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Contentid: 229
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Title: Article about on-line speaking test
Body: From: "Devin P Browne" This article appeared today in the Pittsburgh Post-Gazette regarding the on-line speaking test developed at Pittsburgh Public Schools. Hope the link works OK: http://www.post-gazette.com/neigh_city/20030519foreign0519p3.asp Devin Devin P Browne dpbrowne@mac.com
Source: Pittsburgh Post-Gazette
Inputdate: 2003-06-13 11:31:00
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Contentid: 230
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Title: Epals and KeyPals for Interschool Communication
Body: From: "Kevin Cox" Dear wwwtools reader, Has technology changed the idea of "penpals" or has it made it more accessible and useful? Make up your own mind after reading http://webtools.cityu.edu.hk/news/newslett/epals.htm ************** Please pass on this e-mail to others who may be interested and encourage them to join the other 1100+ who receive this newsletter. The newsletter is sponsored by the City University of Hong Kong http://www.cityu.edu.hk/ as part of the University program of teacher education and development. To subscribe to this newsletter send a message to wwwtools-subscribe@yahoogroups.com To unsubscribe send a message to wwwtools-unsubscribe@yahoogroups.com Kevin Cox and Graeme Daniel May 19th 2003
Source: wwwtools
Inputdate: 2003-06-13 11:36:00
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Contentid: 231
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Title: Grants
Body: From: "Keiko Schneider" [senseionline] The Catalog of Federal Domestic Assistance The online Catalog of Federal Domestic Assistance gives you access to a database of all Federal programs available to State and local governments (including the District of Columbia); federally-recognized Indian tribal governments; Territories (and possessions) of the United States; domestic public, quasi-public, and private profit and nonprofit organizations and institutions; specialized groups; and individuals. The Jordan Fundamentals Grants Grants awarded in the Fall of 2002 will be used for the 2002-2003 school year. Recipients were notified in September. * The Jordan Fundamentals Grants are awarded to teachers or paraprofessionals who work with students in grades from six (6) through twelve (12) in a U.S. public school who also demonstrate instructional creativity and exemplify high learning expectations for economically disadvantaged students. At least 40% of the school's student population must be eligible for the free or reduced school lunch program. * Applicants must develop an original lesson plan or thematic unit. Unique teaching methods and projects are encouraged. The grants fund resource materials, supplies, equipment, transportation, or other costs related to field trips. Applications for the 2003 Jordan Fundamentals Grant Program must be postmarked no later than June 15, 2003 to be considered.
Source: The Catalog of Federal Domestic Assistance
Inputdate: 2003-06-13 11:41:00
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Contentid: 232
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Title: 1-3 week Spanish language school for grad credit
Body: From: "CROWDER NICK" You might try our directory at: http://www.spanishschooldirectory.com Regards, Nicholas Crowder ------------------------------ I'm looking for a Spanish language program in Northern Spain, CR, Chile,> Argentina, etc. where I can earn 2-4 Graduate credits this summer. Any ideas?
Source: Nicholas Crowder
Inputdate: 2003-06-13 12:28:00
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Contentid: 233
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Title: 2 Full Time HS Japanese Teaching Positions
Body: From: "janet mannix" [senseionline] Two new full-time positions in teaching in high schools are available for 2002-02 year and thereafter. VA Beach is an exciting city with growing popularity in Japanese Lan. Preferable Qualification: Possible Teaching License in VA? Prospective licensed teachers? Teaching experience in high schools? Don't mind relocating to the Beach with mild climate? Please email me with a letter of interest and resume at Taehachi@aol.com
Source: irginia Beach, VA
Inputdate: 2003-06-13 12:37:00
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Contentid: 234
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Title: Tribal Immersion School (Blackfeet language)
Body: From: Andre Cramblit 6/18/03 Special to The Christian Science Monitor Twenty years ago, Darrell Kipp moved back to the Blackfeet Indian Reservation in northwestern Montana. He'd been away from his birthplace long enough to serve a tour of duty in Vietnam, earn two master's degrees, and establish a career as a technical writer. He and a small group of Blackfeet friends longed to go home again, to reconnect with their culture and relearn the language they'd spoken as children. They were dismayed to find out that while they'd been away, the number of fluent speakers of Piegan, the Blackfeet language, had plummeted, and the remaining speakers were all more than 60 years old. So Mr. Kipp and his friends founded the Piegan Institute, a nonprofit organization dedicated to restoring and preserving native American languages. In 1995, the institute opened the privately funded Nizipuhwahsin(or Real Speak)Center, which immerses students in the Blackfeet language from kindergarten through eighth grade. The school's graduates are the first young fluent speakers of the Blackfeet language in a generation. Nizipuhwahsin teacher Shirlee Crow Shoe says the school is not only resuscitating the language, but also helping to preserve Blackfeet culture. "If you go into Indian country and ask a child 'Who's Indian?' most of the time they'll say 'Oh, it's those people who dance,' " she says. Her students, by contrast, "will put their hands out and introduce themselves to you in Blackfeet. Learning the language has clarified their identity." models In the early 1980s, Maoris in New Zealand and native Hawaiian Islanders tried a different approach. They founded early childhood immersion centers known as "language nests," systems that have since been extended through the 12th grade. Students are exposed to Maori or Hawaiian all day, every day, and study English only as a second language. The immersion-school model reached the mainland United States in 1985, when the Akwesasne Freedom School in upstate New York started creating fluent speakers of the Mohawk language. Impressed by the success of these schools, Kipp and the rest of the staff at the Piegan Institute thought immersion could bring back the Blackfeet language. To overcome resistance on the reservation, they showed a video of tribal elders speaking about their experiences with the language. "People realized we did not quit using the language out of choice," Kipp says. "Our parents and grandparents were forced to. They didn't pass the language down because they loved us, and they didn't want us to suffer the same abuse." Such campaigns are slowly restoring pride in tribal languages and the unique cultures they describe, says Mark Trahant, a journalist and a member of the Shoshone-Bannock tribe. "Now, there's a recognition that people are better off being multilingual. These languages contain a way of looking at the world that has a 10,000 year-old history.... Those of us who don't speak our language are viewed as less prepared for the world." Immersion schools are not for every tribe, says Inee Yang Slaughter of the Indigenous Language Institute in Santa Fe, N.M. "Immersion is the ideal situation for any language, but you have to look at the community." Fundraising responsibilities, complex tribal politics, and a shortage of qualified language teachers can easily turn an immersion school into an overwhelming project. Yet the idea is increasingly popular. Tribes have recently opened immersion schools in Nevada and Wisconsin. In one week in late April, the Nizipuhwahsin Center hosted visitors from the Kootenai tribe of Montana, the White Earth Band of the Ojibwe tribe of Minnesota, and the Tlingit tribe of Alaska. The Lannan Foundation, which has underwritten language-preservation projects throughout the US, estimates there are 50 tribes interested in starting immersion schools.
Source: an Science Monitor's
Inputdate: 2003-06-19 11:46:00
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Title: Idaho Association for Bilingual Education Annual Conference
Body: From: "Anselmo Villanueva" Idaho Association for Bilingual Education Annual Conference October 2-3, 2003 Twin Falls, ID For more information, contact: Verla Holton Email: esldept@yahoo.com
Source:
Inputdate: 2003-06-19 11:50:00
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Expdate: 2003-10-02 00:00:00
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Title: NATIONAL COUNCIL OF ASIAN PACIFIC AMERICANS
Body: From: "Anselmo Villanueva" NCAPA PRESS RELEASE: NCAPA ANNOUNCES CAPAC COMMUNITY FORUM ON EDUCATION : NATIONAL COUNCIL OF ASIAN PACIFIC AMERICANS 1140 CONNECTICUT AVENUE, N.W., SUITE 1200, WASHINGTON, D.C. 20036 202-296-2300 FAX 202-296-2318 FOR IMMEDIATE RELEASE CONTACT: Bo Thao Monday, June 16 2003 (202) 463-2118 NCAPA Announces CAPAC Community Forum on Education Washington, DC -- The National Council of Asian Pacific Americans (NCAPA) announces a Congressional Asian Pacific American Community (CAPAC) community forum, entitled "Evaluations of Asian Pacific Americans in Education," hosted by Representatives Michael M. Honda (CA-15) and Betty McCollum (MN-4). The community forum is scheduled for June 17th from 2:00 to 3:30pm at 2325 Rayburn House Office Building. This forum will address and highlight the diverse educational needs within the Asian Pacific American community. Southeast Asian American local community members and advocates will talk about K-12, bilingual education, and higher education. The forum will make recommendations and connections to current and future educational policies. The "model minority" myth is a devastating stereotype. The perception that all Asian Americans are stellar students is hurtful and limits their educational potential. "In reality, not all APAs are as academically successful as other students," said KaYing Yang, the Vice Chair of NCAPA and the Executive Director of the Southeast Asia Resource Action Center (SEARAC). "This forum will shed light on the true environment of education policies and its effects on APA students,"said Bo Thao, Executive Director of Hmong National Development (HND). "We hope to continue this collaboration between members of Congress and local APA communities. We must work so that all Americansóincluding those of Asian descentówill gain access to a quality education." "NABE is glad to be able to participate in this very important briefing. Ensuring adequate education services for LEP Asian American students, and limited English proficient students in general, is a highly complex issue that affects us all," said Delia Pompa, Executive Director of the National Association for Bilingual Education.
Source: NATIONAL COUNCIL OF ASIAN PACIFIC AMERICANS
Inputdate: 2003-06-19 11:57:00
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Title: Temporary Instructors: American English Institute
Body: From: "Anselmo Villanueva" Temporary Instructors http://hr.uoregon.edu/jobs/current.php?type=pool&id=58 Posting #: 050303 Department: American English Institute, University of Oregon The American English Institute at the University of Oregon is looking for qualified instructors to fill possible temporary positions for summer 2003 and during the 2003-04 academic year, part or full time. Beginning salary $22,000/academic year, negotiable. REQUIRED: MA/MS in ESL, Linguistics, or a related field. Two years recent language teaching experience, preferably in an intensive language institute. Submit complete Vita, including references or phone references if available. Address inquiries to: Christa Hansen American English Institute 5212 University of Oregon Eugene, OR 97403-5212 PH: (541) 346-3945 FAX: (541) 346-3917 email: aei@oregon.uoregon.edu Application deadlines: Summer-June 6; Fall, August 29; Winter Spring open.
Source: University of Oregon
Inputdate: 2003-06-19 12:00:00
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Contentid: 238
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Title: Coalition of Essential Schools
Body: From: "Anselmo Villanueva" Your CONNECTION to the Coalition of Essential Schools Network =========================================== CONTENTS OF THIS ISSUE 1. CES National Events and Announcements 2. CES National Early Bird Affiliation Winners 3. CES Regional Center Events =========================================== Here are some web addresses to access for information: 1. CES National EVENTS AND ANNOUNCEMENTS *** Fall Forum 2003: Making School a Place of Meaning Join us for the 17th Annual Fall Forum, November 13-15, in Columbus, Ohio. Every year, Fall Forum brings together over 2,000 educators, parents, students, and leading thinkers in education to exchange ideas, ask questions, and share insights from schools around the country. This year,we focus on creating schools that meet students' needs for meaning,purpose, and connection, so that students grapple with ideas that matter to them and have significance in the world. We are currently accepting proposals for sessions at Fall Forum. To find out more or to submit a proposal, please visit our Web site: http://www.essentialschools.org/pub/ces_docs/fforum/fforum.html. Proposals are due June 27. _______________________________________________________________ The Bay Area Coalition for Equitable Schools (BayCES) invites you to BayCES University -- a professional development opportunity for educators, district personnel, school site leaders, teacher leaders, support providers, education reformers, external evaluators and other professional developers. Coaching for Educational Equity Institute July 21-25, 2003 Oakland, CA Schools as institutions are inherently inequitable. It takes will, skill and knowledge to transform schools into high achieving and equitable places of learning for every student and adult. The practice of coaching is one strategy for accelerating the pace of change in schools and maintaining a focus on continuous improvement and equitable results. Participants will learn the theory and principles of BayCES coaching, as well as the practices and strategies that coaches employ to accelerate change with individuals, teams and schools. Five-Day Professional Development Courses BayCES University is offering two weeks of five-day professional development, focusing on four of BayCES' key content areas: school design, data-based inquiry, instructional leadership and leading for equity (managing the emotional and social aspects of change and reform work). BayCES coaches, teachers from BayCES-affiliated small schools, and other professional developers in the Bay Area will facilitate courses. Week of July 28 - August 1, 2003 Oakland, CA Courses include: * Designing Equitable Small Schools * Creating an Equity-Centered Professional Learning Community * Leading for Educational Equity: Theory, Practice & Application * Understanding the Power of Small Schools * Reading Comprehension: Building Independent Engagement in Reading for Meaning * Understanding and Teaching Mathematics for All (Grades 3-5) * English Language Development Week of August 4th-August 8th Oakland, CA Courses include: * Learning to Do Inquiry for Equity * Beyond Heroes and Holidays: Building Cultural Competence to Support Student Learning * Large School Conversions: Designing High Achieving and Equitable Small Schools * Building Classroom Community: Essential Strategies for the Urban Classroom * Arts Learning and Equity * Understanding and Teaching Mathematics for All (Grades 5-8) * Secondary School Literacy: Issues and Practice * English Language Development For more information or to register, visit BayCES at: http://www.bayces.org/bayces_university/professional.htm
Source: news@essentialschools.org
Inputdate: 2003-06-19 12:09:00
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