating to methodology in policy statements
- The interaction of pedagogy with policy in contexts of implementation
- Consequences of policy for teachers' professional learning instances of conflict between policy and pedagogy and their consequences
Call Deadline: 09-May-2014
View the full call for papers at http://linguistlist.org/issues/25/25-1371.html
Source: LINGUIST List
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Title: International Hindi Conference
Body:
From http://www.hindiconferenceamericas.com
International Hindi Conference 2014
New York University, April 25-27
“Hindi Language in the 21st Century Global World”
The Consulate General of India in New York, in association with Yuva Hindi Sansthan, New York University and Columbia University is organizing a three day Hindi conference on the theme, "Hindi Language in the 21st Century Global World". The Conference has two sub-themes: "Hindi as the Language of the Indian Diaspora" and "Hindi Education".
This Conference will provide a forum for community members and leaders, language experts, policy makers, education administrators, advocates and other stakeholders from different parts of the U.S., Canada, and the Caribbean along with experts from India to get together and share their views and research, examine a wide spectrum of opportunities, identify challenges and find solutions and chart out/ develop a future course of action for the advancement of the Hindi language in North America and the Caribbean region.
Visit the conference website at http://www.hindiconferenceamericas.com
Source: New York University
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Title: 2014 STARTALK/NHLRC Teacher Workshop
Body:
2014 STARTALK/NHLRC Teacher Workshop
Workshop Dates: June 23-27, 2014
Apply here by May 1, 2014: http://ucla.in/1iVw3L6
Do you have students in your K-16 language classroom or community school who are home speakers of the language you are teaching, i.e. heritage learners? Consider applying for a one-week workshop from June 23-27 that targets teaching this population. You'll collaborate with teachers from across the U.S. as you learn to design your own curriculum for heritage learners, whether they are in separate classes or with second language learners. Workshop faculty are experts in both heritage language teaching and bridging the gap between theory and practice, making for a dynamic learning environment.
The workshop's goals are for participants to:
1. Understand the differences and similarities between second language and heritage language teaching.
2. Set goals for HL instruction that differ from objectives for L2 programs.
3. Select materials and design a curriculum that takes heritage students' initial proficiencies into account.
4. Learn about assessment of heritage learners.
5. Incorporate knowledge of the community including use of demographic tools in curricular design and materials development.
6. Incorporate the five Cs from the National Standards into teaching heritage learners.
For more information about the teacher workshop, please visit http://nhlrc.ucla.edu
[HERITAGE-LIST] Summer workshop: STARTALK/NHLRC Teacher Workshop -- APPLICATION DEADLINE 1 MAY. HERITAGE-LIST listserv (HERITAGE-LIST@LISTSERV.UMD.EDU, 2 Apr 2014).
Source: HERITAGE-LIST
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Title: 15th Wyoming Summer Classics Institute
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From http://www.thinkwy.org/summer-classics-institute
The Summer Classics Institute is a week-long opportunity for secondary school teachers, community college faculty, and the general public, to study the classics with renowned scholars, earn Professional Teaching Standards Board (PTSB) credit, and make new friends who are interested in studying the history and literature that forms the basis for most western thought.
Wyoming Humanities Council 15th Summer Classics Institute 2014
June 15-20, 2014, Laramie Wyoming
The Emperor and the Philosopher: Nero, Seneca, and Their World
Learn more about this summer’s institute at http://www.thinkwy.org/summer-classics-institute
Source: Wyoming Humanities Council
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Title: Arab Arts & Culture Course for Educators
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Al-Bustan Seeds of Culture in partnership with Qatar Foundation International and the School District of Philadelphia will be hosting an Arab Arts & Culture Course from June 23-27, 2014. This is a unique interdisciplinary opportunity for music and Arabic language educators. The program will be hosted by University of Pennsylvania's Greenfield Intercultural Center. Accommodations for all out of town Arabic and Music teachers will be at International House from Sunday, June 22 till Saturday, June 28. To learn more and register: http://albustanseeds.org/music/2014/02/arab-arts-educators-course
NCLRC Arabic K-12 Bulletin - March 31, 2014.
Source: NCLRC Arabic K-12 Bulletin
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Title: TESOL Academy 2014: The Ohio State University
Body:
From http://www.tesol.org/events-landing-page/2014/02/06/tesol-academy-2014-the-ohio-state-university
TESOL Academy 2014: The Ohio State University
June 20-21
The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from teaching sciences and writing to collaborating in multilevel classes.
Learn more at http://www.tesol.org/events-landing-page/2014/02/06/tesol-academy-2014-the-ohio-state-university
Source: TESOL
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Title: Teachers’ Workshop at Harvard: A Day for Sijo & Korean Culture
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From http://www.fas.harvard.edu/~korea2
The sijo is a traditional three-line Korean poetic form typically exploring cosmological, metaphysical, or pastoral themes. Organized both technically and thematically by line and syllable count, sijo are expected to be phrasal and lyrical, as they are first and foremost meant to be songs.
Sijo are written in three lines, each averaging 14-16 syllables for a total of 44-46 syllables. Each line is written in four groups of syllables that should be clearly differentiated from the other groups, yet still flow together as a single line. When written in English, sijo may be written in six lines, with each line containing two syllable groupings instead of four. Additionally, liberties may be taken (within reason) with the number of syllables per group as long as the total syllable count for the line remains the same.
Join the Korea Institute on Saturday, May 3, 2014 in exploring this poetic form to much greater depths.
For more information and to register go to http://www.fas.harvard.edu/~korea2
Source: Harvard University
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Title: Ohio K-12 Chinese Essay Contest
Body:
Confucius Institute at Cleveland State University
Ohio Association of Teachers of Chinese
The 2nd Ohio K-12 Chinese Essay Contest
In partnership with Ohio Association of Teachers of Chinese (OATC), Confucius Institute at Cleveland State University (CI at CSU) will hold the 2nd Ohio K-12 Chinese Essay Contest. Please invite your students to participate.
This year's topic is 中文和我 (The Chinese Language and Me)
Note: 记叙文、诗歌、漫画故事均可。请根据学生已掌握的中文词汇、语法等引导学生完成作文。学生须用提供的模板手写完成作文。
Submission: The instructor should send the student entries (Students should complete their essays by hand. It is recommended that they use the provided grid paper. Instructors should send one scanned electronic file containing all of the participants' essays.), along with the essay contest entry and pledge Form (attached) by mid-night on April 27, 2014 to ohioatc@gmail.com.
CI at CSU and OATC Chinese Essay Contest Committee
Wu, P. [OFLA] Fwd: Reminder: The 2nd Ohio K-12 Chinese Essay Contest. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 31 Mar 2014).
Source: OFLA
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