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Content Type: 1
Title: Sejong Korean Scholars Program for High School Students
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From http://spice.fsi.stanford.edu/fellowships/sejong_korean_scholars_program
The Sejong Korean Scholars Program (SKSP) is an online course for high school students sponsored by the Stanford Program on International and Cross-Cultural Education. The SKSP annually selects 15–20 exceptional high school students from throughout the United States in an intensive study of Korea. Selected students participate in the online course on Korea from April to June of each year.
The program is accepting applications through February 29.
For full details go to http://spice.fsi.stanford.edu/fellowships/sejong_korean_scholars_program
Source: Stanford University
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Title: Central Eurasian Studies Summer Institute
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From http://creeca.wisc.edu/cessi/
CESSI 2016
June 13 – August 5 at the University of Wisconsin–Madison
The Central Eurasian Studies Summer Institute (CESSI) offers intensive Central Eurasian language courses alongside a cultural enhancement program which introduces students to the rich world of Central Eurasian history and culture.
The Center for Russia, East Europe and Central Asia (CREECA) at the University of Wisconsin-Madison will host CESSI in the summer of 2016.
In summer 2016, CESSI will offer instruction in first- and second-year Kazakh, Tajik, Uyghur, and Uzbek. Scheduling of classes is contingent upon sufficient enrollment. Please apply to CESSI as early as possible to help ensure that your class will be offered. Other Central Eurasian languages may be added to this list if there is enough interest. Please contact the CESSI program coordinator if you are interested in studying a language not listed above.
For full details go to http://creeca.wisc.edu/cessi/
Source: University of Wisconsin-Madison
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Title: Homestory Exhibition Tells Stories of Black People in Germany
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From http://www.germany.info/Vertretung/usa/en/__pr/GIC/2016/02/04-Homestory.html
Howard University is hosting a new exhibition that sheds light on the lives and stories of black people in Germany. The exhibition, titled Homestory Deutschland: Black Biographies in Historical and in Present Times, profiles black people from the past three centuries of German history, sharing both their struggles and success stories.
The exhibit is sponsored by the German Embassy in Washington and designed by the Initiative of Black People in Germany. The “Homestory” exhibition is free and open to the public. It is on display at Washington, D.C.’s Howard University's Gallery Lounge (2400 Sixth Street, NW) until March 10.
For more information about the exhibit go to https://www2.howard.edu/howard-university-gallery-art-hosts-homestory-deutschland
Source: Germany.info
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Title: Classicizing Philadelphia and Classicizing Chicago Projects
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Northwestern University’s Classicizing Chicago Project tracks the way elements of ancient Greece and Rome inform expressions of Chicago’s distinctive identity as an American global metropolis.
The project includes two open access digital resources:
ATLAS is a developing collection of short, illustrated features that exhibit the diversity of uses of classical antiquity in Chicago history and today.
The Bosher Collection is a searchable database of the performances of Greek and Roman drama on Chicago stages.
Visit the project’s website at http://classicizingchicago.northwestern.edu/
—
Classicizing Philadelphia, a digital humanities project inspired by the Classicizing Chicago project at Northwestern University, seeks to document, study, and continue Philadelphia’s long, deep dialogue with Greece and Rome. The project has these goals:
- To be a focal point for research on classical receptions in Philadelphia
- To be a gateway to documents of classical reception in Philadelphia collections
- To engage the citizens of Philadelphia in our city's long conversation with Greece and Rome
Visit the project’s website at https://classicizingphiladelphia.omeka.net/
Source: Various
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Title: Chicago Assyrian Dictionary Project
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From http://oi.uchicago.edu/research/projects/chicago-assyrian-dictionary-project
The Chicago Assyrian Dictionary, initiated in 1921 by James Henry Breasted, is compiling a comprehensive dictionary of the various dialects of Akkadian, the earliest known Semitic language that was recorded on cuneiform texts that date from c. 2400 B.C. to A.D. 100 which were recovered from archaeological excavations of ancient Near Eastern sites. The Assyrian Dictionary is in every sense a joint undertaking of resident and non-resident scholars from around the world who have contributed their time and labor over a period of seventy years to the collection of the source materials and to the publication of the Dictionary.
Visit the project website at http://oi.uchicago.edu/research/projects/chicago-assyrian-dictionary-project
Source: University of Chicago
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Title: French Spelling Changes Enacted in French Textbooks
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In 1990 the Académie Française recommended quite a few changes in French spelling to simplify it and in some cases correct unsystematic but established spellings. These recommendations have been mostly ignored until recently, when the changed spellings appeared in new textbooks.
Not only will French teachers and learners be interested in learning about what the changes themselves are, but the reaction to the changes makes for good discussions about French culture, the history of French language, and ways that identity can be tied not only to language but to the way it is represented in writing.
Here are some articles about the changes:
For a general background on the 1990 recommendations and an overview of the changes, see this Wikipedia article in English: https://en.wikipedia.org/wiki/Reforms_of_French_orthography#Rectifications_of_1990, or in French: https://fr.wikipedia.org/wiki/Rectifications_orthographiques_du_fran%C3%A7ais_en_1990
Here is the plan itself in French: http://web.archive.org/web/20010303014029/http://www.academie-francaise.fr/langue/orthographe/plan.html
Here are some English-language articles about the public reaction to the changes:
http://www.npr.org/sections/thetwo-way/2016/02/05/465699842/gone-mot-the-french-uproar-over-removing-some-circumflex-accents
http://www.bbc.com/news/world-europe-35496893
http://www.nytimes.com/2016/02/06/world/europe/french-spelling-changes-26-years-in-the-making-cause-a-fracas.html?_r=0
http://www.dw.com/en/cest-un-scandale-fury-in-france-over-spelling-changes/a-19032218
http://www.theguardian.com/world/2016/feb/05/not-the-oignon-fury-france-changes-2000-spellings-ditches-circumflex?CMP=Share_iOSApp_Other
And here are some French-language articles:
http://lci.tf1.fr/france/societe/reforme-orthographique-10-mots-qui-vont-changer-a-la-rentree-8712574.html
http://www.lepoint.fr/societe/orthographe-la-mort-de-l-accent-circonflexe-04-02-2016-2015341_23.php
http://www.bfmtv.com/societe/adieu-accent-circonflexe-la-reforme-de-l-orthographe-va-s-appliquer-en-septembre-948738.html
And finally, a French teacher’s reflection on the changes: https://cecilelaine.wordpress.com/2016/02/08/la-reforme-de-lorthographe-francaise-pour-ou-contre/
Source: Various
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Title: La Laïcité en France: Mini-unit and Integrated Performance Assessment
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Here is yet another great resource from French teacher and blogger Lisa Shepard - a mini-unit and IPA about secularism (specifically the concept and application of laïcité) in France for intermediate learners.
Here is a description of the unit along with supporting resources: http://madameshepard.com/?p=1128
Source: Madame's Musings
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Title: New York Times Spanish Edition
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The New York Times now has a lot of its content in Spanish. You can access the Spanish edition at http://www.nytimes.com/es/?hp&action=click&pgtype=Homepage&clickSource=story-heading&module=photo-spot-region®ion=top-news&WT.nav=top-news
Source: New York Times
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Title: The Federal and State Dynamics Shaping Dual Language Learner Debates
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From http://www.edcentral.org/dllcrawlwalk/
The Federal and State Dynamics Shaping Dual Language Learner Debates
by Conor Williams
February 1, 2016
Education policy is getting even less attention than usual this election season. Other than some token nods to early education investments and doing something (usually vaguely-described) about student loan debt, 2016 looks to be a dormant year for education politics.
This is particularly true as far as dual language learners (DLLs) are concerned. While the number of multilingual children in U.S. schools is rapidly increasing, these students are not getting correspondingly increased levels of attention in education policy and politics. Even though one in four American children speaks a non-English language at home.
…But this edu-political quietude — on DLL policies and beyond — is also just the darkness that follows No Child Left Behind’s (NCLB) December sunset. NCLB’s replacement, the Every Student Succeeds Act (ESSA) reduces 2016 candidates’ need (and incentive) to take strong positions in thorny debates over federal accountability, teacher evaluations, and so forth.
Read the full article at http://www.edcentral.org/dllcrawlwalk/
Source: EdCentral
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Title: Volunteering: A Strategy for Speaking More English
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Alexandra Lowe writes, “For many international and immigrant ESL students, the American tradition of volunteering is an elusive concept. Many immigrant students work long hours at survival jobs and feel they have no time to volunteer. Others who may have an interest in volunteering have no clue how to find a volunteer position.
“Yet volunteering is a great way for adult ESL students to improve their English. It gives them an important opportunity to practice their English outside of class in an authentic setting. It helps them forge ties to the wider community in the United States and reduces the isolation many of them feel. And it serves as a major confidence booster, as students are able to draw on the strengths they brought with them to this country in order to help others.”
Read the full blog post for ideas, including informal arrangements, for English learners to find volunteer opportunities and with them opportunities for interaction: http://blog.tesol.org/volunteering-a-strategy-for-speaking-more-english/
Source: TESOL
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