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Contentid: 380
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Title: Assisting a Linguistically Different Learner with Special Needs
Body: From: "Hsiao Liu" As a service to the field, NCELA regularly announces new materials and resources, commercial and otherwise. These notifications are in no way intended as an endorsement of any product. Readers are encouraged to closely examine materials for their appropriateness for the local population and their alignment with program goals. * Assisting a Linguistically Different Learner with Special Needs "When confronted with a challenging issue, educators must make efforts to use the best practices available to accommodate the learner" (Schoen & Schoen, 2003, p. 21). Confronted with the challenge of improving the English language skills of a fourth-grader from Korea with learning disabilities, educators Schoen and Schoen decided to take an action research approach. The study they conducted was designed to understand how to address the needs of one learner. Data were collected through: 1) interviews with the student, his parents and his teacher; 2) multiple measures of progress, including anecdotal records, writing samples, and results of the Botel Sight Vocabulary Test; 3) research on cultural, personality and learning differences; and 4) a review of literature on effective strategies for teaching English as a second language. Schoen and Schoen also "...decided to introduce the whole class to strategies that enhance language development and understanding..." (p. 18) such as storytelling, cooperative learning, advance organizers, and Total Physical Response. From this process, the authors found ways to provide better one-to-one instruction within the classroom. "Action Research in the Classroom: Assisting a Linguistically Different Learner with Special Needs," by Sharon Schoen and Alexis Schoen, appears in TEACHING Exceptional Children (Volume 35, 3: 16-21, Jan/Feb 2003), a publication of the Council for Exceptional Children. 1110 North Glebe Road, Suite 300 Arlington, Virginia 22201-5704 Web: www.cec.sped.org/
Source: OELA NEWSLINE - July 15, 2003
Inputdate: 2003-07-16 12:22:00
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Title: Diversity in Bilingual and Special Education
Body: From: "Hsiao Liu" Theoretical and ethnographic perspectives on diversity are explored in the summer 2003 issue of Harvard Educational Review (Volume 73, 2). Two articles are featured: -- "Developing Cultural Fluency: Arab and Jewish Students Engaging in One Another's Company," by Jocelyn Anne Glazier, describes how cultural understandings developed between Arab and Jewish first graders during the first year of a bilingual/bicultural school in Israel. Glazier conducted an ethnographic study within the school, collecting data on teacher- and student-initiated cross-cultural experiences through videotaping and field notes. Her findings suggest that "[i]ndividuals must engage in ongoing, meaningful, and shared tasks in order to develop cultural fluency" (p. 159). Incorporating such tasks into the curriculum, Glazier argues, although complicated and controversial, is necessary if cross-cultural learning is to go beyond the superficial. -- In "Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space," Vanderbilt University professor Alfredo Artiles discusses the complexity of two issues prevalent in special education literature: overrepresentation and inclusion of diverse students. Both issues, Artiles argues, "...are ultimately about how educators and educational systems deal with 'difference' in politically and culturally charged contexts" (p. 194). Neither perspective is sufficient to support a truly pluralistic vision of education. The author calls for disability and special education research that takes into account additional perspectives, including differing definitions of disability across cultures and over time. Harvard Educational Review is a quarterly journal published by: Harvard Graduate School of Education 8 Story Street, 5th Floor, Cambridge MA 02138-3752 Tel: (800) 513-0763 Fax: (617) 496-3584 Email: hepg@harvard.edu Web: http://gseweb.harvard.edu/hepg
Source: Harvard Educational Review (Volume 73, 2)
Inputdate: 2003-07-16 12:35:00
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Title: English for All
Body: From: "Hsiao Liu" English for All is a web-based multimedia program for high beginning adult English learners. Developed by the Division of Adult Career Education of the Los Angeles Unified School District and funded through the U.S. Department of Education, the program includes video, CD-ROM, instructional web site and print materials. Students can work through five different stories and 20 episodes. For each episode, students are presented with activities for building linguistic and social/cultural skills. In one episode, for example, students see videos of what happens when one immigrant decides to take a chance on a new job compared to what happens when he does not. To review English for All, go to: www.myefa.org/login.cfm
Source: NCELA
Inputdate: 2003-07-16 12:39:00
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Contentid: 383
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Title: Literacy Conference
Body: From: "Hsiao Liu" September 26-28, 2003 International Reading Association Multiple Language Literacy Conference Vancouver, BC, Canada Policies to Build Successful Multiple Language Literacy Programs in Schools is the theme for the International Reading Association's September 2003 multiple language literacy conference. The conference will address: . Assessment in the multiple language classroom . Research that can impact practice . Models of effective instruction . How the needs of adolescents should be addressed . What nations are doing to support their multiple language schools Conference registration deadline is August 25, 2003. For more information, contact: Crystal Jackson International Reading Association, 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Tel: (302) 731-1600, x272 Email: cjackson@reading.org
Source: International Reading Association
Inputdate: 2003-07-16 12:42:00
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Expdate: 2003-09-28 00:00:00
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Contentid: 384
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Title: New Teacher Institute Summer 2003
Body: From: "Hsiao Liu" August 3-9, 2003 National Council of la Raza (NCLR) New Teacher Institute Summer 2003 Pomona, CA NCLR's Center for Community Educational Excellence is holding its second annual New Teacher Institute this summer in Pomona, California. The Institute is a five-day event designed primarily for teachers with 0-2 years of experience, but open to all teachers. During the Institute, teachers attend sessions to develop cultural competency and learn instructional methodologies and strategies to increase the quality of instruction provided to Latino students. The Institute is organized into two primary courses each day: 1) Curriculum and Instruction, and 2) Classroom Climate. Supplemental courses in literacy, assessment, and integrating technology are also offered. Participants culminate their learning in a final project representative of the skills, knowledge and understanding necessary to meet the needs of Latino learners. Participants may earn three graduate credits or professional development credits for their participation in the Institute. For more information, read the online brochure (www.nclr.org), or contact: Reina Johnson, Meeting Planner NCLR/C2E2, 1111 19th Street NW, Suite 1000 Washington DC 20036. Tel: (202) 776-1808 Fax: (202) 776-1792
Source: National Council of la Raza (NCLR)
Inputdate: 2003-07-16 12:45:00
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Expdate: 2003-08-09 00:00:00
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Title: CAL Research Assistants
Body: From: "Hsiao Liu" Washington, DC The Center for Applied Linguistics (CAL) has two full time research assistantships available in the Language Testing Division, for September 1, 2003 to August 31, 2004. (Additional opportunities may be available depending upon funding.) Salary is $34,000 to $40,000 per annum, depending upon qualifications. Responsibilities: Coordination and research support to the WIDA Project. The WIDA Project will develop a test of English language proficiency for students in K-12 classrooms learning English as a second language. The project requires developing assessments covering all language modalities: speaking, listening, reading, and writing; training personnel who will administer and score the assessments; and pilot testing those assessments. Primary responsibilities will be: * Assisting in correspondence and coordination between the Project Manager, other project staff, item writers, and advisers * Assembling, organizing, querying, and reporting project data using database management software * Assisting in developing, reviewing, and revising test items and forms * Assisting in the preparation of training materials * Scheduling, arranging, and conducting training sessions Qualifications: MA Degree in Elementary or Secondary Education, English as a Second Language, Linguistics or related field. Must have K-12 classroom experience, preferably in situations dealing with ESL learners; excellent word processing skills, preferably in Word; at least rudimentary skills in using Excel, Access and Powerpoint; and excellent English speaking and writing skills. Knowledge of language testing and statistics a plus. Must be flexible, organized, attentive to detail, and have excellent interpersonal skills. Must be able to negotiate tasks running simultaneously. Must be available for occasional travel to meetings or conferences. To apply, send letter and resume to: Center for Applied Linguistics ATTN: Recruitment 03-08 4646 40th Street, NW Washington, D.C. 20016-1859 Or email: ann@cal.org
Source: Center for Applied Linguistics
Inputdate: 2003-07-16 12:48:00
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Contentid: 386
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Title: OELANewsline July 15, 2003
Body: From: "Hsiao Liu" OELA NEWSLINE - July 15, 2003 Visit OELA on the Web at: http://www.ed.gov/offices/OELA/ Items in this issue: I. No Child Left Behind Update - North Carolina Receives Reading First Grant More information about the program, including related publications and resources, is available on the Reading First Web site: http://www.ed.gov/offices/OESE/readingfirst/index.html II. News in the Nation - Partnership to Improve Educational Achievement for Hispanic Americans - Funding Opportunities from the U.S. Department of Education III. Research, Publications, and Resources - Assisting a Linguistically Different Learner with Special Needs - Being a Good Consumer of Scientifically Based Research - Diversity in Bilingual and Special Education - English for All IV. Education Conferences - Multiple Language Literacy Conference V. Education Opportunities - NCLR New Teacher Institute VI. Job Opportunities - CAL Research Assistants For inquiries about the content of the OELA NEWSLINE or to submit information for inclusion, please contact Ms. Hsiao Liu at: hliu@ncela.gwu.edu Newsline Home: http://www.ncela.gwu.edu/newsline/ ---------------------------------------------------------------------- If you have questions about NCELA or the education of linguistically and culturally diverse students, send email to: askncela@ncela.gwu.edu Visit OELA on the Web at: http://www.ed.gov/offices/OELA/ Visit NCELA on the Web at: http://www.ncela.gwu.edu
Source: NCELA
Inputdate: 2003-07-16 13:14:00
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Contentid: 387
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Title: Bilingualism and Biliteracy Conference
Body: From: "Charlie Bauer" See our web site (http://www.cal.org/twi) Presentations by CAL researchers at 2-Way CABE in San Francisco: Wednesday, July 23, 2003, 3:15 p.m. - 4:45 p.m. (Grand Peninsula A). Julie Sugarman will present "Instructional Strategies for the Development of Bilingualism and Biliteracy." Based on a qualitative study of four successful two-way programs, this presentation will discuss language/content integration, student grouping, and balanced and flexible literacy instruction to promote bilingualism and biliteracy.
Source: CAL
Inputdate: 2003-07-16 13:21:00
Lastmodifieddate: 2003-07-16 13:21:00
Expdate: 2003-07-23 00:00:00
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Contentid: 388
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Title: Program Standards for Dual Language Education: Feedback Requested!
Body: From: "Charlie Bauer" Here Thursday, July 24, 2003, 1:30 p.m. - 3:00 p.m. (Regency B). Donna Christian & Julie Sugarman (CAL), Kathryn Lindholm-Leary (San Jose State University), and David Rogers (Dual Language Education of New Mexico) will facilitate "Program Standards for Dual Language Education: Feedback Requested!" In this session, we will present draft program standards for dual language education that are being reviewed by a panel organized by NCELA and CAL. Feedback from participants will contribute to revisions of the draft.
Source: CAL
Inputdate: 2003-07-16 13:26:00
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Expdate: 2003-07-24 00:00:00
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Contentid: 389
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Title: Immersion Symposium
Body: From: "Charlie Bauer" GWATFL (The Greater Washington Association of Teachers of Foreign Languages) and NCLRC (National Capital Language Resource Center: CAL, George Washington University, Georgetown University) are sponsoring an Immersion Symposium on September 19-20 at Georgetown University. More information on the symposium can be found at http://www.pgcps.org/~forlang/symposium.htm. The call for papers is also linked from that site, and proposals are due by July 21, 2003 (contact Dr. Pat Barr-Harrison at pbarr@pgcps.org for more information).
Source: GWATFL , NCLRC, CAL, George Washington University
Inputdate: 2003-07-16 13:31:00
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Expdate: 2003-09-20 00:00:00
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