Contents
Content Type: 1
Title: STARTALK Program on Incorporating Learner-Centered Technology Tools in the Chinese Language Curriculum
Body:
The University of Colorado’s Program for Teaching East Asia, in collaboration with CU’s Anderson Language and Technology Center, will host a STARTALK program for Chinese language teachers working in middle and high school settings around the US. This blended program will provide teachers with a thorough understanding of and practical experience with implementing effective learning technologies appropriate for the middle and high school Chinese language classroom. Based on the premise that the sustainability of both a program and its teachers increasingly depends on the teachers possessing skills and behaviors of a digital-age professional, this STARTALK program will introduce the theory, standards, frameworks, knowledge, and practice necessary for incorporating into the curriculum, with comfort and ease, a range of learner-centered technology tools. Program participants will work with language technology specialists, experienced Chinese language curriculum designers, and master teachers from successful language programs to gain a clear understanding of and competency in a variety of technologies around which they can create effective and engaging lessons. The program will consist of two asynchronous online modules in early July, a residential institute in late July, and online time in early August to complete a technology portfolio.
July 1, 2014 – July 18, 2014: Asynchronous Online Module
July 20, 2014 – July 30, 2014: Residential Institute
August 1, 2014 – August 15, 2014: Portfolio Completion Period
Visit the Program for Teaching East Asia website for more information: http://www.colorado.edu/cas/tea/programs/startalk-program.html. The application deadline is June 6, 2014.
For more information contact Jon Zeljo at jon.zeljo@colorado.edu or 303-735-5128.
Source: University of Colorado Boulder
Inputdate: 2014-05-22 15:42:49
Lastmodifieddate: 2014-05-26 03:10:38
Expdate: 2014-08-15 00:00:00
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Resources about Japan from Primary Source
Body:
From http://resources.primarysource.org/teachingaboutjapan
This collection of resources accompanies a series of three online seminars Primary Source conducted as a result of a grant from the United States-Japan Foundation. These webinars highlighted contributions to the study of Japan within the K-12 community made by past recipients of the U.S.-Japan Foundation's Elgin Heinz award.
In this guide, you will find resources on:
the history and culture of martial Japan
Japan's demographic challenges
Japanese culture and daily life.
Each page includes a webinar recording, links to online lessons and primary sources, and book or article suggestions for teachers and students.
These resources are available at http://resources.primarysource.org/teachingaboutjapan
Source: Primary Source
Inputdate: 2014-05-22 15:43:36
Lastmodifieddate: 2014-05-26 03:10:38
Expdate:
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Deutsche Woche in Bar Harbor, Maine
Body:
From https://sites.google.com/site/aatgmainechapter/home/deutsche-woche
Deutsche Woche in Bar Harbor is put on every year by the Maine Chapter of AATG on the beautiful campus of the College of the Atlantic. Deutsche Woche gives teachers of German the opportunity to receive professional development in an immersion setting. Participants are expected to stay on campus and agree to speak German exclusively during the week. Topics and instructors change each year. Participants can choose to receive either CEUs or 3 graduate credits from Elms College.
Dates: August 3-9, 2014
Topic: Aktuell und Authentisch im Deutschunterricht
For more information go to https://sites.google.com/site/aatgmainechapter/home/deutsche-woche
Source: AATG Maine Chapter
Inputdate: 2014-05-22 15:44:32
Lastmodifieddate: 2014-05-26 03:10:38
Expdate: 2014-08-09 00:00:00
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Podcast Series: Reading Latin Poetry
Body:
Reading Latin Poetry is a series of podcasts based on reading, translating, analyzing and interpreting Latin poetry. It is available at http://www.readinglatinpoetry.com
Source: Reading Latin Poetry
Inputdate: 2014-05-22 15:45:12
Lastmodifieddate: 2014-05-26 03:10:38
Expdate:
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Project on Ancient Cultural Engagement
Body:
From http://pace-ancient.mcmaster.ca/york/york/help.htm
The purpose of the PACE project is to provide an online resource, focused but open-ended, for reflection on issues of cultural identity and interaction in the Greco-Roman world. The resource is grounded in substantial texts by authors who conspicuously embodied the set of problems being examined: Polybius (ca. 203 - 120 BCE) and Flavius Josephus (37 - 100+ CE). Both men, leading members of their local aristocracies, spent many years in Rome and became well acquainted with leading figures of their day. Both had to deal with the problem of the ongoing identity of their home cities in the context of Roman hegemony: the role and value of the native 'constitutions' or laws, traditions, and the established elite bodies.
The site now provides the Greek texts of Polybius and Josephus in the standard critical editions, morphologically tagged via Perseus; two English translations for each author, as available; Walbank's commentary to Polybius; the Brill commentary to Josephus with translation; images of sites mentioned in the two texts and their commentaries; current archaeological descriptions of the same sites; dissertation abstracts and, in some cases, full texts; hard-to-find books and articles; notes on the reception-history of Polybius and Josephus (only the latter for now); annotated bibliography for both authors; and parallel passages.
PACE is available at http://pace-ancient.mcmaster.ca/york/york/index.htm
Source: York University
Inputdate: 2014-05-22 15:45:53
Lastmodifieddate: 2014-05-26 03:10:38
Expdate:
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Summer Spanish Activities for Your Students
Body:
Here are two packets that you can send home with your Spanish students this summer so that they can keep their skills and motivation up:
---
Zambombazo announces the release of their 4th annual, limited-edition Summer Spanish ebook! They’ve created an ebook with 12 summer-themed activities, approximately one for each week of summer, to encourage students to explore and enjoy Spanish language, music and culture during their vacation.
Learn more about the book and purchase it at http://zachary-jones.com/zambombazo/summer-spanish-2014
---
Maris Hawkins offers a summer proficiency pack for free download. This packet contains a list of activities that students can change among, including six that are new for this summer.
Learn more and access the PDF at http://marishawkins.wordpress.com/2014/05/15/summer-proficiency-pack-2-0http://marishawkins.wordpress.com/2014/05/15/summer-proficiency-pack-2-0
Source: Various
Inputdate: 2014-05-22 15:46:40
Lastmodifieddate: 2014-05-26 03:10:38
Expdate:
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Blog Highlights Signs in Madrid
Body:
From http://palabraspormadrid.blogspot.com/p/sobre-este-blog.html
Here is a Spanish-language blog that focuses on signs in Madrid. The signs are an excellent source of short, authentic reading materials, and the posts group sets of related signs with a discussion of their common theme.
The blog is available at http://palabraspormadrid.blogspot.com
Source: Palabras por Madrid
Inputdate: 2014-05-22 15:47:22
Lastmodifieddate: 2014-05-26 03:10:38
Expdate:
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Stanford CLAD ELL Modules
Body:
From http://www.stanford.edu/dept/gse/cgi-bin/clad
Stanford University proudly shares all of the course materials that previously supported the Stanford Online CLAD Program. During the 9 year period from 2003 to 2012, the program certified over 2,500 teachers, making them eligible to work with English language learners in California. Although this program is no longer offered, Stanford is now releasing their online resources to the public free of charge. Whether you are a teacher of ELLs or a college professor who is preparing new teachers to work with students from culturally and linguistically diverse backgrounds, you are likely to find the information valuable.
These resources are available at http://www.stanford.edu/dept/gse/cgi-bin/clad
Source: Stanford University
Inputdate: 2014-05-22 15:48:34
Lastmodifieddate: 2014-05-26 03:10:38
Expdate:
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: How Students Can Use Their Mobile Phones To Learn English
Body:
From http://blog.britishcouncil.org
Mobile technology is everywhere, but do you restrict or encourage it in your classroom? Educator, multimedia author and editor Joanna Norton shares tips about how English language teachers can use technology to their learners’ benefit.
Read her tips at http://blog.britishcouncil.org/2014/05/19/how-students-can-use-their-mobile-phones-to-learn-english
Source: British Council
Inputdate: 2014-05-22 15:49:14
Lastmodifieddate: 2014-05-26 03:10:38
Expdate:
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Researcher Argues NCLB, Common Core Emphasize English-only Approach
Body:
From http://blogs.edweek.org/edweek/inside-school-research/2014/05/bilingual.html
Researcher Argues NCLB, Common Core Emphasize English-only Approach
By Holly Yettick
May 9, 2014
Kate Menken and Cristian Solorza have a nickname for the nickname of the nation's main federal education law. In the title of their recent article in the peer-refereed journal Educational Policy, they refer to the No Child Left Behind Act of 2001 as "No Child Left Bilingual."
For No Child Left Bilingual: Accountability and the Elimination of Bilingual Education Programs in New York City Schools, Menken and Solorza interviewed 20 principals, assistant principals, and teachers in order to investigate the story behind the statistics, which clearly demonstrate a decline in the percentage of New York City English-learners enrolled in bilingual education and an increase in participation in English-only programs in the years since No Child Left Behind took effect in 2002.
Read the full article at http://blogs.edweek.org/edweek/inside-school-research/2014/05/bilingual.html
Source: Education Week
Inputdate: 2014-05-22 15:49:59
Lastmodifieddate: 2014-05-26 03:10:38
Expdate:
Publishdate: 2014-05-26 02:15:02
Displaydate: 2014-05-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
