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Contentid:
3158
Content Type: 1
Title: Stanford University Video Library for ELL Educators
Body: From: http://ellib.stanford.edu/video_library/index.cfm?cat_ID=1 This website offers free access to multimedia materials for courses and professional development seminars related to educating English language learners (ELLs). These materials are currently used in Stanford's online CLAD certification program, and have been collaboratively developed with Teachscape, Inc., a developer and provider of online professional development for teachers. The free materials offered on this website include: * Video lectures and commentary featuring leaders in the fields of bilingualism, second language acquisition, and policy and best practices for ELLs; * Video cases highlighting exemplary teachers of ELLs that serve to demonstrate what theory and research indicate as effective pedagogy; * Homework activity assignments for each of the video lecture/case modules; * Supporting text materials including teacher lesson plans, student work, teacher evaluations of student work, extended "notes" identifying important aspects of the video lectures and cases, additional resources, and glossaries.
Source: Stanford University School of Education
Inputdate: 2005-06-02 22:43:00
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Title: Stanford University Video Library for ELL Educators
Body: From: http://ellib.stanford.edu/video_library/index.cfm?cat_ID=1 This website offers free access to multimedia materials for courses and professional development seminars related to educating English language learners (ELLs). These materials are currently used in Stanford's online CLAD certification program, and have been collaboratively developed with Teachscape, Inc., a developer and provider of online professional development for teachers. The free materials offered on this website include: * Video lectures and commentary featuring leaders in the fields of bilingualism, second language acquisition, and policy and best practices for ELLs; * Video cases highlighting exemplary teachers of ELLs that serve to demonstrate what theory and research indicate as effective pedagogy; * Homework activity assignments for each of the video lecture/case modules; * Supporting text materials including teacher lesson plans, student work, teacher evaluations of student work, extended "notes" identifying important aspects of the video lectures and cases, additional resources, and glossaries.
Source: Stanford University School of Education
Inputdate: 2005-06-02 22:43:00
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3159
Content Type: 1
Title: Khmer Programs Abound at the University of Hawai'i
Body: The Khmer Language Program at the University of Hawai'i offers a wide variety of opportunities, including learning materials, courses on campus, and online and study-abroad programs. For more information, visit: http://www.hawaii.edu/khmer
Source: University of Hawai'i at Manoa
Inputdate: 2005-06-02 22:52:00
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Title: Khmer Programs Abound at the University of Hawai'i
Body: The Khmer Language Program at the University of Hawai'i offers a wide variety of opportunities, including learning materials, courses on campus, and online and study-abroad programs. For more information, visit: http://www.hawaii.edu/khmer
Source: University of Hawai'i at Manoa
Inputdate: 2005-06-02 22:52:00
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3160
Content Type: 1
Title: California Schools Fight for Bilingual Assessment
Body: Two schools in California's South County are filing a suit against the state claiming that English-only testing is unfair and produces inaccurate results among their students, 90% of whom speak Spanish at home. Several major bilingual organizations and school districts are joining to complain that the state doesn't recognize the difference between language as content and content taught in another language. Among the group's goals are the addition of oral directions in students' native languages and the development of tests in other languages. Read the San Diego Union-Tribune article at: http://www.signonsandiego.com/uniontrib/20050601/news_7m1language.html
Source: San Diego Union-Tribune
Inputdate: 2005-06-04 11:09:00
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Title: California Schools Fight for Bilingual Assessment
Body: Two schools in California's South County are filing a suit against the state claiming that English-only testing is unfair and produces inaccurate results among their students, 90% of whom speak Spanish at home. Several major bilingual organizations and school districts are joining to complain that the state doesn't recognize the difference between language as content and content taught in another language. Among the group's goals are the addition of oral directions in students' native languages and the development of tests in other languages. Read the San Diego Union-Tribune article at: http://www.signonsandiego.com/uniontrib/20050601/news_7m1language.html
Source: San Diego Union-Tribune
Inputdate: 2005-06-04 11:09:00
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Contentid:
3161
Content Type: 1
Title: Call for Papers: PacCALL 2005 Conference
Body: The Second Pacific Association for CALL Conference (PacCALL) will be held at Yunnan University, Kunming, Yunnan Province, China from 1-3 December 2005. The theme for this year's conference is: CALL Directions: New Identities and New Communities Abstracts (max 250 words) for Papers (45 minutes); Demonstrations (45 minutes); and Posters sessions are now invited. Deadline for receipt of abstracts is 31 July, 2005. Further details can be found via the PacCALL website http://www.paccall.org Robb, T. [NETEACH-L] PACCALL 2005, Dec. 1-3, Kunming, China. Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU (26 May 2005).
Source: PacCALL
Inputdate: 2005-06-04 11:31:00
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Expdate: 2005-08-01 00:00:00
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Title: Call for Papers: PacCALL 2005 Conference
Body: The Second Pacific Association for CALL Conference (PacCALL) will be held at Yunnan University, Kunming, Yunnan Province, China from 1-3 December 2005. The theme for this year's conference is: CALL Directions: New Identities and New Communities Abstracts (max 250 words) for Papers (45 minutes); Demonstrations (45 minutes); and Posters sessions are now invited. Deadline for receipt of abstracts is 31 July, 2005. Further details can be found via the PacCALL website http://www.paccall.org Robb, T. [NETEACH-L] PACCALL 2005, Dec. 1-3, Kunming, China. Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU (26 May 2005).
Source: PacCALL
Inputdate: 2005-06-04 11:31:00
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Contentid:
3162
Content Type: 1
Title: Call for Participation: EgypTesol Electronic Oasis, December 2005
Body: From: http://www.egyptesol.org/ElectronicOasis2005CALL.htm Dear Colleagues, It is indeed a pleasure to send you the Call for Participation for the fifth Electronic Oasis (EO) organized by the Education Technology Special Interest Group of EgypTesol during the upcoming EgypTesol Conference (December 2-4, 2005) in Cairo (venue to be announced) www.egyptesol.org As usual, the EO is an excellent chance for ELT professionals interested in implementing technology in teaching to get together and to demonstrate/share with other colleagues some of our CALL (computer assisted language learning) practices and experiences. The Electronic Oasis December 2005, is inviting proposals for workshops and demos. All Electronic Oasis sessions will be held concurrently with the conferences sessions. The EO2005 has been structured this year to provide EFL educators with knowledge and skills in using technology for EFL purposes through demonstrations, presentations, and workshops. The On-line proposal submission center for Demonstrations and Workshops is now available. Deadline for submitting proposals for participation in the EO2005 activities is August 31, 2005.
Source: EgypTesol
Inputdate: 2005-06-04 12:10:00
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Expdate: 2005-09-01 00:00:00
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Title: Call for Participation: EgypTesol Electronic Oasis, December 2005
Body: From: http://www.egyptesol.org/ElectronicOasis2005CALL.htm Dear Colleagues, It is indeed a pleasure to send you the Call for Participation for the fifth Electronic Oasis (EO) organized by the Education Technology Special Interest Group of EgypTesol during the upcoming EgypTesol Conference (December 2-4, 2005) in Cairo (venue to be announced) www.egyptesol.org As usual, the EO is an excellent chance for ELT professionals interested in implementing technology in teaching to get together and to demonstrate/share with other colleagues some of our CALL (computer assisted language learning) practices and experiences. The Electronic Oasis December 2005, is inviting proposals for workshops and demos. All Electronic Oasis sessions will be held concurrently with the conferences sessions. The EO2005 has been structured this year to provide EFL educators with knowledge and skills in using technology for EFL purposes through demonstrations, presentations, and workshops. The On-line proposal submission center for Demonstrations and Workshops is now available. Deadline for submitting proposals for participation in the EO2005 activities is August 31, 2005.
Source: EgypTesol
Inputdate: 2005-06-04 12:10:00
Lastmodifieddate: 2005-06-04 12:10:00
Expdate: 2005-09-01 00:00:00
Publishdate: 2005-06-06 00:00:00
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Contentid:
3163
Content Type: 1
Title: CARLA Summer Institutes 2005 - Early Bird Deadline Today!
Body: The early bird deadline for the CARLA summer institutes is fast approaching! One of the institutes has closed and we anticipate that others might also reach full capacity so we encourage you to register now. The institutes that are still open at this time are: Meeting the Challenges of Immersion Education: Writing as a Tool for Language Development and Assessment Developing Materials for Less Commonly Taught Languages (LCTLs) Culture as the Core in the Second Language Classroom Focusing on Learner Language: Basics of Second Language Acquisition for Teachers Using Technology in Second Language Teaching Improving Language Learning: Styles- and Strategies-Based Instruction Developing Assessments for the Second Language Classroom Maximizing Study Abroad: Teaching Strategies for Language and Culture Learning and Use The cost of each of the CARLA summer institutes is $300 if registration is received by June 6, 2005 and $350 after that date. More information and registration forms is available on the CARLA website at: http://www.carla.umn.edu/institutes/. You may also request a copy of the summer institute brochure by e-mailing the CARLA office at: carla@umn.edu. CARLA. The Carla Update. CARLA@umn.edu (1 June 2005).
Source: Center for Advanced Research on Language Acquisition
Inputdate: 2005-06-04 12:25:00
Lastmodifieddate: 2005-06-04 12:25:00
Expdate: 2005-07-24 00:00:00
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Title: CARLA Summer Institutes 2005 - Early Bird Deadline Today!
Body: The early bird deadline for the CARLA summer institutes is fast approaching! One of the institutes has closed and we anticipate that others might also reach full capacity so we encourage you to register now. The institutes that are still open at this time are: Meeting the Challenges of Immersion Education: Writing as a Tool for Language Development and Assessment Developing Materials for Less Commonly Taught Languages (LCTLs) Culture as the Core in the Second Language Classroom Focusing on Learner Language: Basics of Second Language Acquisition for Teachers Using Technology in Second Language Teaching Improving Language Learning: Styles- and Strategies-Based Instruction Developing Assessments for the Second Language Classroom Maximizing Study Abroad: Teaching Strategies for Language and Culture Learning and Use The cost of each of the CARLA summer institutes is $300 if registration is received by June 6, 2005 and $350 after that date. More information and registration forms is available on the CARLA website at: http://www.carla.umn.edu/institutes/. You may also request a copy of the summer institute brochure by e-mailing the CARLA office at: carla@umn.edu. CARLA. The Carla Update. CARLA@umn.edu (1 June 2005).
Source: Center for Advanced Research on Language Acquisition
Inputdate: 2005-06-04 12:25:00
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Expdate: 2005-07-24 00:00:00
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Contentid:
3164
Content Type: 1
Title: New Volume: Creating Teacher Community
Body: Creating Teacher Community: Selected Papers from the Third International Conference on Language Teacher Education Edited by Martha H. Bigelow and Constance L. Walker CARLA Working Paper Series # 24 December 2004 337 pp $15.00 + shipping The papers in this volume were selected from presentations originally presented at the Third International Conference on Language Teacher Education held in Minneapolis in May 2003. Rooted in different instructional settings, the selected papers offer a window into many of the issues touched upon at the conference and suggest directions for future discussions in the field of language teacher education. This volume is organized according to three themes of the conference: a) The Knowledge Base of Language Teacher Education, b) Social, Cultural, and Political Contexts of Language Teacher Education, and c) Process of Language Teacher Education. The editors of the volume, Drs. Bigelow and Walker, provide a wonderful introduction to the selected papers, which is available as a PDF document on the CARLA website at: http://www.carla.umn.edu/resources/LTE_conference_proceedings.pdf This new publication and all the CARLA working papers are available through the University of Minnesota Bookstore. For details on ordering see: http://www.carla.umn.edu/resources/working-papers/index.html CARLA. The CARLA Update. CARLA@umn.edu (1 June 2005).
Source: Center for Advanced Research on Language Acquisition
Inputdate: 2005-06-04 12:30:00
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Publishdate: 2005-06-06 00:00:00
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Title: New Volume: Creating Teacher Community
Body: Creating Teacher Community: Selected Papers from the Third International Conference on Language Teacher Education Edited by Martha H. Bigelow and Constance L. Walker CARLA Working Paper Series # 24 December 2004 337 pp $15.00 + shipping The papers in this volume were selected from presentations originally presented at the Third International Conference on Language Teacher Education held in Minneapolis in May 2003. Rooted in different instructional settings, the selected papers offer a window into many of the issues touched upon at the conference and suggest directions for future discussions in the field of language teacher education. This volume is organized according to three themes of the conference: a) The Knowledge Base of Language Teacher Education, b) Social, Cultural, and Political Contexts of Language Teacher Education, and c) Process of Language Teacher Education. The editors of the volume, Drs. Bigelow and Walker, provide a wonderful introduction to the selected papers, which is available as a PDF document on the CARLA website at: http://www.carla.umn.edu/resources/LTE_conference_proceedings.pdf This new publication and all the CARLA working papers are available through the University of Minnesota Bookstore. For details on ordering see: http://www.carla.umn.edu/resources/working-papers/index.html CARLA. The CARLA Update. CARLA@umn.edu (1 June 2005).
Source: Center for Advanced Research on Language Acquisition
Inputdate: 2005-06-04 12:30:00
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Contentid:
3165
Content Type: 1
Title: Middle-Eastern Cultural Resources for Educators
Body: From: http://www.ameu.org/ameu.asp AMEU was founded 34 years ago by Americans whose professions in medicine, church ministry, archaeology and diplomacy had taken them to the Middle East. AMEU strives to create in the United States a deeper appreciation of the culture, history and current events in that area. To achieve this goal, AMEU publishes The Link on a bi-monthly basis and sponsors educational programs. From: http://www.ameu.org/whatdo.asp What We Do The Link AMEU's principal educational tool is The Link, with each of its five issues devoted to a single critical issue, one that is usually not covered in depth--if at all--in the mainstream press. In addition to its general readership, The Link goes to approximately 2,500 church leaders, 2,000 academicians, and 1,900 public and school libraries, including major universities. Annual voluntary subscription: $40.00. Book and Audio-Visual Program. Latest books, videocassettes and tapes are offered at substantial discount prices. (See Book Catalogue, which lists more than 120 selections.) Library Donations. AMEU matches a $75.00 contribution by sending a collection of books worth over $200.00 to the library of the donor's choice. Speaker's Bureau. AMEU provides upon request a national listing of speakers for lectures, conferences or media interviews. Travel. AMEU sponsors tours to the Middle East and has compiled a Holy Land Tour Directory that lists recommended travel agencies, hotels, craft shops, guides and resource contacts for those traveling on their own or with organized groups. Teacher Packets. Free and inexpensive material is provided to teachers on the primary and secondary levels. AMEU is listed in several resource directories used by teachers.
Source: Americans for Middle-East Understanding
Inputdate: 2005-06-04 12:44:00
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Title: Middle-Eastern Cultural Resources for Educators
Body: From: http://www.ameu.org/ameu.asp AMEU was founded 34 years ago by Americans whose professions in medicine, church ministry, archaeology and diplomacy had taken them to the Middle East. AMEU strives to create in the United States a deeper appreciation of the culture, history and current events in that area. To achieve this goal, AMEU publishes The Link on a bi-monthly basis and sponsors educational programs. From: http://www.ameu.org/whatdo.asp What We Do The Link AMEU's principal educational tool is The Link, with each of its five issues devoted to a single critical issue, one that is usually not covered in depth--if at all--in the mainstream press. In addition to its general readership, The Link goes to approximately 2,500 church leaders, 2,000 academicians, and 1,900 public and school libraries, including major universities. Annual voluntary subscription: $40.00. Book and Audio-Visual Program. Latest books, videocassettes and tapes are offered at substantial discount prices. (See Book Catalogue, which lists more than 120 selections.) Library Donations. AMEU matches a $75.00 contribution by sending a collection of books worth over $200.00 to the library of the donor's choice. Speaker's Bureau. AMEU provides upon request a national listing of speakers for lectures, conferences or media interviews. Travel. AMEU sponsors tours to the Middle East and has compiled a Holy Land Tour Directory that lists recommended travel agencies, hotels, craft shops, guides and resource contacts for those traveling on their own or with organized groups. Teacher Packets. Free and inexpensive material is provided to teachers on the primary and secondary levels. AMEU is listed in several resource directories used by teachers.
Source: Americans for Middle-East Understanding
Inputdate: 2005-06-04 12:44:00
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Contentid:
3166
Content Type: 1
Title: Advice for Teachers of the Visually Impaired
Body: A recent post to the FLTEACH listserv requested suggestions on teaching visually impaired students. Here are some of the responses. ---- Last semester I had a student who was blind. We had to have someone braille her work for her. So I had to have everything done well in advance so that I could have the work brailled and ready to give to her when I give the other students their work. She learned well since she relied on her other senses (hearing, for one) and she picked a lot up quickly. Sometimes faster than my sighted students. Mitchell, S. Re: teaching a visually impaired student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (31 May 2005.) ---- When I had a blind student in class, I found that it was useful (and interesting) to learn Braille. The support group provided me with a Braille typewriter, and with a little practice I was able to crank out the homework lesson pages for him in a short time. It gave me a lot of flexibility, rather than relying on the "team" to do the sheets for me with several days' notice. Lee, R. Re: teaching a visually impaired student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (31 May 2005.) ---- My experience this past year (as a teacher of a VI student and helping out another teacher that had 2) recommends putting anything you can into a digital format. Most/all of our VI kids have laptops that they use. We have found that notes can be exchanged really easily from teacher to student (and work turned in) via a jumpdrive at the beginning of class. Lugo, C. Re: teaching a visually impaired student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 June 2005.) ---- I maintain a thematic bibliography of modern foreign languages and special educational needs on my website at: http://www.specialeducationalneeds.com/mfl/biblio.doc You will find over 100 online and print references in the visual impairment section. There is a listserv dedicated to visually impaired foreign language learners called LangLearn-L. Details at: http://bvi-groups.tripod.com/education.htm Wilson, D. Re: teaching a visually impaired student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 June 2005.)
Source: FLTEACH
Inputdate: 2005-06-05 11:17:00
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Publishdate: 2005-06-06 00:00:00
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Title: Advice for Teachers of the Visually Impaired
Body: A recent post to the FLTEACH listserv requested suggestions on teaching visually impaired students. Here are some of the responses. ---- Last semester I had a student who was blind. We had to have someone braille her work for her. So I had to have everything done well in advance so that I could have the work brailled and ready to give to her when I give the other students their work. She learned well since she relied on her other senses (hearing, for one) and she picked a lot up quickly. Sometimes faster than my sighted students. Mitchell, S. Re: teaching a visually impaired student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (31 May 2005.) ---- When I had a blind student in class, I found that it was useful (and interesting) to learn Braille. The support group provided me with a Braille typewriter, and with a little practice I was able to crank out the homework lesson pages for him in a short time. It gave me a lot of flexibility, rather than relying on the "team" to do the sheets for me with several days' notice. Lee, R. Re: teaching a visually impaired student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (31 May 2005.) ---- My experience this past year (as a teacher of a VI student and helping out another teacher that had 2) recommends putting anything you can into a digital format. Most/all of our VI kids have laptops that they use. We have found that notes can be exchanged really easily from teacher to student (and work turned in) via a jumpdrive at the beginning of class. Lugo, C. Re: teaching a visually impaired student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 June 2005.) ---- I maintain a thematic bibliography of modern foreign languages and special educational needs on my website at: http://www.specialeducationalneeds.com/mfl/biblio.doc You will find over 100 online and print references in the visual impairment section. There is a listserv dedicated to visually impaired foreign language learners called LangLearn-L. Details at: http://bvi-groups.tripod.com/education.htm Wilson, D. Re: teaching a visually impaired student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 June 2005.)
Source: FLTEACH
Inputdate: 2005-06-05 11:17:00
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3167
Content Type: 1
Title: YOL Poster Contest for German Students
Body: From: http://aatg.org/programs/hsstudentprogs/YoLPoster.htm Poster Theme: Why learn German? This contest is open to any K-12 German students in the US. Posters must be submitted to the local AATG chapter by June 30, 2005 for the initial judging by a committee selected by the chapter president. Chapters pick one winner from each level, if possible, up to a maximum of three total (i.e., they have no elementary school programs - or they have no submissions at a given level). The three winners from the local AATG chapters are submitted electronically to the AATG YOL Poster Contest committee, consisting of post-secondary level AATG members, and judges from the German-American Chamber of Commerce, as selected by the AATG Executive Director. National winners will be announced at AATG Annual Meeting in Baltimore in November 2005. Prizes will be sent to winning students in November. We will announce details of prizes as soon as they are firm; we hope to offer books, dictionaries, T-shirts, etc. Please encourage your students to make a poster as part of the Year of Languages and submit it to the contest. For details, please visit: http://aatg.org/programs/hsstudentprogs/YoLPoster.htm
Source: AATG
Inputdate: 2005-06-05 11:22:00
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Title: YOL Poster Contest for German Students
Body: From: http://aatg.org/programs/hsstudentprogs/YoLPoster.htm Poster Theme: Why learn German? This contest is open to any K-12 German students in the US. Posters must be submitted to the local AATG chapter by June 30, 2005 for the initial judging by a committee selected by the chapter president. Chapters pick one winner from each level, if possible, up to a maximum of three total (i.e., they have no elementary school programs - or they have no submissions at a given level). The three winners from the local AATG chapters are submitted electronically to the AATG YOL Poster Contest committee, consisting of post-secondary level AATG members, and judges from the German-American Chamber of Commerce, as selected by the AATG Executive Director. National winners will be announced at AATG Annual Meeting in Baltimore in November 2005. Prizes will be sent to winning students in November. We will announce details of prizes as soon as they are firm; we hope to offer books, dictionaries, T-shirts, etc. Please encourage your students to make a poster as part of the Year of Languages and submit it to the contest. For details, please visit: http://aatg.org/programs/hsstudentprogs/YoLPoster.htm
Source: AATG
Inputdate: 2005-06-05 11:22:00
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Expdate: 2005-07-01 00:00:00
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