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Contentid: 310
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Title: Request to participate in 2003 Survey of Japanese Language Education Organizations in Canada
Body: From: "Noriko Saito" Dear Japanese language teacher: As you may recall, The Japan Foundation conducted the Japanese-Language Education Organization Surveys in 1993 and 1998. We thank you for completing the survey at that time. The Japan Foundation is planning to organize another survey in September 2003. The Japan Foundation Toronto is currently updating data of the organizations that offer Japanese language courses. Please check the following site to see if your organization is listed. If you find your organization is missing from the list or know organizations whose Japanese program has recently started or closed, please send following information to nsaito@jftor.org : the name of the school, the person in charge of the Japanese program, and the school’s address, phone number, fax number and e-mail address. If you have already contacted us, please ignore this message. Thank you very much in advance for your cooperation. Sincerely, Noriko Saito Program Officer The Japan Foundation Toronto 131 Bloor Street West, Suite 213 Toronto Ontario M5S 1R1 Tel: 416-966-1600 ext. 224 Fax: 416-966-9773 E-mail: nsaito@jftor.org Web: www.japanfoundationcanada.org
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Inputdate: 2003-06-26 10:23:00
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Contentid: 311
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Title: Encyclopedia Latina: History, Culture, Society
Body: From: "Anselmo Villanueva" CALL FOR CONTRIBUTORS Contact Jennifer Acker directly at for more information on this project. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Grolier Publishers announces the development of a groundbreaking four-volume reference set, the Encyclopedia Latina: History, Culture, Society, devoted to Latinos in the United States. The editor is Ilan Stavans. The Encyclopedia will be a multidisciplinary, one-million-word set on Latinos in America, covering history, literature, art, popular and folk cultures, science, politics, religion, business, demographics and law. This Encyclopedia brings together the work of many scholars in a reference work designed both to introduce the field to nonspecialists and to indicate the state of current scholarship to the following groups: upper high school and undergraduate students; librarians; academics; and the general public. Each of the approximately 700 entries will be thorough, informative and objective. There are four length categories: 500-word; 1,000-word; 2,000-word; and 4,000-word. All entries will be signed and will include bibliographies and cross-references. Some illustrations will be used, as well as reproductions of primary source material in appendices. Currently, we are inviting scholars, writers, and experts to be contributors to the Encyclopedia. All interested candidates should contact me at with the following information: name; affiliation; contact information (phone and e-mail are sufficient); statement of area of interest and expertise; and a short writing sample. I look forward to hearing from you, Jennifer Acker Project Manager Encyclopedia Latina
Source: encyclopedialatina@amherst.edu
Inputdate: 2003-07-08 12:32:00
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Contentid: 312
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Title: EMME Publication Announcement
Body: From: "Anselmo Villanueva" Dear Colleagues. We're pleased to announce that the 2003 Spring issue of EMME (Electronic Magazine of Multicultural Education) is now available for your use by visiting its website at . The issue contains four articles, numerous reviews of children's and professional books, websites, and videos, and an art review of urban mural paintings with respect to the theme of "Urban Education and Reform," . Enjoy them and let us know what you think of the issue. EMME has been published since 1999. With the mission of providing free access to scholarly and practical work on multicultural education, we're proud of being in the 5th year without charging any subscription fee to our readers. We are accepting submissions for the next issue scheduled to be published in December 2003 under the theme of "Globalization and Global Education." Please visit the submission information site at if you're interested in submitting a manuscript. Heewon Chang, Ph. D. Editor-in-Chief, EMME Julie Shaw Assistant Editor
Source: Electronic Magazine of Multicult. Ed. <emme@EASTERN.EDU>
Inputdate: 2003-07-08 12:38:00
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Contentid: 313
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Title: The Politics of Controlling Racial and Ethnic Data
Body: From: "Anselmo Villanueva" UPCOMING CONFERENCE: Colorblind Racism?: The Politics of Controlling Racial and Ethnic Data October 2-3, 2003 Stanford University, Palo Alto, California Co-sponsored by the Center for Comparative Studies in Race and Ethnicity, Equal Justice Society, California Coalition for Civil Rights, Annenberg Institute for Justice and Journalism, and Center for Biomedical Ethnics A conference on the statewide and national implications of the California Race Information Ban, a proposed initiative which threatens to limit the collection and use of racial and ethnic data. The speakers will explore "colorblindness" and the politics of controlling racial and ethnic data; the impact of information restrictions on scientific research, health, education and legal justice; the use and misuse of racial and ethnic data, and journalistic approaches to racial and ethnic information. For more information, please contact Allegra Churchill at 415.543.9444 or ejs@lccr.com.
Source: ejs@lccr.com.
Inputdate: 2003-07-08 12:45:00
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Expdate: 2003-10-02 00:00:00
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Contentid: 314
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Title: Indianapolis Program to Address Diversity
Body: From: "Anselmo Villanueva" This is a great opportunity for Indianapolis. For those of you are consultants, note that there is an RFP. For those of you intersted in funding sources, note the websites listed. Anselmo ---------- Anthem Blue Cross and Blue Shield Funds Indianapolis Program to Address Diversity Deadline: July 18, 2003 Anthem Blue Cross and Blue Shield ( http://www.anthem.com/ ), the Indianapolis Urban League, and the American Institute for Managing Diversity, Inc. (http://www.aimd.org/ ) have announced the formation of the Diversity Leadership Academy of Greater Indianapolis. The academy, a program of AIMD, is a community-based leadership development program in diversity management. Anthem has committed $575,000 over three years to allow more than one hundred community leaders to participate in the program at no cost and for curriculum development and other program costs. A diverse group of local business, nonprofit, civic, education, government, and religious leaders are invited to participate in the academy. Participants will attend five classes featuring hands-on leadership development programs designed to better equip them to understand and manage diversity in their organizations and communities. Applications for the inaugural academy class, which begins in September, are now being accepted at the program's Web site. RFP Link: http://www.dlagi.org/ For additional RFPs in Community Improvement/Development, visit: http://www.fdncenter.org/pnd/rfp/cat_community.jhtml
Source: Anthem Blue Cross and Blue Shield
Inputdate: 2003-07-08 12:49:00
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Expdate: 2003-07-18 00:00:00
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Contentid: 315
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Title: Native Youth Leadership Academy
Body: From: "Anselmo Villanueva" The future of our people is resting on the shoulders of our young people. To ensure that the youth are given a fair opportunity to lead one day, the Native Youth Leadership Academy is designed to provide the tools required to be positive leaders of our communities. This training is for youth ages 12-17 that have demonstrated leadership abilities through school studies, sports, community or other activities. No drinkers, gang members or failing students. This training is for youth who want to make a positive difference for their people. Objectives: - To develop leadership skills - To provide an opportunity for youth to practice leadership skills - To challenge youth for positive change and growth Topics: Native Wellness model, Native leadership styles and characteristics, Making speeches, Culture and spirituality, Positive role modeling and healthy lifestyles, Vision, planning and goal setting, Communication skills and working with others. FOR MORE INFORMATION CONTACT: Jillene Joseph, Associate Director, Native Wellness Institute 297 S.E. Palmblad Drive, Gresham, Oregon 97080. Telephone/FAX: (503) 666-7669 Email: jillene@nativewellness.com and see our website http://www.nativewellness.com Your registration form must be received 2 days before the session. Late registrations after this will be $350. The fee covers training manual, breaks and certificate. TRAINERS for this event are: Robert Johnson (Creek) Marcus Guinn (Osage) Jillene Joseph (Gros Ventre) Native Youth Leadership Academy Sessions and Hotel Information July 28- 31, 2003 Portland, OR Portland Youth Leadership Academy registration fee is $350. This includes lodging and meals. Portland Training Schedule: Special note: Co-sponsored by NIKE. Participants will spend one day at the NIKE World Headquarters. Limited to 80 youth. Registration fee $350 Portland, OR, US Registration Adult sponsor ratio: 1 chaperone per 7 youth, Adults must register and send payment.
Source: Native Wellness Institute
Inputdate: 2003-07-08 13:00:00
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Expdate: 2003-07-29 00:00:00
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Contentid: 316
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Title: Leadership Grants: Doctorate in Bilingual/Multicultural Special Education
Body: From: "Anselmo Villanueva" Leadership Grants: Doctorate in Bilingual/Multicultural Special Education The University of New Mexico has been awarded Project LEAD (Leaders Engaged in Academic Discovery) a Leadership Grant for Special Education majors that supports students to: * Develop the skills needed to carry out and disseminate high quality research in issues of culture and language diversity in special education; * Develop the skills to teach university classes and prepare teachers to work with minority children in special education; * Design a plan of service at community, local and national levels with emphasis on actions that have an impact on minority students in special education. This project has several unique features including: * Research/writing-based internship focused on multicultural issues; * Regular group meetings to support development of doctoral level writing and leadership skills; * Existing specialization in cultural diversity; * Stipends for full-time and part-time students; * Travel stipends to attend professional conferences; * Travel stipends for international study; * Complete tuition coverage (scholarship). For more information, please contact: Dr. Diane Torres-Velásquez Hokona Hall 282 Special Education The University of New Mexico Albuquerque, NM 87131-1231 Email: vlasquez@unm.edu Tel: (505) 277-9098 Or Dr. Carol Westby Email: mocha@unm.edu Tel: (505) 277-8715
Source: Special Education: University of New Mexico
Inputdate: 2003-07-08 13:05:00
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Contentid: 317
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Title: Color Lines Conference
Body: From: "Anselmo Villanueva" HISTORIC CONFERENCE SEEKS TO INVIGORATE THE NATIONAL DEBATE ABOUT THE PRESENT AND FUTURE OF RACIAL INTEGRATION IN THE UNITED STATES http://www.civilrightsproject.harvard.edu/colorlines.php August 30 to September 1, 2003 (Labor Day Weekend) - Harvard University, Cambridge, MA The conference will feature an extraordinary outpouring of cutting-edge new thinking and research on race in America from leading practitioners and scholars. Please join The Civil Rights Project at Harvard in what promises to be a truly fabulous and memorable event! Color Lines Conference panels will feature over 200 panelists drawn from a broad range of academic disciplines and professional sectors. These researchers, civic leaders, educators, business people, elected officials, union activists, attorneys, religious leaders and cultural workers comprise a major slice of the nation's intellectual, policy and civic leadership on matters of race and ethnicity. Their judgements, findings, and prescriptions will help to shape our understanding of race and the future trajectory of racial integration in the United States well into the 21st Century. Closer to the conference date, we will post biographies of all our panelists on this web site. Please watch for details. **Register early! Space is limited. Registration Deadline: August 1, 2003** To register, or for in-depth information about the Color Lines Conference, including a full listing of the panels, please visit: http://www.civilrightsproject.harvard.edu/colorlines.php And PLEASE help us spread the word about Color Lines by forwarding the attached Announcement to interested colleagues and throughout your professional networks. Co-sponsored by the W.E.B. Dubois Institute for Afro-American Research, the David Rockefeller Center for Latin American Studies, the Joblessness and Urban Poverty Research Program, the Harvard Immigration Project, and the UCLA Asian American Studies Center.
Source: Harvard University
Inputdate: 2003-07-08 13:09:00
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Expdate: 2003-08-30 00:00:00
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Contentid: 318
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Title: TPR storytelling and other journal articles
Body: From: "Chris Looney" http://www.msu.edu/~sandinkr/tprsarticles.htm
Source: FLTEACH@LISTSERV.BUFFALO.EDU
Inputdate: 2003-07-08 14:19:00
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Contentid: 319
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Title: TPRS article
Body: From: "Jason Fritze" Here's an abstract (link included) of an interesting article on TPRS: http://www2.nau.edu/%7Ejar/RIL_5.html Chapter 5 of Revitalizing Indigenous Languages, edited by Jon Reyhner, Gina Cantoni, Robert N. St. Clair, and Evangeline Parsons Yazzie (pp. 53-58). Flagstaff, AZ: Northern Arizona University. Copyright 1999 by Northern Arizona University. Return to Table of Contents Using TPR-Storytelling to Develop Fluency and Literacy in Native American Languages, Gina P. Cantoni This paper describes the Total Physical Response Storytelling (TPR-S) approach to teaching second languages. TPR-S is an extension of James Asher's Total Physical Response (TPR) immersion approach to teaching second languages that has been very popular with indigenous language teachers as it allows students to be active learners, produces quick results, and does not involve the use of textbooks or writing. TPR-S strategies utilize vocabulary first taught using TPR by incorporating it into stories that students hear, watch, act out, retell, revise, read, write, and rewrite. Subsequent stories introduce additional vocabulary in meaningful contexts.
Source: Gina P. Cantoni
Inputdate: 2003-07-08 14:26:00
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