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Content Type: 1
Title: Book: Educating Refugee-background Students
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From http://www.multilingual-matters.com/display.asp?isb=9781783099962
Educating Refugee-background Students: Critical Issues and Dynamic Contexts
Edited by Shawna Shapiro, Raichle Farrelly, and Mary Jane Curry
Published by Multilingual Matters
This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781783099962
Source: Multilingual Matters
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Title: Call for Papers: American Association of Teachers of Slavic and East European Languages 2019 Conference
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The American Association of Teachers of Slavic and East European Languages 2019 Conference will take place February 7-10 in New Orleans.
The AATSEEL National Meeting is a forum for scholarly exchange of ideas in all areas of Slavic and East/Central European languages, literatures, linguistics, cultures, and pedagogy. The Program Committee invites scholars in these and related areas to form panels around specific topics, organize roundtable discussions, propose forums on instructional materials, and/or submit proposals for individual presentations.
View the full call for proposals at https://www.aatseel.org/cfp_main
In addition to regular conference panels and events, the program will now include panel streams. These streams will promote greater cohesion among conference panels and foster a broader dialogue throughout the conference. The result can be a series of mini-conferences within the framework of the larger conference.
View the full call for stream papers at https://www.aatseel.org/program/2019-call-for-stream-papers/
Proposals are due by July 1, 2018.
Source: AATSEEL
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Content Type: 1
Title: Call for Papers: Multilingual Childhoods: Education, Policy and Practice
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From https://linguistlist.org/issues/29/29-2484.html
The international research conference Multilingual Childhoods: Education, policy and practice will be held on 15-16 May 2019, at the Inland Norway University of Applied Sciences in Hamar, Norway.
Aimed at scholars, PhD students and practitioners involved in research, Multilingual Childhoods 2019 welcomes those who are investigating childhood multilingualism in educational contexts from around the world. Multilingual Childhoods 2019 will focus on issues related to the learning and teaching of two or more languages in the home, school or community by children from birth to the age of 6 years old. The focus may include language development and use in contexts of awareness of languages, additional languages, foreign languages, second languages, bilingual education, and immersion. Additional topics may relate to the role of parents, teacher education and training and policy in early multilingualism.
Deadline for abstract submissions: 30 October 2018.
View the full call for papers at https://linguistlist.org/issues/29/29-2484.html
Source: LINGUIST List
Inputdate: 2018-06-20 07:46:35
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Title: Japanese Language Teachers’ Association of New England Annual Conference
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From https://sites.dartmouth.edu/jltane/
The Thirty-Second Annual Conference of the Japanese Language Teachers’ Association of New England (JLTANE) will be held at Dartmouth College, Hanover, NH on Saturday, August 18, 2018.
Visit the conference website at https://sites.dartmouth.edu/jltane/
Source: Dartmouth College
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Title: Online Courses: Teaching for Global Competence
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From https://asiasociety.org/education/teaching-global-competence
With initial investments from the Gates Foundation and Carnegie Corporation, and in partnership with Harvard University and Stanford University, among others, the Center for Global Education at Asia Society has developed an educator training program on educating for global competence.
While previously only accessible to the Center for Global Education, the new online program powered by EdPlus at Arizona State University now brings this content to any educator around the world.
Browse the selection of one-hour online courses at https://asiasociety.org/education/teaching-global-competence
Source: Asia Society
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Title: Association of Language Companies Washington Leaders Forum
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Source: JNCL
Inputdate: 2018-06-20 07:49:52
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Title: Wisconsin Language Roadmap Initiative
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From https://wisconsinlanguageroadmap.wiscweb.wisc.edu/
By strengthening and promoting language education for all Wisconsin students at all levels, K-16, the Wisconsin Language Roadmap Initiative aims to ensure that Wisconsin’s future workforce is able to effectively engage and compete in increasingly interconnected global markets, serve diverse local communities, and participate in professional and personal networks that cross linguistic, cultural, and national boundaries.
The plan is in the public input stage at this point, with plans to disseminate a finalized document in September.
You can find out more on the Wisconsin Language Roadmap website at https://wisconsinlanguageroadmap.wiscweb.wisc.edu/
Source: University of Wisconsin-Madison
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Title: New Research Supports Need for Policy Changes for ASL Users and English Learners
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From https://www.eurekalert.org/pub_releases/2018-06/lsoa-asl061118.php
A new study of the educational needs of students who are native users of American Sign Language (ASL) shows glaring disparities in their treatment by the U.S Department of Education. The article, "If you use ASL, should you study ESL? Limitations of a modality-b(i)ased policy", by Elena Koulidobrova (Central Connecticut State University), Marlon Kunze (Gallaudet University) and Hannah Dostal (University of Connecticut), will be published in the June 2018 issue of the scholarly journal Language. A pre-print version of the article may be found at https://www.linguisticsociety.org/sites/default/files/e2_94.2Koulidobrova.pdf
The US legal system offers various protections to children for whom English is an additional language, such as access to focused English instruction to facilitate mastery of the academic curriculum. However, these laws do not protect all multilingual students in the US. One population of bilingual students has been systematically excluded from these protections are those whose native language is ASL. The authors' research shows that ASL has long been considered a system of communication for people with hearing needs and viewed through the prism of disability as opposed to multilingualism. However, as decades of linguistic research have revealed, ASL is a language in its own right and independent from English; it is the primary language of the Deaf community in the US, but there are also many members of the ASL community who are not deaf. Yet, the conflation between the lack of hearing and language drives the linguistic, as well as educational policy, of the US government.
Among the most serious ramifications of the exclusion of ASL users from the legal policies on multilingual education is that no data has ever been systematically collected on users of ASL who have no disabilities: we simply do not know with certainty how many typically developing children in the US school system have ASL as a native language. This article systematically demonstrates that there are different kinds of "ASL native" groups, and each is truly multilingual in all the ways which have by now become familiar as a result of previous linguistic research with individuals who speak other languages. Schools and educators understand the need to separate issues of language impairment from language development so that ASL users are able to receive appropriate linguistic support. The authors propose explicit programmatic curricular suggestions, but more importantly, they call for a change in policy that would dismantle the conflation between language and disability and, therefore, finally take the US closer to equity for children whose native language is a sign language.
Source: EurekAlert
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Title: Video Series: Sounds of Australian Aboriginal Languages
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From https://arts.unimelb.edu.au/indiglang
The Research Unit for Indigenous Language at the University of Melbourne has created four short videos about sounds that are found in many aboriginal languages of Australia: word initial velar nasals, palatals, vowels, and taps and trills. Access them at https://arts.unimelb.edu.au/indiglang/training/australian-indigenous-languages/sounds-of-aboriginal-languages
Source: University of Melbourne
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Content Type: 1
Title: The Trump/Kim Summit and Teaching North Korea
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From https://mailchi.mp/asiasociety/global-learning-newsletter-2572217?e=c00fca3321
Asia Society has been covering the North Korea-U.S. summit in Singapore with numerous articles that may be useful to share with you students and to keep up to date on the rapidly changing news. Keep up with the latest at https://asiasociety.org/countries-regions/north-korea?utm_source=asia-society-newsletter&utm_medium=email&utm_campaign=june-18
In addition, a Center for Global Education blog post from last September is full of teaching resources that are still relevant and timely for learning about North Korea as a country. Read the article at http://blogs.edweek.org/edweek/global_learning/2017/09/considering_north_korea_beyond_the_headlines.html
Source: Asia Society
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