Contents
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Title: ELTpics: Digital Picture File
Body:
Joe McVeigh describes a digital image collection, ELTpics, that language teachers can use: http://blog.tesol.org/eltpics-a-digital-picture-file-for-english-language-teachers/
ELTpics is available at http://www.eltpics.com/, and the photos are curated at https://www.flickr.com/photos/ELTpics
Source: TESOL Blog
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Title: Chicago European Union Film Festival
Body:
Chicago European Union Film Festival
March 9 - April 5, 2018
See a schedule of showings at http://www.siskelfilmcenter.org/ceuff/2018/festivalfilms
Source: Gene Siskel Film Center
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Title: National Coalition of Community-Based Language Schools
Body:
From http://nhlrc.ucla.edu/nhlrc/resources/article/143931
The National Coalition of Community-Based Heritage Language Schools is a nationwide initiative established to support, guide, and promote the interests of community-based heritage language schools and organizations across the United States. The coalition's goals are to facilitate communication among community-based heritage language programs; increase the visibility and recognition of these programs within the U.S. education system on local, state, and national levels; and document places where heritage language teaching and learning are taking place in these schools in the United States.
Learn more and join the discussion forum at http://nhlrc.ucla.edu/nhlrc/resources/article/143931
Source: NHLRC
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Title: Five Effective Tips for Going Global
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Spanish teacher Danielle Chausée talk about ways that world language teachers can build students' global competence: start small, re-think unit design, find allies, grow your coalition to the district level, and look for community partners.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2018/02/five_effective_tips_for_going_global_advice_from_a_teacher.html
Source: Education Week
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Title: Book: Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum
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From http://press.georgetown.edu/book/languages/arabic-one-language
Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum
Edited by Mahmoud Al-Batal
Published by Georgetown University Press
For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary.
In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method's success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).
Visit the publisher's website at http://press.georgetown.edu/book/languages/arabic-one-language
Source: Georgetown University Press
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Title: Book: Assessment Across Online Language Education
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From https://www.equinoxpub.com/home/assessment-across/
Assessment Across Online Language Education
Edited by Stephanie Link and Jinrong Li
Published by Equinox Publishing
With the expansion of online language learning opportunities, language teachers and learners are presented with an increasingly diverse range of tools to facilitate language learning in various contexts. However, CALL researchers and practitioners often have limited knowledge about the effectiveness of online language learning primarily due to a lack of research on online language learning outcomes and on valid assessment measures.
Despite the challenges in assessing language learning online, the editors of this volume believe the wide range of online language learning opportunities has brought new tools and methods to both strengthen assessment and inform pedagogical decisions in online language teaching. In terms of assessment, technology first provides researchers and practitioners with more options to document learners' language use in different contexts and their progress over time. The instances of learners' actual use of language will complement any achievement and proficiency measures of language learning outcomes. Moreover, the use of technology motivates researchers and practitioners to re-conceptualize assessment of online language learning. More importantly, technologies make it possible for the assessment to be incorporated for the purpose of learning (e.g., adaptive learning) and teaching (e.g., technology-mediated dynamic assessment and teacher intervention).
Assessment Across Online Language Education examines these challenges emerged in online language teaching and learning, explores the new opportunities for language teachers and learners, and provides suggestions for future research on assessment and learning in online language education.
Visit the publisher's website at https://www.equinoxpub.com/home/assessment-across/
Source: Equinox Publishing
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Title: Book: The Multilingual Citizen: Towards a Politics of Language for Agency and Change
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From http://www.multilingual-matters.com/display.asp?isb=9781783099641
The Multilingual Citizen: Towards a Politics of Language for Agency and Change
Edited by Lisa Lim, Christopher Stroud, and Lionel Wee
Published by Multilingual Matters
In this ground-breaking collection of essays, the editors and authors develop the idea of Linguistic Citizenship. This notion highlights the importance of practices whereby vulnerable speakers themselves exercise control over their languages and draws attention to the ways in which alternative voices can be inserted into processes and structures that otherwise alienate those they were designed to support. The chapters discuss issues of decoloniality and multilingualism in the global South, and together retheorize how to accommodate diversity in complexly multilingual/ multicultural societies. Offering a framework anchored in transformative notions of democratic and reflexive citizenship, it prompts readers to critically rethink how existing contemporary frameworks such as Linguistic Human Rights rest on disempowering forms of multilingualism that channel discourses of diversity into specific predetermined cultural and linguistic identities.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781783099641
Source: Multilingual Matters
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Title: Call for Papers: Ninth Annual Workshop on Immigrant Languages in the Americas
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From http://www.workshoponimmigrantlanguages.org/wila-9.html
Ninth Annual Workshop on Immigrant Languages in the Americas
October 25-27, 2018
University of Wisconsin - Eau Claire
In the aftermath of immigration, new generations often speak "heritage languages", a notion Rothman (2009) defines in this way: "A language qualifies as a heritage language if it is a language spoken at home or otherwise readily available to young children, and crucially this language is not a dominant language of the larger (national) society." Heritage languages have only recently become a major topic of interest among linguists, explored for their implications for linguistic theory, especially in terms of acquisition, attrition, and change. This workshop aims to promote discussion of heritage languages in the Americas across different language, subfields, and theoretical persuasions.
The deadline for submissions is May 20.
View the full call for papers at http://www.workshoponimmigrantlanguages.org/abstract-submission.html
Source: University of Wisconsin - Eau Claire
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Title: Call for Papers: Sustainable Multilingualism
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From https://linguistlist.org/issues/29/29-1018.html
Sustainable Multilingualism is an international, fully open access peer-reviewed journal which provides a platform for promoting and publishing original research on the phenomenon of multilingualism from multidisciplinary perspectives: language policy, language teaching, learning and acquisition, education, psychology, communication research, sociolinguistics, neurolinguistics, literature, history, and other fields and branches of Humanities and Social sciences. The journal welcomes submissions which are theoretically and empirically rigorous and relevant to multilingualism on international, national, institutional and local levels. The journal is interested in research papers presented in various official EU languages, followed by comprehensive summaries in Lithuanian and English. Each submitted article is blind peer-reviewed by experts selected from relevant fields of research.
View the full call for papers at https://linguistlist.org/issues/29/29-1018.html
Source: LINGUIST List
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Title: Call for Articles: Al-cArabiyya
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From https://linguistlist.org/issues/29/29-982.html
Al-cArabiyya, the journal of the American Association of Teachers of Arabic, is a leading journal in the field of Arabic language and linguistics. Al-cArabiyya welcomes scholarly and pedagogical articles, and book reviews that contribute to the advancement of study, criticism, research, and teaching in the fields of Arabic language, linguistics, and literature. The journal also considers responses and comments on articles published in previous issues. Review articles are also welcome; contact the editor to propose one.
Learn more about submitting an article, including the deadline for the upcoming issue, at https://linguistlist.org/issues/29/29-982.html
Source: LINGUIST List
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