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Content Type: 1
Title: Call for Papers: Generative Approaches to Second Language Acquisition
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From http://www.iub.edu/~gasla/
The 13th Generative Approaches to Second Language Acquisition conference will take place March 4-6, 2015 at Indiana University. GASLA brings together researchers working on the nature, use and development of interlanguage, in all contexts of bilingual and multilingual acquisition.
Submissions are invited in any sub-area of linguistics (syntax, phonology, semantics, etc.) that address the process of second language acquisition: the psycholinguistic mechanisms that drive it, the nature of developmental stages, the nature of triggers, or the role of second language input in inducing the development of interlanguage grammars, among other topics.
Abstracts are due October 31, 2014.
View the full call for papers at http://www.iub.edu/~gasla/
Source: Indiana University
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Title: Call for Submissions: The Language Educator
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From http://www.actfl.org/publications/all/the-language-educator
The Language Educator is a publication for American Council on the Teaching of Foreign Language members that provides educators of all languages at all levels with a single, comprehensive source of news and information.
Submissions are currently being sought for the following special issues:
January/February 2015—Moving Along the Proficiency Continuum
What does it take to guide learners to the next level of proficiency? Share your examples of how the three modes of communication may interact and be emphasized differently as learners move to higher levels (to reach Intermediate, Advanced, Superior). What does the learner need to demonstrate and how do we elicit that performance?
Article submissions due: Oct. 1, 2014
March/April 2015—Designing Learner-Centered Language Instruction
Tell us about how you have explored topics like flipped classrooms, hybrid learning, use of tablets (1:1 classrooms). How do learners self-reflect on their own progress? What do innovative classrooms that empower learners look like? Can you share your story?
Article submissions due: Dec. 1, 2014
See the author guidelines at http://www.actfl.org/publications/all/the-language-educator/author-guidelines and submit a proposal at http://www.actfl.org/publications/all/the-language-educator/special-focus-topics-future-issues-the-language-educator/special-focus-topics-submission
Source: ACTFL
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Content Type: 1
Title: East Coast Organization of Language Testers 2014 Conference
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The East Coast Organization of Language Testers (ECOLT) 2014 conference will take place October 10 at Columbia University. View the program and register at http://www.tc.columbia.edu/ecolt2014/index.asp?Id=Program&Info=Program
Source: ECOLT
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Content Type: 1
Title: National Association for Multicultural Education Annual Conference
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From http://nameorg.org/2014-tucson-conference/
Announcing the NAME 2014 Conference Theme for the 24th International Conference
Hilton Golf & Tennis Resort • Tucson AZ - Nov. 5 – 9, 2014
Theme: Dismantling Fronteras through Multicultural Education: Con Comunidad, Cariño y Coraje
The organizers invite you (students, parents, educators, scholars, and community activists) to participate in the 2014 conference of the National Association for Multicultural Education in Tucson, Arizona, where you will seek ways in which a critical, social justice oriented multicultural education can serve as a tool aimed at dismantling false fronteras that divide us from ourselves. The organizers especially invite those whose work moves between the P-16 classroom and the community to address pressing social challenges.
For full conference details go to http://nameorg.org/2014-tucson-conference/
Teacher Education students in undergraduate or graduate programs, and people who have graduated within the past five years, are eligible for a scholarship for partial registration. See the full details at http://nameorg.org/2014/08/accepting-conference-scholarships-applications/
Source: NAME
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Content Type: 1
Title: Professional Development Opportunities in New Jersey
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From http://flenj.org/pd/
Here are some upcoming professional development workshops from the Foreign Language Educators of New Jersey:
Teachers Make a Difference IF...
October 29, 2014
This workshop provides an opportunity to learn about those critical behaviors or characteristics that effective foreign language teachers evidence as they plan for and provide learning experiences for their students. We will be informed by a wide body of shared knowledge from our scholarship, but most of our time will be spent interacting with colleagues to process ideas and to share suggestions that center around those things that make teachers more effective.
PBL in the World Language Classroom: Planning Your First Project
December 4, 2014
Learn the why & how of Project Based Learning through examples that are the “main course” of a unit, not the dessert. Participants will understand the Essential Elements of PBL and develop ideas for real-world projects that engage students, decide on student products, and write Driving Questions to focus a project. Participants leave with an outline of a new project.
January 23, 2015
Documenting Student Growth Mode by Mode
Learn what really counts to guide learners from novice into intermediate and on into advanced performance. Leave ready to develop and assess each mode of communication while building students’ literacy skills. Motivate learners with evidence of their progress toward using language for effective communication.
For more information about these workshops go to http://flenj.org/pd/
Source: FLENJ
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Title: Mini-Conference for Adult ESOL Teachers
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Adult Education/IEP Mini-conference: Fresh Perspectives for Teachers and Administrators
September 27, 2014
Rennert New York
Sessions include the following:
Using Movie Trailers in Your Lessons
Creating Corpus-based Guided Discovery Classroom Materials
Creating Effective Professional Development Programs
Going for a Song: Fun Song Activities
Using Brainshark to Create Student-generated Projects
Using Social Media to Build Business and Develop Communities
ACTive English: Developing Creativity and Fluency with Theater Games
Learning and Teaching Vocabulary
Developing Teachers’ Reflective Skills through Classroom Observations
Access the mini-conference flier for more details: http://www.nystesol.org
Source: NYS TESOL
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Title: Ohio Workshop Series: Teaching with CI
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From the MoreTPRS listserv:
After the OFLA Conference last spring , a teacher had commented that she heard a lot about teaching with CI, but wondered how and where to learn how to do this.
With that in mind, Gary DiBianca and Teri Wiechart designed a series of 5 workshops to provide Ohio teachers with a framework of teaching with Comprehensible Input. These workshops will show you how to stay in the target language 90%+ all the while making it comprehensible to your students. You will also learn how to use the Ohio Standards, the ACTFL proficiency guidelines and the Can-Do Statements and much more. Though there is a focus on Ohio teachers, it is open to anyone who would like to join us.
These workshops are for you if you are a beginner in Teaching with CI or someone who wants to deepen your skills. In each session you will work with national CI coaches and presenters to practice and gain feedback with your individual questions and concerns. The timing of the individual sessions give you time to go back to your own classroom and practice the various skills and techniques.
These workshops will be held at Shaker Heights Middle School, 20600 Shaker Blvd, Shaker Heights, OH 44122, on September 20, September 27, November 8, November 15 and March 21. Registration starts at 8:30 and the workshops run from 9:00-3:00 (with time off for lunch). Cost is $175 for all 5 sessions. Go to http://memberlodge.org for registration.
Syllabus:
Session 1: Introduction to Stephen Krashen; brain research; The Three Steps; Ways to keep it Comprehensible; Asking good questions; Using the Ohio Model Curriculum; Using Authentic Resources
Session 2: Storytelling--Using techniques developed by Berty Segal Cook, Blaine Ray, Karen Rowan and others; Using props and actors
Session 3: Reading Strategies; the role of output, grammar and more; Incorporating culture
Session 5: Working out the Kinks--Personal reflection and practice on areas that participants choose.
Contact either one of us if you have questions.
twiechart@hotmail.com
gary.dibianca@gmail.com
Teri Wiechart
Comprehensible Input Based Teaching--Trainer and Coach
Wichart, T. [moretprs] TCI course in Ohio--open to all. MoreTPRS listesrv (moretprs@yahoogroups.com, 29 aug 2014).
Source: MoreTPRS
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Title: Article: Experts Cite Value of Elementary World Language Classes
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From http://www.eschoolnews.com/2014/09/01/elementary-world-language-712/
Experts cite value of elementary world language classes
September 1, 2014
About a quarter of the nation’s elementary schools offered instruction in a world language during the 2008-09 school year, according to the center’s most recent survey on the topic. That’s down from about a third of elementary schools some 10 years earlier.
Although studies point to both cognitive benefits and academic gains from learning a second language early on, “budgets often present a problem,” said Martha G. Abbott, executive director of the American Council on the Teaching of Foreign Languages (ACTFL).
Read the full article at http://www.eschoolnews.com/2014/09/01/elementary-world-language-712/
Source: eSchool News
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Title: Links for Arabic Teachers and Learners
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Here is a collection of links to resources for learning Arabic: http://www.indiana.edu/~csme/link.shtml
Source: Indiana University
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Title: Ask the Experts: Assessing Young Chinese Learners’ Proficiency
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From http://asiasociety.org/china-learning-initiatives/ask-experts
The Chinese Early Language and Immersion Network at Asia Society has a new feature. In its Ask the Experts section, key questions in the field of Chinese language and culture education are asked and experts working in the field respond.
The first question is, “What assessments and assessment rubrics can we use to assess the language proficiency of young learners of Chinese?” Duarte Silva (Executive Director of the California World Language Project at Stanford University) asked this question on behalf of educators working with students in grades K–3 in a Chinese immersion program in Palo Alto, California. Read his question and responses from experts in the field at http://asiasociety.org/china-learning-initiatives/ask-experts
Source: Asia Society
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