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Contentid:
2005
Content Type: 1
Title: Improving Writing Instruction: TV series
Body: Annenberg/CPB, a unit of The Annenberg Foundation, will premiere several teaching workshops this fall, including the following workshops for writing and science instruction. Although designed for general education/mainstream classroom teachers, workshops offer approaches for working with diverse students. Workshops are shown on the Annenberg CPB Channel for schools, colleges, libraries, public broadcasting stations, public access channels, and other community agencies. * "Write in the Middle: A Workshop for Middle School Teachers" is designed to help teachers learn effective practices and strategies to use with middle school students in writing instruction. The eight-part workshop will air Mondays, September 20-November 15. http://www.learner.org/redirect/september/write5.html * "Developing Writers: A Workshop for High School Teachers" presents practical and philosophical advice for teaching writing, while examining issues every teacher faces. This eight-part workshop will air Mondays, October 25-December 20. http://www.learner.org/redirect/september/developing6.html OELA Newsline - August 31, 2004. http://www.ncela.gwu.edu/enews/2004/ 0831.htm (2 Sep. 2004).
Source: Anenberg/CPB
Inputdate: 2004-09-03 01:43:00
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Title: Improving Writing Instruction: TV series
Body: Annenberg/CPB, a unit of The Annenberg Foundation, will premiere several teaching workshops this fall, including the following workshops for writing and science instruction. Although designed for general education/mainstream classroom teachers, workshops offer approaches for working with diverse students. Workshops are shown on the Annenberg CPB Channel for schools, colleges, libraries, public broadcasting stations, public access channels, and other community agencies. * "Write in the Middle: A Workshop for Middle School Teachers" is designed to help teachers learn effective practices and strategies to use with middle school students in writing instruction. The eight-part workshop will air Mondays, September 20-November 15. http://www.learner.org/redirect/september/write5.html * "Developing Writers: A Workshop for High School Teachers" presents practical and philosophical advice for teaching writing, while examining issues every teacher faces. This eight-part workshop will air Mondays, October 25-December 20. http://www.learner.org/redirect/september/developing6.html OELA Newsline - August 31, 2004. http://www.ncela.gwu.edu/enews/2004/ 0831.htm (2 Sep. 2004).
Source: Anenberg/CPB
Inputdate: 2004-09-03 01:43:00
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Contentid:
2006
Content Type: 1
Title: Summary of National Symposium on Learning Disabilities in English Language Learners
Body: The National Symposium on Learning Disabilities in English Language Learners was held October 14-15, 2003. A summary of the proceedings is posted to the NCELA Web site: http://www.ncela.gwu.edu/oela/2003symposium_proceedings.pdf In response to the need to better identify and serve English language learners (ELLs) with learning disabilities, three federal offices -- the Office of Special Education and Rehabilitative Services (OSERS); the Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA); and the National Institute of Child Health and Human Development (NICHD)-- organized a two-day workshop for researchers, practitioners, and policymakers from the United States, Canada, Mexico and the United Kingdom. Workshop participants developed a set of recommendations for five areas of research: 1. Identification and Assessment of Learning Disabilities (LD) in ELLs * Examine the identification, classification, and definition of LD in ELLs. * Develop better assessment tools. * Explore benefits of using technology in assessment. 2. Normal Language and Literacy Developmental Trajectories for ELLs * Contrast ELL-LDs with normative ELL developmental trajectories. * Identify impediments to normal development for those who are not disabled. * Initiate longitudinal studies with multiple cohorts, selected at different points on the developmental continuum. 3. Individual and Contextual Factors Affecting ELL and ELL/D Outcomes * Identify salient cultural variables. * Study the role of affective and motivational factors. * Place greater emphasis on first language research. * Identify school infrastructure factors. 4. Neurobiology * Apply neurobiology to the study of language and literacy development in ELLs. * Pursue development of normative data for sequential and concurrent acquisition of first, second, and subsequent languages. 5. Effective Interventions * Evaluate the efficacy of interventions for ELLs. * Identify effective factors in teacher training programs for working with ELLs. * Translate classification and intervention to diagnosis and treatment.
Source: Department of Education
Inputdate: 2004-09-03 01:55:00
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Title: Summary of National Symposium on Learning Disabilities in English Language Learners
Body: The National Symposium on Learning Disabilities in English Language Learners was held October 14-15, 2003. A summary of the proceedings is posted to the NCELA Web site: http://www.ncela.gwu.edu/oela/2003symposium_proceedings.pdf In response to the need to better identify and serve English language learners (ELLs) with learning disabilities, three federal offices -- the Office of Special Education and Rehabilitative Services (OSERS); the Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA); and the National Institute of Child Health and Human Development (NICHD)-- organized a two-day workshop for researchers, practitioners, and policymakers from the United States, Canada, Mexico and the United Kingdom. Workshop participants developed a set of recommendations for five areas of research: 1. Identification and Assessment of Learning Disabilities (LD) in ELLs * Examine the identification, classification, and definition of LD in ELLs. * Develop better assessment tools. * Explore benefits of using technology in assessment. 2. Normal Language and Literacy Developmental Trajectories for ELLs * Contrast ELL-LDs with normative ELL developmental trajectories. * Identify impediments to normal development for those who are not disabled. * Initiate longitudinal studies with multiple cohorts, selected at different points on the developmental continuum. 3. Individual and Contextual Factors Affecting ELL and ELL/D Outcomes * Identify salient cultural variables. * Study the role of affective and motivational factors. * Place greater emphasis on first language research. * Identify school infrastructure factors. 4. Neurobiology * Apply neurobiology to the study of language and literacy development in ELLs. * Pursue development of normative data for sequential and concurrent acquisition of first, second, and subsequent languages. 5. Effective Interventions * Evaluate the efficacy of interventions for ELLs. * Identify effective factors in teacher training programs for working with ELLs. * Translate classification and intervention to diagnosis and treatment.
Source: Department of Education
Inputdate: 2004-09-03 01:55:00
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Contentid:
2007
Content Type: 1
Title: Job Posting: Elem ELL position, OR
Body: Please contact Mary directly at or (503) 565-4079
if you know anyone who might be interested in the position as described
below.
I am in need of an ESOL endorsed teacher for an ELL position in McMinnville,
Oregon. The position is at Columbus Elementary School.
Mary L. Ringer
ELL, Migrant and TAG Coordinator
McMinnville School District
Source: McMinnville, OR
Inputdate: 2004-09-03 02:08:00
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Title: Job Posting: Elem ELL position, OR
Body: Please contact Mary directly at
Source: McMinnville, OR
Inputdate: 2004-09-03 02:08:00
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Contentid:
2008
Content Type: 1
Title: Teaching Pétanque Logistics
Body: Question: I noticed that some of you teach your students pétanque...I was wondering, do you have large classes and so have to buy several sets? or do you have some other way of having everyone involved? Replies: Personally, I started out with two or three CHEAP Bocce sets (like $10-15 at Wal-mart) and each person threw one ball per round and we had score keepers at each set. Each year or so I would purchase another set (still pretty cheap, although I did get a real French boules set as a gift from my dad last time he went to Europe, so I have one group using the metal balls). I now have enough to play in pairs, each person throws two balls. And nobody is left out. I also don't use the whole class period, it gets old for the kids who aren't so into it. I generally play after we've taken a quiz or something and have 20-25 minutes to play. Rauschenberg, J. Re: Pétanque. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 Sep. 2004). I have 3 sets: a "kiddie" set (half the weight of regular and plastic), a wood bocce set, and then I got four 3-ball sets of the metal balls, regulation size, from Obut (boules company)...so I can have three groups going at once. We usually play "triplettes" so that's 18 kids; I enlist others to help judge who's closer, and assign each team to cheer another as we play round-robin (good opportunity to teach command forms of verbs...and some adjectives). I got the groundskeepers at school to build me a petanque court: just some timber around the edge and a mix of sand and ag lime inside. I use it primarily as either a reward for good test scores or an after school club activity, and also an icebreaker between the 8th graders and high school (we have a spring meet). I've invited area schools often to come for food & to play, but rarely get any takers... Still, it is a good recruitment tool; students see us playing and become interested in what goes on in our classes... For more info go to: http://www.petanqueamerica.com/ http://www.petanque.org/ Blaz, D. Re: Pétanque. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 Sep. 2004).
Source: FLTEACH
Inputdate: 2004-09-03 02:23:00
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Title: Teaching Pétanque Logistics
Body: Question: I noticed that some of you teach your students pétanque...I was wondering, do you have large classes and so have to buy several sets? or do you have some other way of having everyone involved? Replies: Personally, I started out with two or three CHEAP Bocce sets (like $10-15 at Wal-mart) and each person threw one ball per round and we had score keepers at each set. Each year or so I would purchase another set (still pretty cheap, although I did get a real French boules set as a gift from my dad last time he went to Europe, so I have one group using the metal balls). I now have enough to play in pairs, each person throws two balls. And nobody is left out. I also don't use the whole class period, it gets old for the kids who aren't so into it. I generally play after we've taken a quiz or something and have 20-25 minutes to play. Rauschenberg, J. Re: Pétanque. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 Sep. 2004). I have 3 sets: a "kiddie" set (half the weight of regular and plastic), a wood bocce set, and then I got four 3-ball sets of the metal balls, regulation size, from Obut (boules company)...so I can have three groups going at once. We usually play "triplettes" so that's 18 kids; I enlist others to help judge who's closer, and assign each team to cheer another as we play round-robin (good opportunity to teach command forms of verbs...and some adjectives). I got the groundskeepers at school to build me a petanque court: just some timber around the edge and a mix of sand and ag lime inside. I use it primarily as either a reward for good test scores or an after school club activity, and also an icebreaker between the 8th graders and high school (we have a spring meet). I've invited area schools often to come for food & to play, but rarely get any takers... Still, it is a good recruitment tool; students see us playing and become interested in what goes on in our classes... For more info go to: http://www.petanqueamerica.com/ http://www.petanque.org/ Blaz, D. Re: Pétanque. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 Sep. 2004).
Source: FLTEACH
Inputdate: 2004-09-03 02:23:00
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Contentid:
2009
Content Type: 1
Title: Helping online students improve writing
Body: Editor's Note: This discussion came up on the TESL-L listserv, but is applicable to any language. Question: Can you offer ideas on how to support ESL online students who are trying hard to do better with their writing? Replies: When working with online students, it is imperative that they understand that they are responsible for most of their own learning. It's easy enough using the current technology to present the material online. When it comes to correcting, students online should be taught how to collaborate with other students. Using the technology that is in front of them affords them to do their own research and look up resources that would help them understand the new material. Online teachers should be able to guide the students with a wide variety of resources to help them correct their own mistakes. I don't believe that online teaching should be taught the same as it is done in a face to face classroom. The technology should broaden their communicative skills through the use of chat rooms, blogs, emails, voice, web cams, etc. There is so much an online teacher can do to facilitate this way of thinking. If we want to enrich our online student's learning, then we need to start thinking outside the box and be willing to try new and different strategies for online learning. Simply correcting mistakes in an online environment doesn't always facilitate learning. Fujihara, R. Re: Online ESL support. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (1 Sep. 2004). I think that you might want to post your question to TESLCA-L (the "TESL and Technology" branch of TESL-L). The members of that list specialize in teaching online and with computers, so their expertise will be just what you need. Many of the members of TESLCA-L are in the vanguard of teaching and technology and they are extremely generous with their time and help. Making corrections to writing in a virtual classroom is very different from writing comments and corrections in a traditional class situation. For a start, it can take about 500% longer to do. The time factor is crucial, and the folks on TESLCA-L can tell you how to create macros and so forth to streamline your responses to student writing. Since you are not able to meet with students face to face in order to explain or mitigate what you have written on their papers, it is really important to set up AT THE BEGINNING clear and transparent ways of communicating exactly what you mean (without setting yourself up for spending 5 times more time on the papers than you expected to). All in all, I would say that the adaptations you need to make for the use of technology are extremely important and that you should definitely ask the folks on TESLCA-L about these. Tillyer, A. Re: Online ESL support. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (26 Aug. 2004).
Source: TESL-L
Inputdate: 2004-09-03 02:33:00
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Title: Helping online students improve writing
Body: Editor's Note: This discussion came up on the TESL-L listserv, but is applicable to any language. Question: Can you offer ideas on how to support ESL online students who are trying hard to do better with their writing? Replies: When working with online students, it is imperative that they understand that they are responsible for most of their own learning. It's easy enough using the current technology to present the material online. When it comes to correcting, students online should be taught how to collaborate with other students. Using the technology that is in front of them affords them to do their own research and look up resources that would help them understand the new material. Online teachers should be able to guide the students with a wide variety of resources to help them correct their own mistakes. I don't believe that online teaching should be taught the same as it is done in a face to face classroom. The technology should broaden their communicative skills through the use of chat rooms, blogs, emails, voice, web cams, etc. There is so much an online teacher can do to facilitate this way of thinking. If we want to enrich our online student's learning, then we need to start thinking outside the box and be willing to try new and different strategies for online learning. Simply correcting mistakes in an online environment doesn't always facilitate learning. Fujihara, R. Re: Online ESL support. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (1 Sep. 2004). I think that you might want to post your question to TESLCA-L (the "TESL and Technology" branch of TESL-L). The members of that list specialize in teaching online and with computers, so their expertise will be just what you need. Many of the members of TESLCA-L are in the vanguard of teaching and technology and they are extremely generous with their time and help. Making corrections to writing in a virtual classroom is very different from writing comments and corrections in a traditional class situation. For a start, it can take about 500% longer to do. The time factor is crucial, and the folks on TESLCA-L can tell you how to create macros and so forth to streamline your responses to student writing. Since you are not able to meet with students face to face in order to explain or mitigate what you have written on their papers, it is really important to set up AT THE BEGINNING clear and transparent ways of communicating exactly what you mean (without setting yourself up for spending 5 times more time on the papers than you expected to). All in all, I would say that the adaptations you need to make for the use of technology are extremely important and that you should definitely ask the folks on TESLCA-L about these. Tillyer, A. Re: Online ESL support. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (26 Aug. 2004).
Source: TESL-L
Inputdate: 2004-09-03 02:33:00
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Contentid:
2010
Content Type: 1
Title: Editor's Picks: NCLRC Language Resource
Body: This month's newsletter is available at: http://www.nclrc.org/caidlr86.htm Articles of interest this month include: * Interpreting the Year of Languages, by Abbe Spokane * Language Lesson - Lights, Camera, Action - by Anna Pavlitchenko * Language at Work: An Interview of Dora Johnson, linguist at the Center for Applied Linguistics * Websites for Teachers - Read more about the following sites by visiting the newsletter site (listed above), or go directly to the site listed for each project: NECTFL Review: Reviews of Teaching Materials http://www.dickinson.edu/nectfl/reviews.html Foreign Language Teaching Ideas http://www.teachingideas.co.uk/foreignlanguages/contents.htm Comm Tech Lab at MSU http://commtechlab.msu.edu/sites/letsnet/NoFrames/Subjects/fl/index.html
Source: NCLRC Language Resource, September edition
Inputdate: 2004-09-03 03:02:00
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Title: Editor's Picks: NCLRC Language Resource
Body: This month's newsletter is available at: http://www.nclrc.org/caidlr86.htm Articles of interest this month include: * Interpreting the Year of Languages, by Abbe Spokane * Language Lesson - Lights, Camera, Action - by Anna Pavlitchenko * Language at Work: An Interview of Dora Johnson, linguist at the Center for Applied Linguistics * Websites for Teachers - Read more about the following sites by visiting the newsletter site (listed above), or go directly to the site listed for each project: NECTFL Review: Reviews of Teaching Materials http://www.dickinson.edu/nectfl/reviews.html Foreign Language Teaching Ideas http://www.teachingideas.co.uk/foreignlanguages/contents.htm Comm Tech Lab at MSU http://commtechlab.msu.edu/sites/letsnet/NoFrames/Subjects/fl/index.html
Source: NCLRC Language Resource, September edition
Inputdate: 2004-09-03 03:02:00
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Contentid:
2011
Content Type: 1
Title: Job Posting: Japanese teacher, OR
Body: Teacher. Full Time Japanese Language for grades 4-12 wanted for Sheridan Japanese School, a new charter school in Yamhill County, OR. Required qualifications include a Bachelor's degree and three years teaching experience. Teaching certificate preferred. Applicant should have native or near native proficiency in both English and Japanese. Interested applicants should submit a letter of interest along with a resume, three letters of recommendation and some evidence of effective teaching. Mail to: PO Box 446 Sheridan, OR 97378 or e-mail to < siering@earthlink.net>
Source: Sheridan Japanese School
Inputdate: 2004-09-03 03:38:00
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Title: Job Posting: Japanese teacher, OR
Body: Teacher. Full Time Japanese Language for grades 4-12 wanted for Sheridan Japanese School, a new charter school in Yamhill County, OR. Required qualifications include a Bachelor's degree and three years teaching experience. Teaching certificate preferred. Applicant should have native or near native proficiency in both English and Japanese. Interested applicants should submit a letter of interest along with a resume, three letters of recommendation and some evidence of effective teaching. Mail to: PO Box 446 Sheridan, OR 97378 or e-mail to < siering@earthlink.net>
Source: Sheridan Japanese School
Inputdate: 2004-09-03 03:38:00
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Contentid:
2012
Content Type: 1
Title: Editor's Picks from OELA Newsline - Sep. 7 edition
Body: It seems that this week's issue is particularly diverse, with something of interest for a broad audience. For that reason, I am sending this to all InterCom subscribers. If this is the first time you are hearing about OELA Newsline, it is a weekly publication from the US Department of Education. As you will see from the list below, the offerings include funding opportunities, issues facing diverse learners, assessment, technology...in short, something for everyone This week's OELA Newsline is available in its entirety at: http://www.ncela.gwu.edu/enews/2004/0907.htm Articles of interest this week include: * Article: Culture Plays a Role in Dyslexia, By Amanda Gardner - Forbes.com * Article: Dual-language school OK'd, By Allison Sherry - Denver Post * Funding Opportunities from Dept of Ed - Research Abroad Fellows * Curricula Enhancement Modules on Cultural Competence by the National Center for Cultural Competence * Experimental Research in Culturally Based Education: An Assessment of Feasibility by The Northwest Regional Educational Laboratory (NWREL) * New Journal: Journal of Multicultural Discourses + Call for Submissions! * New Book: Gender and English Language Learners * New ECS Report: The Progress of Education Reform 2004: Hispanic Achievement * New study: Raising the Achievement of African American Students and English Language Learners: A Focus on Literacy * Research Suggests Strategies for Low-Performing Urban Schools and much more....
Source: OELA Newsline
Inputdate: 2004-09-09 23:13:00
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Title: Editor's Picks from OELA Newsline - Sep. 7 edition
Body: It seems that this week's issue is particularly diverse, with something of interest for a broad audience. For that reason, I am sending this to all InterCom subscribers. If this is the first time you are hearing about OELA Newsline, it is a weekly publication from the US Department of Education. As you will see from the list below, the offerings include funding opportunities, issues facing diverse learners, assessment, technology...in short, something for everyone This week's OELA Newsline is available in its entirety at: http://www.ncela.gwu.edu/enews/2004/0907.htm Articles of interest this week include: * Article: Culture Plays a Role in Dyslexia, By Amanda Gardner - Forbes.com * Article: Dual-language school OK'd, By Allison Sherry - Denver Post * Funding Opportunities from Dept of Ed - Research Abroad Fellows * Curricula Enhancement Modules on Cultural Competence by the National Center for Cultural Competence * Experimental Research in Culturally Based Education: An Assessment of Feasibility by The Northwest Regional Educational Laboratory (NWREL) * New Journal: Journal of Multicultural Discourses + Call for Submissions! * New Book: Gender and English Language Learners * New ECS Report: The Progress of Education Reform 2004: Hispanic Achievement * New study: Raising the Achievement of African American Students and English Language Learners: A Focus on Literacy * Research Suggests Strategies for Low-Performing Urban Schools and much more....
Source: OELA Newsline
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2013
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Title: Fall 2004 NNETESOL Conference, Nov 13 in NH
Body: Fall 2004 NNETESOL Conference November 13, 2004 Southern New Hampshire University Manchester, New Hampshire The conference keynote address, "From Assignment to Assessment: Developing Effective Writing Projects," will be delivered by Professor Paul Matsuda of the University of New Hampshire. For more information, contact: Linda Walsleben Email: lwalsleb@bsdvt.org Source: OELA Newsline, September 7, 2004 edition
Source: NNETESOL
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Title: Fall 2004 NNETESOL Conference, Nov 13 in NH
Body: Fall 2004 NNETESOL Conference November 13, 2004 Southern New Hampshire University Manchester, New Hampshire The conference keynote address, "From Assignment to Assessment: Developing Effective Writing Projects," will be delivered by Professor Paul Matsuda of the University of New Hampshire. For more information, contact: Linda Walsleben Email: lwalsleb@bsdvt.org Source: OELA Newsline, September 7, 2004 edition
Source: NNETESOL
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2014
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Title: Illinois TESOL/BE 31st Convention, Feb 18-19, 2005, Chicago
Body: Illinois TESOL/BE 31st Convention Our Evolving Challenges February 18 and 19, 2005 Illinois TESOL/Bilingual Education Association Chicago , Illinois Illinois TESOL/Bilingual Education Association will hold its 31st Annual State Convention on Friday and Saturday, February 18-19, 2005, at Navy Pier, Chicago, Illinois. The deadline for proposal submissions is October 15, 2004. To submit a proposal, visit: http://www.itbe.org/proposal.htm For more information about the convention, visit: http://www.itbe.org/convention.htm For more information about the Illinois TESOL/Bilingual Education Association, visit: http://www.itbe.org/ Source: OELA Newsline, September 7, 2004 edition
Source: Illinois TESOL/Bilingual Education Association
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Title: Illinois TESOL/BE 31st Convention, Feb 18-19, 2005, Chicago
Body: Illinois TESOL/BE 31st Convention Our Evolving Challenges February 18 and 19, 2005 Illinois TESOL/Bilingual Education Association Chicago , Illinois Illinois TESOL/Bilingual Education Association will hold its 31st Annual State Convention on Friday and Saturday, February 18-19, 2005, at Navy Pier, Chicago, Illinois. The deadline for proposal submissions is October 15, 2004. To submit a proposal, visit: http://www.itbe.org/proposal.htm For more information about the convention, visit: http://www.itbe.org/convention.htm For more information about the Illinois TESOL/Bilingual Education Association, visit: http://www.itbe.org/ Source: OELA Newsline, September 7, 2004 edition
Source: Illinois TESOL/Bilingual Education Association
Inputdate: 2004-09-09 23:20:00
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