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4036
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Title: Funding Opportunity: Postdoctoral Fellowship in Scholarly Information Resources 2006
Body: From http://www.clir.org/fellowships/postdoc/postdoc.html The Council on Library and Information Resources (CLIR) is pleased to announce the 2006 Postdoctoral Fellowship Program in Scholarly Information Resources for Humanists. Now in its third year, the fellowship provides new scholars in the humanities a unique opportunity to develop expertise in the new forms of scholarly research and the information resources that support them, both traditional and digital, that are challenging research institutions. The program offers fellowships to individuals who have earned their Ph.D.s in disciplines in the humanities within the past five years (or who will earn them before starting the program) and who believe that there are opportunities to develop meaningful linkages between disciplinary scholarship, libraries, archives, and evolving digital tools. All fields in the humanities will be considered; Fellows must be in residence at a sponsoring institution for the duration of the fellowship. PLEASE NOTE: The application deadline for the 2006 Postdoctoral Fellowship program has been extended to February 24, 2006. The original deadline date was February 10, 2006. For more information, visit http://www.clir.org/fellowships/postdoc/postdoc.html .
Source: CLIR
Inputdate: 2006-01-13 18:50:00
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Expdate: 2006-02-25 00:00:00
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Title: Funding Opportunity: Postdoctoral Fellowship in Scholarly Information Resources 2006
Body: From http://www.clir.org/fellowships/postdoc/postdoc.html The Council on Library and Information Resources (CLIR) is pleased to announce the 2006 Postdoctoral Fellowship Program in Scholarly Information Resources for Humanists. Now in its third year, the fellowship provides new scholars in the humanities a unique opportunity to develop expertise in the new forms of scholarly research and the information resources that support them, both traditional and digital, that are challenging research institutions. The program offers fellowships to individuals who have earned their Ph.D.s in disciplines in the humanities within the past five years (or who will earn them before starting the program) and who believe that there are opportunities to develop meaningful linkages between disciplinary scholarship, libraries, archives, and evolving digital tools. All fields in the humanities will be considered; Fellows must be in residence at a sponsoring institution for the duration of the fellowship. PLEASE NOTE: The application deadline for the 2006 Postdoctoral Fellowship program has been extended to February 24, 2006. The original deadline date was February 10, 2006. For more information, visit http://www.clir.org/fellowships/postdoc/postdoc.html .
Source: CLIR
Inputdate: 2006-01-13 18:50:00
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Contentid:
4037
Content Type: 1
Title: Center for Advanced Proficiency in Arabic Opens
Body: From http://www.georgetown.edu/departments/arabic/capa.htm CAPA at Georgetown University (Center for Advanced Proficiency in Arabic) 2005-6 Academic Year The first full-time, intensive, year-long Arabic program in the United States! Georgetown University is pleased to announce the opening of the Center for Advanced Proficiency in Arabic (CAPA). CAPA is supported by the National Security Education ProgramÂ’s (NSEP) National Flagship Language Initiative. CAPA is the first intensive Arabic language program to be offered for a full academic year and in the US. Other special features of the CAPA program include: - intensive advanced level instruction (3 - 5 hours per day) in the academic year - focus on both spoken and written Arabic - frequent testing and diagnostic feedback - high teacher-to-student ratio - individual attention and customized instruction - special course modules to meet studentsÂ’ academic interests and/or professional needs - summer internships in Arabic-only professional environments. CAPA invites applications for the fall of 2005. The program is open to graduate students, undergraduates, working professionals, and government employees. Students who plan to study in the Arabic-speaking world in 2006 are especially welcome to apply. The application includes an Arabic proficiency screening test. Those eligible are currently at the ILR 1+ or 2 level (ACTFL intermediate high or advanced). The goal of CAPA is to raise their Arabic skills to the ILR 3 or 3+ (ACTFL superior level). CAPA is located at Georgetown University in Washington, DC. Its location gives student access to the outstanding resources of Georgetown University. Students will also take full advantage of the many professional, governmental, and cultural activities, events, and organizations of the area. Qualified students may be eligible for federal funding in the form of tuition scholarships and stipends. This funding is for students who are highly committed to work for the federal government. Other funding may also be available through CAPA. For more information, visit http://www.georgetown.edu/departments/arabic/capa.htm .
Source: Georgetown University
Inputdate: 2006-01-14 14:36:00
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Title: Center for Advanced Proficiency in Arabic Opens
Body: From http://www.georgetown.edu/departments/arabic/capa.htm CAPA at Georgetown University (Center for Advanced Proficiency in Arabic) 2005-6 Academic Year The first full-time, intensive, year-long Arabic program in the United States! Georgetown University is pleased to announce the opening of the Center for Advanced Proficiency in Arabic (CAPA). CAPA is supported by the National Security Education ProgramÂ’s (NSEP) National Flagship Language Initiative. CAPA is the first intensive Arabic language program to be offered for a full academic year and in the US. Other special features of the CAPA program include: - intensive advanced level instruction (3 - 5 hours per day) in the academic year - focus on both spoken and written Arabic - frequent testing and diagnostic feedback - high teacher-to-student ratio - individual attention and customized instruction - special course modules to meet studentsÂ’ academic interests and/or professional needs - summer internships in Arabic-only professional environments. CAPA invites applications for the fall of 2005. The program is open to graduate students, undergraduates, working professionals, and government employees. Students who plan to study in the Arabic-speaking world in 2006 are especially welcome to apply. The application includes an Arabic proficiency screening test. Those eligible are currently at the ILR 1+ or 2 level (ACTFL intermediate high or advanced). The goal of CAPA is to raise their Arabic skills to the ILR 3 or 3+ (ACTFL superior level). CAPA is located at Georgetown University in Washington, DC. Its location gives student access to the outstanding resources of Georgetown University. Students will also take full advantage of the many professional, governmental, and cultural activities, events, and organizations of the area. Qualified students may be eligible for federal funding in the form of tuition scholarships and stipends. This funding is for students who are highly committed to work for the federal government. Other funding may also be available through CAPA. For more information, visit http://www.georgetown.edu/departments/arabic/capa.htm .
Source: Georgetown University
Inputdate: 2006-01-14 14:36:00
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Contentid:
4038
Content Type: 1
Title: Job Posting: MS/HS French Teacher, NY
Body: South Seneca Central Schools has an opening for a MS/HS French teacher starting Feb 13. Currently it looks like a .8 position (French 8, HS levels 1, 2 & 3). We are located in Ovid, NY in the Fingerlakes area (between Geneva and Ithaca, off Rt. 96). For more information, you can contact me.....or send your resume to: Mr. Tom Phillips South Seneca MS 7263 Main Street Ovid, NY 14521 tphillips@southseneca.k12.ny.us fax: 607-869-9553 Karen Sanchez MS Spanish ksanchez@southseneca.k12.ny.us Sanchez, K. French position opening - NYS. FLTEACH@LISTSERV.BUFFALO.EDU (13 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-01-14 14:41:00
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Title: Job Posting: MS/HS French Teacher, NY
Body: South Seneca Central Schools has an opening for a MS/HS French teacher starting Feb 13. Currently it looks like a .8 position (French 8, HS levels 1, 2 & 3). We are located in Ovid, NY in the Fingerlakes area (between Geneva and Ithaca, off Rt. 96). For more information, you can contact me.....or send your resume to: Mr. Tom Phillips South Seneca MS 7263 Main Street Ovid, NY 14521 tphillips@southseneca.k12.ny.us fax: 607-869-9553 Karen Sanchez MS Spanish ksanchez@southseneca.k12.ny.us Sanchez, K. French position opening - NYS. FLTEACH@LISTSERV.BUFFALO.EDU (13 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-01-14 14:41:00
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Contentid:
4039
Content Type: 1
Title: New Volume: Review of Adult Learning and Literacy
Body: From http://cf.linguistlist.org/cfdocs/new-website/LL-WorkingDirs/pubs/books/get-book.cfm?BookID=17818 Title: Review of Adult Learning and Literacy, Volume 6 : Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy Edited By: John Comings (Harvard Graduate School of Education) Barbara Garner (World Education) Cristine Smith (World Education) Description: "Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 6," is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Read more about the book at http://cf.linguistlist.org/cfdocs/new-website/LL-WorkingDirs/pubs/books/get-book.cfm?BookID=17818 .
Source: LINGUIST List
Inputdate: 2006-01-14 14:47:00
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Title: New Volume: Review of Adult Learning and Literacy
Body: From http://cf.linguistlist.org/cfdocs/new-website/LL-WorkingDirs/pubs/books/get-book.cfm?BookID=17818 Title: Review of Adult Learning and Literacy, Volume 6 : Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy Edited By: John Comings (Harvard Graduate School of Education) Barbara Garner (World Education) Cristine Smith (World Education) Description: "Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 6," is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Read more about the book at http://cf.linguistlist.org/cfdocs/new-website/LL-WorkingDirs/pubs/books/get-book.cfm?BookID=17818 .
Source: LINGUIST List
Inputdate: 2006-01-14 14:47:00
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Contentid:
4040
Content Type: 1
Title: New Book: Bilingual Education
Body: From http://linguistlist.org/issues/17/17-99.html Title: Bilingual Education Subtitle: From Compensatory to Quality Schooling, Second Edition Published: 2006 Publisher: Lawrence Erlbaum Associates http://www.erlbaum.com/ Author: Maria Estela Brisk, Boston University Paperback: ISBN: 0805847731 Pages: 272 Price: U.S. $ 29.95 Abstract: "Bilingual Education: From Compensatory to Quality Schooling, Second Edition" maintains its original purpose of synthesizing the research on successful bilingual education in order to demonstrate that quality bilingual education is possible and desirable. Findings from a wide range of studies are integrated to provide a clear picture of bilingual education in today's schools, and a professional understanding of the foundations and issues surrounding bilingual education programs. The recommendations offered provide a comprehensive basis for planning, developing, improving, and evaluating bilingual programs. For clarity, these recommendations are discussed with respect to the whole school, the curriculum, and the classroom, but it is stressed that they need to be applied in a holistic way because they depend on each other. All educators who work or will work with bilingual students-classroom teachers, administrators, and curricula developers-will find the information in this text essential and will appreciate the straightforward approach and easy reading style. For more information on the book, visit http://linguistlist.org/issues/17/17-99.html .
Source: LINGUIST List
Inputdate: 2006-01-14 15:13:00
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Title: New Book: Bilingual Education
Body: From http://linguistlist.org/issues/17/17-99.html Title: Bilingual Education Subtitle: From Compensatory to Quality Schooling, Second Edition Published: 2006 Publisher: Lawrence Erlbaum Associates http://www.erlbaum.com/ Author: Maria Estela Brisk, Boston University Paperback: ISBN: 0805847731 Pages: 272 Price: U.S. $ 29.95 Abstract: "Bilingual Education: From Compensatory to Quality Schooling, Second Edition" maintains its original purpose of synthesizing the research on successful bilingual education in order to demonstrate that quality bilingual education is possible and desirable. Findings from a wide range of studies are integrated to provide a clear picture of bilingual education in today's schools, and a professional understanding of the foundations and issues surrounding bilingual education programs. The recommendations offered provide a comprehensive basis for planning, developing, improving, and evaluating bilingual programs. For clarity, these recommendations are discussed with respect to the whole school, the curriculum, and the classroom, but it is stressed that they need to be applied in a holistic way because they depend on each other. All educators who work or will work with bilingual students-classroom teachers, administrators, and curricula developers-will find the information in this text essential and will appreciate the straightforward approach and easy reading style. For more information on the book, visit http://linguistlist.org/issues/17/17-99.html .
Source: LINGUIST List
Inputdate: 2006-01-14 15:13:00
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Contentid:
4041
Content Type: 1
Title: Study of Korean on the Rise
Body: Growing international interest in learning Korean is reflected by the increase in both demand for teachers and the number of schools and universities offering courses for those interested in teaching the language. The first Korean teachers' certificate system was established with the passing of the basic act of Korean language in July of last year. Read the dongA.com article at http://linguistlist.org/issues/17/17-99.html .
Source: dongA.com
Inputdate: 2006-01-14 15:47:00
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Title: Study of Korean on the Rise
Body: Growing international interest in learning Korean is reflected by the increase in both demand for teachers and the number of schools and universities offering courses for those interested in teaching the language. The first Korean teachers' certificate system was established with the passing of the basic act of Korean language in July of last year. Read the dongA.com article at http://linguistlist.org/issues/17/17-99.html .
Source: dongA.com
Inputdate: 2006-01-14 15:47:00
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Contentid:
4042
Content Type: 1
Title: More Asians Learning Mandarin
Body: Although English remains compulsory for students in Thailand, Mandarin is more widely studied than in recent years. The rise is due in part to the promotion of the language by Beijing, which is now supporting teacher training in dozens of countries around the world. Read the article from The Christian Science Monitor at http://www.csmonitor.com/2006/0112/p01s03-woap.html .
Source: The Christian Science Monitor
Inputdate: 2006-01-14 21:36:00
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Title: More Asians Learning Mandarin
Body: Although English remains compulsory for students in Thailand, Mandarin is more widely studied than in recent years. The rise is due in part to the promotion of the language by Beijing, which is now supporting teacher training in dozens of countries around the world. Read the article from The Christian Science Monitor at http://www.csmonitor.com/2006/0112/p01s03-woap.html .
Source: The Christian Science Monitor
Inputdate: 2006-01-14 21:36:00
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Contentid:
4044
Content Type: 1
Title: Easy Audio for Learners of German
Body: For fun, easy audio/video see Toms Filme: http://www.kindernetz.de/tom/filme/index.html . It is a series of video cartoons with recurring characters, plots, words, and phrases. The story has so many versions because they are also used for the interactive story game, Toms Spiel (http://www.kindernetz.de/tom/spiel/index.html). Caplan-Carbin, L. [AATG-L] Toms Filme - easy audio. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (4 Jan. 2006).
Source: AATG-L
Inputdate: 2006-01-15 15:35:00
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Title: Easy Audio for Learners of German
Body: For fun, easy audio/video see Toms Filme: http://www.kindernetz.de/tom/filme/index.html . It is a series of video cartoons with recurring characters, plots, words, and phrases. The story has so many versions because they are also used for the interactive story game, Toms Spiel (http://www.kindernetz.de/tom/spiel/index.html). Caplan-Carbin, L. [AATG-L] Toms Filme - easy audio. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (4 Jan. 2006).
Source: AATG-L
Inputdate: 2006-01-15 15:35:00
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Contentid:
4045
Content Type: 1
Title: Illustration Assignment Ideas
Body: A recent request on the FLTEACH listserv for activities that allow students to use pictures to illustrate text received the following suggestions. These assignments may be particularly suited to visual learners, but they might give you ideas for lessons for learners of a range of ages and abilities. ---- How about a book with illustrations? I did this using the imperfect. The students wrote 10 sentences about their childhood and then illustrated those sentences. We used white computer paper, we stapled it together, and the book cover was construction paper. You can do this using the future, or 'me gusta' ("I like") sentences. Alonzo, A. Re: Picture assignment. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (11 Nov. 2005). ---- I have my Spanish 1 students plan out a storyboard and write the Spanish that will go on each page. Then they use the school's digital camera to create illustrations. They have to use a lot of Spanish as they plot out the pages, design the illustrations, and pose the subjects. Sometimes we create Web sites using Netscape Composer; sometimes they print out the pictures and paste them in. In Spanish 2 they do the same thing, but their projects are how-to exercises: How to weave hair; how to choose the perfect date for the prom; how to get your mother yo change her mind about something. They become very creative and some of the stories and projects have a journalistic tinge to them that is engrossing. They are always proud of their work. Stracke, C. Re: Picture assignment. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 Nov. 2005).
Source: FLTEACH
Inputdate: 2006-01-15 15:51:00
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Title: Illustration Assignment Ideas
Body: A recent request on the FLTEACH listserv for activities that allow students to use pictures to illustrate text received the following suggestions. These assignments may be particularly suited to visual learners, but they might give you ideas for lessons for learners of a range of ages and abilities. ---- How about a book with illustrations? I did this using the imperfect. The students wrote 10 sentences about their childhood and then illustrated those sentences. We used white computer paper, we stapled it together, and the book cover was construction paper. You can do this using the future, or 'me gusta' ("I like") sentences. Alonzo, A. Re: Picture assignment. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (11 Nov. 2005). ---- I have my Spanish 1 students plan out a storyboard and write the Spanish that will go on each page. Then they use the school's digital camera to create illustrations. They have to use a lot of Spanish as they plot out the pages, design the illustrations, and pose the subjects. Sometimes we create Web sites using Netscape Composer; sometimes they print out the pictures and paste them in. In Spanish 2 they do the same thing, but their projects are how-to exercises: How to weave hair; how to choose the perfect date for the prom; how to get your mother yo change her mind about something. They become very creative and some of the stories and projects have a journalistic tinge to them that is engrossing. They are always proud of their work. Stracke, C. Re: Picture assignment. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 Nov. 2005).
Source: FLTEACH
Inputdate: 2006-01-15 15:51:00
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Contentid:
4046
Content Type: 1
Title: Language Practice with Monsters
Body: This recent post to the FLTEACH listserv suggests several fun ways to use images of monsters in class. Save them for use around Halloween, or bring them out anytime a lighthearted exercise is in order. These should be useful for learners of any age, level, or language. ---- I have used two different activities with monsters depending on the level. For students who are just learning the vocabulary for the first time, I use monsters as a fun assessment of vocabulary retention. I describe the monster they are to draw (indicating the number of heads, eyes, noses, etc. and their color). This has always been a fun quiz (I teach college students, so this is far different than their other coursework). For students in an upper level composition course, I have them draw a monster, then write a description of it. Then I give the description only to another student, who has to bring in a drawing of the monster described for homework the following day. On the second class day, we discuss how the monsters differ from each other. This has been a terrific way to make the point about the need for detail in descriptions in a very fun way. Munoz, N. Monsters. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Oct. 2005).
Source: FLTEACH
Inputdate: 2006-01-15 15:57:00
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Title: Language Practice with Monsters
Body: This recent post to the FLTEACH listserv suggests several fun ways to use images of monsters in class. Save them for use around Halloween, or bring them out anytime a lighthearted exercise is in order. These should be useful for learners of any age, level, or language. ---- I have used two different activities with monsters depending on the level. For students who are just learning the vocabulary for the first time, I use monsters as a fun assessment of vocabulary retention. I describe the monster they are to draw (indicating the number of heads, eyes, noses, etc. and their color). This has always been a fun quiz (I teach college students, so this is far different than their other coursework). For students in an upper level composition course, I have them draw a monster, then write a description of it. Then I give the description only to another student, who has to bring in a drawing of the monster described for homework the following day. On the second class day, we discuss how the monsters differ from each other. This has been a terrific way to make the point about the need for detail in descriptions in a very fun way. Munoz, N. Monsters. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Oct. 2005).
Source: FLTEACH
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