Contents
Content Type: 2
Title: Teachers Sought for LinguaFolio Online Advisory Board
Body:
Do you have any interest in LinguaFolio Online? The Center for Applied Second Language Studies is seeking teachers to form an advisory panel to help us most effectively tailor LinguaFolio Online to teachers' needs. If you are interested, please contact Stephanie Knight, CASLS Language Technology Specialist, at knights@uoregon.edu. This is an excellent opportunity to interact with your peers in language teaching and learning and to shape the implementation of language assessment tools and approaches.
Source: CASLS
Inputdate: 2015-09-30 11:51:23
Lastmodifieddate: 2015-11-02 03:25:38
Expdate:
Publishdate: 2015-11-02 02:15:01
Displaydate: 2015-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: Bridging Project
Body:
Many students who study in a language immersion context in the elementary and middle grades end up quitting world language study all together in high school. Upon first glance, this reality seems counterintuitive. Logic would dictate that upper-level secondary courses and university Language Flagship Programs would be filled with students who were predisposed to learning in their second languages. This result, however, is not supported by empirical data.
Essentially, traditional secondary language classrooms do not support the specialized needs of speakers of advanced proficiency. Given the growing mass of learners beginning high school in this exact situation, educators from Portland Public Schools, CASLS and Portland State University are beginning to design a new course in an initiative known as the Bridging Project.
On Thursday, October 1, Dr. Julie Sykes, Director of CASLS, Dr. Steve Thorne from Portland State University, and Stephanie Knight, Language Technology Specialist at CASLS, met with a team of teachers and teachers on special assignment at PPS to begin this important planning. The course will be presented in a hybrid format; students will progress through engaging online modules designed to captivate their interest regarding issues of global and local significance, and teachers will serve as guides for student thinking and engagement. The course will culminate with a design competition in which teams enter engaging place-based experiences that they have developed for their local communities. The competition winners will receive a scholarship to support their language education at the university level.
Excitement regarding this project is palpable. Marilyn Mi, PPS teacher on special assignment, commented, “It [the Bridging Project] will connect me with my students, and I think it will work! It is going to be a great, great project." All project design team members are excited to continue to work diligently and rapidly so that the course will be ready for the 2016-2017 school year.
Source: CASLS Spotlight
Inputdate: 2015-10-02 15:15:20
Lastmodifieddate: 2015-10-12 03:21:49
Expdate:
Publishdate: 2015-10-12 02:15:01
Displaydate: 2015-10-12 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Volume 12, Issue 2 of the Heritage Language Journal
Body:
Volume 12, Issue 2 of the Heritage Language Journal is on line at www.heritagelanguages.org. The four papers and two book reviews listed below make up this general issue:
- Motivational Selves of Japanese Heritage Speakers in Australia, by Naomi Kurata, Monash University
- Nominal Reference in Korean Heritage Language Discourse, by EunHee Lee and Matthew Zaslansky, University of Buffalo
- Developing Critical Language Awareness via Service-Learning for Spanish Heritage Speakers, by Kelly Lowther Pereira, The University of North Carolina at Greensboro
- Preposition Stranding in Spanish as a Heritage Language, by Diego Pascual y Cabo, Texas Tech University, and Inmaculada Gómez Soler, University of Memphis
- A book review of “The Routledge Handbook of Hispanic Applied Linguistics,” Ed. Manel Lacorte (Routledge, 2014), by Antoni Fernández Parera, University of Miami
- A book review of “Heritage Language Teaching: Research and Practice,” Sara Beaudrie, Cynthia Ducar, and Kim Potowski (McGraw-Hill Education, 2014), by Ellen J. Serafini, George Mason University
Access to the journal and its archives remains free, although subscribers are required to log in to read the papers.
Source: Heritage Language Journal
Inputdate: 2015-10-02 19:02:13
Lastmodifieddate: 2015-10-05 03:25:51
Expdate:
Publishdate: 2015-10-05 02:15:01
Displaydate: 2015-10-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: New Publication from the Language Resource Centers
Body:
In response to the need to compete in a global economy, Title VI of the Higher Education Act funds Language Resource Centers at universities across the U.S. Each of the 16 Centers, one of which is CASLS, has a different focus, but all are engaged in the common goal of promoting and improving the teaching and learning of foreign languages. Together the centers have just published a booklet describing the resources, professional development opportunities, and research that we have been working on and will be producing in the coming years.
Download the booklet from this link: http://cercll.arizona.edu/_media/jointlrcbooklet2015.pdf
Source: CERCLL
Inputdate: 2015-10-02 19:03:27
Lastmodifieddate: 2015-10-05 03:25:51
Expdate:
Publishdate: 2015-10-05 02:15:01
Displaydate: 2015-10-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: Corpora in Language Learning and Teaching
Body:
CALL FOR PAPERS, LLT Special Issue on:
Corpora in Language Learning and Teaching
Special issue editors: Nina Vyatkina and Alex Boulton
For this special issue, the editors seek proposals that present theoretically grounded and methodologically rigorous empirical studies of language learning processes or outcomes in DDL contexts using corpora, broadly defined to include native speaker corpora, second language learner corpora, pedagogical corpora, multimodal corpora, the web-as-corpus, etc. These contexts may include direct explorations of corpora by learners, indirect applications with teacher-prepared corpus-based activities, and any combinations thereof. The editors especially welcome proposals that aim to fill existing research gaps by reporting on the use of new DDL technologies (e.g., corpus tools beyond concordancers, corpora in CALL packages), the effectiveness of different DDL types, specific DDL effects beneficial for language learning (e.g., input enrichment and enhancement, learner autonomy, guided induction), integration of DDL instruction modules into regular curricula, as well as languages other than English, instructional contexts other than university, teachers other than DDL researchers, and comparisons of different learning styles, motivations, levels, or profiles.
Please consult the LLT website for general guidelines on submission
(http://llt.msu.edu/guidelines/index.html) and research (http://llt.msu.edu/research/index.html).
Send a title and 300-word abstract in a word document by February 1, 2016 to llt@hawaii.edu
View the full call for papers at http://llt.msu.edu/issues/october2015/call.pdf
Source: CALICO-L
Inputdate: 2015-10-02 19:05:02
Lastmodifieddate: 2015-10-05 03:25:51
Expdate: 2016-02-01 00:00:00
Publishdate: 2015-10-05 02:15:01
Displaydate: 2015-10-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 2016 Arabic SLA Conference
Body:
From https://sites.lsa.umich.edu/arabic-sla-conference/
You are invited to submit proposals for presentation at the International Conference: “Investigating Arabic Second Language Learning: Empirical Findings and Trends” to be held at the University of Michigan, Ann Arbor, September 24-25, 2016.
The conference is an open forum for scholars interested in exploring empirically the different aspects of Arabic second/foreign language learning within current approaches, including:
- Formal (generative, functional, typological)
- Cognitive (processability, attention, noticing and awareness)
- Input-based (input processing, input, interaction and output)
- Frequency and corpus-based
- Usage-based
- Sociocultural
- Sociocognitive
- Language socialization
- Neurobiological
- Discourse, Conversation, or Pragmatic
- Code-switching
- Diglossia
- Ideology
- Identity
Topics can also deal with the theory and practice of Arabic second/foreign language teaching, including but not limited to:
- Application of classroom approaches or specific techniques to teach language skills and components (speaking, listening, reading, writing, culture, vocabulary, grammar, and pronunciation)
- Technology-mediated learning and teaching
- Local versus study-abroad environment
- L1 transfer in L2 acquisition
- L2 transfer in L3 acquisition
- L2 maintenance and attrition
- Learning strategies
- Individual differences and external variables (aptitude, anxiety, attitude, distance, and motivation)
- Learner perception
- Accuracy
- Fluency
- Foreign language testing
- Second language acquisition-testing interface
- Heritage learners
- Teacher education
Deadline for Receipt of Abstracts: February 28, 2016
View the full call for papers at https://sites.lsa.umich.edu/arabic-sla-conference/call-for-papers/
Source: University of Michigan
Inputdate: 2015-10-02 19:05:55
Lastmodifieddate: 2015-10-05 03:25:51
Expdate: 2016-02-28 00:00:00
Publishdate: 2015-10-05 02:15:01
Displaydate: 2015-10-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Annual Michigan World Language Association Conference
Body:
From http://miwla.org/home/conference/general-information/
The 2015 Michigan World Language Association (MIWLA) Conference features over 90 educational sessions and workshops covering a wide spectrum of the language profession addressing the theme Expect the Best. More than 25 exhibitors will be showcasing the latest products and services for you and your students. The MIWLA Conference brings together over 600 language educators from all languages and levels each year.
The 2015 Conference will be held at the Lansing Center and the Radisson Hotel Lansing at the Capitol on October 22-23, 2015.
Visit the conference website to learn more and to register: http://miwla.org/home/conference/general-information/#
Source: MIWLA
Inputdate: 2015-10-02 19:07:01
Lastmodifieddate: 2015-10-05 03:25:51
Expdate: 2015-10-23 00:00:00
Publishdate: 2015-10-05 02:15:01
Displaydate: 2015-10-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: NYS TESOL 45th Annual Conference
Body:
From http://ac15.nystesol.org/
The New York State Teachers of English to Speakers of Other Languages (NYS TESOL) 45th Annual Conference will take place November 13-14, 2015, in White Plains, New York.
Pre-registration is now open. For full details about the conference go to http://ac15.nystesol.org/
Source: NYS TESOL
Inputdate: 2015-10-02 19:07:58
Lastmodifieddate: 2015-10-05 03:25:51
Expdate: 2015-11-14 00:00:00
Publishdate: 2015-10-05 02:15:01
Displaydate: 2015-10-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: COFLT Fall Conference
Body:
The Confederation in Oregon for Language Teaching will hold its fall conference this Friday and Saturday, October 9-10, at the Portland Community College Sylvania Campus. The keynote speaker is Paul Sandrock, ACTFL Director of Education.
Visit the conference website to learn more and to register: https://coflt.wildapricot.org/event-1914506
Language in Motion is offering registrations scholarships for new COFLT members who live more than 100 miles from Portland. If you bring a colleague who is also a new member, then not only will your registration fees be paid for, but also you’ll receive $50 towards travel costs. Learn more at https://coflt.wildapricot.org/news/3535182
Source: COFLT
Inputdate: 2015-10-02 19:08:49
Lastmodifieddate: 2015-10-05 03:25:51
Expdate: 2015-10-10 00:00:00
Publishdate: 2015-10-05 02:15:01
Displaydate: 2015-10-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Symposium: Technology and Language Teaching and Learning
Body:
The Institute of World Languages (IWL) at the University of Virginia cordially invites you to attend the IWL Symposium devoted to "Technology and Language Teaching and Learning" in conjunction with the International Education Week, October 24-30, 2015. The Symposium will take place on Friday, October 30, 9:30 AM-4:00 PM at Newcomb Hall.
The IWL Symposium will feature speeches by David Ellis (The Role of Technology in Foreign Language Teaching and Learning), Julie Sykes (Transforming Second Language Teaching and Learning: Place, Space, and Design), and Michael Everson (Down to the Letter: Why Typography and Diversity Matter) as well as a presentation on using the library's video collection to enhance language teaching and learning. The one-day event will conclude at concurrent interactive sessions that will showcase student testimonials and program highlights, celebrate the success of language learning outcomes, and create social networking opportunities between learners of different languages. For more details about what will be at the Symposium, see the website for the full program. You can also find the program here: http://iwl.virginia.edu/event/institute-world-language-fall-symposium
The content is suited for students, faculty, and any interested parties. We encourage you to forward this invitation to those who may be interested. If you plan to attend as an individual or with your class, please take a moment to complete the required on-line registration (see individual and group options). If you cannot access the link, you can register through https://www.surveymonkey.com/r/N3QRKVK as an alternative. If you have any questions, please contact Elle Everhart (IWL graduate assistant and event coordinator) at eae3sf@virginia.edu.
Looking forward to seeing you at Newcomb Hall on Friday, October 30, 2015.
Source: CLTA
Inputdate: 2015-10-02 19:10:47
Lastmodifieddate: 2015-10-05 03:25:51
Expdate: 2015-10-30 00:00:00
Publishdate: 2015-10-05 02:15:01
Displaydate: 2015-10-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
