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Title: Spanish Immersion Teacher Position in Eugene
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From the LIM-A listserv:
Eugene School District 4J is looking for a 4th Grade Elementary Spanish Immersion Teacher
Beginning December 14, 2015
Eugene School District 4J is a student-centered district; everything we do must be good for children. As a collaborative staff we create an environment that is demanding but nurturing, rigorous but compassionate, safe but risk-taking. We foster independence, collaboration, social responsibility, and require accountability as well as involvement from everyone. The Eugene School District’s mission is Investing in Students, Creating the Future. We are interested in individuals who are collaborative, innovative, and focused on providing a strong educational experience for our economically and culturally diverse community. You can click on the link below to review the posting and apply.
Specifically Buena Vista Spanish Immersion School is looking for a Teacher to work in their 60/40 Model at the 4th Grade level. Collaboration is an essential characteristic for success in this strong program. If you are interested in applying please visit click on the link below. You are also welcome to contact the principal, Juan Cuadros at 541-790-6500 to learn more about the program and position.
Dual Language Elementary Teachers - Spanish
Fortune, T. [LIM-A] Job posting - Gr. 4 Spanish Immersion, Eugene, OR. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 5 Oct 2015).
Source: LIM-A
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Title: October 2015 Issue of Language Magazine
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The October 2015 issue of Language Magazine is available online at http://languagemagazine.com/?p=124501
In this issue:
B.O.O.S.T. Your Instruction!
Anne Paonessa finds ways to make the most of class contact time
Sisters Are Doin’ It for Themselves
Kristal Bivona on how increased access to communications technology has created new ways schools can use to develop international partnerships
Time to Listen
Monica Brady-Myerov suggests scaffolding listening in the English learner classroom
Meaningful Professional Growth
Amanda Seewald offers a spoonful of thoughts from a teacher coach
Taiwanese
Judy Heflin delves into the complexities of the Chinese dialect or topolect spoken in the former Formosa or “beautiful island”
Last Writes
Richard Lederer on the effect Yogi Berra had on our language
Source: Language Magazine
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Title: Book: A Pedagogy of Multiliteracies
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From http://www.palgrave.com/page/detail/?k=9781137539717
A Pedagogy of Multiliteracies: Learning by Design
Edited by Bill Cope and Mary Kalantzis
Published by Palgrave Macmillan
The term 'Multiliteracies' was coined in 1994 by the New London Group, a group of scholars who came together to consider the current state and possible future of literacy pedagogy. In the subsequent years, the influence of the idea has been greater than the members of the group could ever have imagined. In this collection, two of the original members of the group, Bill Cope and Mary Kalantzis, have brought together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies, in settings as broadly dispersed as Australia, Canada, Greece, Malaysia, Italy, Japan, South Africa and the United States. The chapters capture vivid narratives of school experiences and offer insights into the role of the new, digital media platforms such as online lesson planning, resource development, and classroom delivery, making this book an invaluable resource for Multiliteracies practitioners and researchers alike.
Visit the publisher’s website at http://www.palgrave.com/page/detail/?k=9781137539717
Source: Palgrave Macmillan
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Title: Book: (En)Countering Native-speakerism
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(En)Countering Native-speakerism: Global Perspectives
Edited by Anne Swan, Pamela Aboshiha, and Adrian Holliday
Published by Palgrave Macmillan
The notion of the 'native speaker' has historically dominated the profession of English language teaching to the extent that native-speakerism has become a wide-spread, tenacious and much 'taken-for-granted' ideology. These perceptions have become commonplace despite substantial, serious challenge to its coherence and value in the 21st century, when English is a world 'lingua franca'. With chapters written by ELT author-practitioners working world-wide, this volume investigates and challenges the 'native speaker' phenomenon in the real-world of international classrooms and the wider community. The book presents current findings about the extent to which the dominant ideology lingers or is being dismantled by new perspectives about the realities of who teaches English and what they teach in the second millennium.
Visit the publisher’s website at https://www.palgrave.com/page/detail/encountering-nativespeakerism-anne-swan/?sf1=barcode&st1=9781137463494&loc=uk
Source: Palgrave Macmillan
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Title: Book: Implicit and Explicit Learning of Languages
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From https://benjamins.com/#catalog/books/sibil.48/main
Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
Published by the John Benjamins Publishing Company
Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
Visit the publisher’s website at https://benjamins.com/#catalog/books/sibil.48/main
Source: John Benjamins Publishing Company
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Title: Call for Papers: Generative Approaches to Language Acquisition
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From http://linguistlist.org/issues/26/26-4376.html
The 7th biennial conference on Generative Approaches to Language Acquisition - North America (GALANA 7) will take place at the University of Illinois at Urbana-Champaign on September 8-10, 2016.
The GALANA conference features theoretically informed research on all types of language acquisition scenarios, including (but not limited to) monolingual first language acquisition, bilingual/multilingual first language acquisition, second language acquisition by children as well as adults, third language acquisition, acquisition of signed as well as spoken languages, language disorders, language acquisition in the presence of cognitive impairment and autism, and the development of pidgins and creoles. GALANA-7 will include a special session on ''Input Variation and Language Acquisition.''
For the general session, abstracts are invited for original, unpublished generative research in all acquisition subfields: L1 acquisition, L2 acquisition, bilingualism, creoles and pidgins, and language disorders. Abstracts are also invited for a special session on Input Variation and Language Acquisition.
Call Deadline: 10-Feb-2016
View the full call for papers at http://linguistlist.org/issues/26/26-4376.html
Source: LINGUIST List
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Title: Call for Papers: Corpora in Language Learning and Teaching
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From http://linguistlist.org/issues/26/26-4331.html
Call for Papers: Language Learning and Technology Special Issue on Corpora in Language Learning and Teaching
Corpora in their many guises have been applied for the purposes of language learning and language teaching since they emerged in their modern form in the 1960s. Whereas originally, more pedagogical applications were of indirect nature with corpus-based studies informing the contents of textbooks and reference grammars, recent years have seen an exponential growth of more direct applications, also known as Data-Driven Learning (DDL). These developments have been documented in a variety of publications, most notably in the series of edited volumes containing selected papers from the biannual Teaching and Language Corpora (TaLC) conferences as well as special issues of several major journals. Since the only LLT special issue on this topic was published in 2001, the time has now come to take stock of the new developments in how corpora can be of help to language teachers, learners, and other users.
February 1, 2016: Submission deadline for abstracts
View the full call for papers at http://linguistlist.org/issues/26/26-4331.html
Source: LINGUIST List
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Title: Southeast Teachers of English to Speak of Other Languages Conference 2015
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The Louisiana Teachers of English to Speakers of Other Languages (LaTESOL) will be hosting this year’s the Southeast Teachers of English to Speak of Other Languages / SETESOL Conference 2015, October 20-25, 2015, in New Orleans, LA.
Visit the conference website at http://latesol.org/blog/2015/01/26/setesol-2015/
Source: LaTESOL
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Title: 35th Maryland TESOL Annual Fall Conference
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From https://www.mdtesol.org/Conferences/2015-MD-TESOL-Conference
35th Maryland TESOL Annual Fall Conference
Beyond Borders: Connecting Diverse Perspectives
Saturday, October 17, 2015
Washington College
Keynote speaker: Eli Hinkel
Visit the conference website at https://www.mdtesol.org/Conferences/2015-MD-TESOL-Conference
Source: Maryland TESOL
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Title: 2015 Global Education Forum
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From http://asiasociety.org/global-education-forum
The Global Education Forum, co-sponsored by Asia Society and Penn GSE, will be held on October 16 and 17 in Philadelphia, Pennsylvania. The conference is an opportunity to engage in a critical conversation between K–12 and higher education educators about how best to prepare students for a global world. By attracting educators from around the world to discuss best practices, promising programs and research, the Global Education Forum will highlight the importance of learning with and from different education systems to help inform our own practice.
Visit the Forum website at http://asiasociety.org/global-education-forum
Source: Asia Society
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