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Content Type: 1
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
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Title: Assisting a Linguistically Different Learner with Special Needs
Body: From: "Hsiao Liu"
Source: OELA NEWSLINE - July 15, 2003
Inputdate: 2003-07-16 12:22:00
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381
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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)
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Title: Diversity in Bilingual and Special Education
Body: From: "Hsiao Liu"
Source: Harvard Educational Review (Volume 73, 2)
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382
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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
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Title: English for All
Body: From: "Hsiao Liu"
Source: NCELA
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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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Title: Literacy Conference
Body: From: "Hsiao Liu"
Source: International Reading Association
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384
Content Type: 1
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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Title: New Teacher Institute Summer 2003
Body: From: "Hsiao Liu"
Source: National Council of la Raza (NCLR)
Inputdate: 2003-07-16 12:45:00
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385
Content Type: 1
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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Title: CAL Research Assistants
Body: From: "Hsiao Liu"
Source: Center for Applied Linguistics
Inputdate: 2003-07-16 12:48:00
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386
Content Type: 1
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
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Title: OELANewsline July 15, 2003
Body: From: "Hsiao Liu"
Source: NCELA
Inputdate: 2003-07-16 13:14:00
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Content Type: 1
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
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Title: Bilingualism and Biliteracy Conference
Body: From: "Charlie Bauer"
Source: CAL
Inputdate: 2003-07-16 13:21:00
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Content Type: 1
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
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Title: Program Standards for Dual Language Education: Feedback Requested!
Body: From: "Charlie Bauer"
Source: CAL
Inputdate: 2003-07-16 13:26:00
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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
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Title: Immersion Symposium
Body: From: "Charlie Bauer"
Source: GWATFL , NCLRC, CAL, George Washington University
Inputdate: 2003-07-16 13:31:00
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