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Title: Statewide Conference for Teachers of Linguistically and Culturally Diverse Students
Body: FROM: NCELA Newsline 27th Annual Statewide Conference for Teachers of Linguistically and Culturally Diverse Students December 9-12, 2003 Hyatt Regency Oak Brook, IL For more information, contact: Illinois Resource Center 1855 Mt. Prospect Rd. Des Plaines, IL 60018. Tel: 847-803-3112 Fax: 847-803-2828
Source: Illinois Resource Center
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Title: Statewide Conference for Teachers of Linguistically and Culturally Diverse Students
Body: FROM: NCELA Newsline 27th Annual Statewide Conference for Teachers of Linguistically and Culturally Diverse Students December 9-12, 2003 Hyatt Regency Oak Brook, IL For more information, contact: Illinois Resource Center 1855 Mt. Prospect Rd. Des Plaines, IL 60018. Tel: 847-803-3112 Fax: 847-803-2828
Source: Illinois Resource Center
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Title: 2004 ATJ Seminar
Body: From: ATJ Bulletin
Call for Papers and Panels, 2004 ATJ Seminar
The 2004 ATJ Seminar will take place at The San Diego Town & Country Resort, in San Diego, in conjunction with the annual meeting of the Association for Asian Studies, on Thursday, March 4, 2004. The Seminar will feature a full day of concurrent sessions with presentations by ATJ members on linguistics, literature,
second-language acquisition and pedagogy.
Proposals for presentation and panels are welcomed in the areas of Japanese Linguistics, Japanese Literature, Second Language Acquisition in Japanese, and Japanese Language Pedagogy. ATJ also welcomes session proposals from the Association's Specia
l Interest Groups (SIGs). Individual papers are 20 minutes long with an additional 5 minutes for discussion. Organized panels are 100 minutes long in total and should be limited to four active participants (four paper presenters, or three presenters and one discussant). An abstract for an individual paper should be no more than 300 words in English (or 700 characters in Japanese). For organized panels, a maximum 300-word (or 700 characters in Japanese) abstract is required from each participant, in addition to a maximum 300-word (or 700 characters in Japanese) abstract for the panel itself.
Sessions will be held concurrently beginning at 10:00 a.m. Admission is free for members of ATJ and our sister organization, the National Council of Japanese Language Teachers (NCJLT). There will be a registration fee of $35 for non-members.
Submission of abstracts is accepted either on-line at
http://www.japaneseteaching.org/ATJseminar/2004/ or by mail. If submitting by mail, please send five copies of abstracts (in
cluding title and language of presentation, but not showing the name of authors) and a single 3" x 5" card indicating: (1) subject area; (2) the title of the paper (along with the English title, if in Japanese); (3) authors name; (4) authors address; (5) authors affiliation; (6) phone and fax number; (7) email address; and (8) any equipment needs to:
Prof. Yuki Johnson
Department of East Asian Studies
University of Toronto
130 St. George St. #14-087
Toronto, ON M5S-3H1, Canada
Deadline: October 31, 2003.
Please note the following when submitting an abstract:
1) All presenters must be ATJ members. The membership form can be
downloaded from the ATJ web site. Please submit it to the ATJ office by the end of February.
2) We reserve the right to limit each submitter to one paper in any
authorship status.
3) Any information that may reveal your identity should not be included in the abstract.
4) Due to the high cost of renting AV equipment, there will be a charge for presenters who wish to give computer-based presentations using an LCD projector.
Selection of papers/panels will be made by the planning committee.
Evaluation criteria will include (1) innovative ideas/theories, (2) strength of arguments, and (3) in the case of a panel, unity of the papers vis-à-vis the topic of the panel.
Information on hotel accommodations can be found at the web site of the Association for Asian Studies (AAS), http://www.aasianst.org, whose conference is held at the same venue beginning March 4,
2004.
The full schedule for the 2004 ATJ Seminar, including times and room
assignments, will be announced in January.
Source: Department of East Asian Studies, University of Toronto
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Title: 2004 ATJ Seminar
Body: From: ATJ Bulletin
Source: Department of East Asian Studies, University of Toronto
Inputdate: 2003-09-05 12:32:00
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Title: CARLA's Less Commonly Taught Languages (LCTL) Project
Body: From : CARLA Since 1993, CARLA's Less Commonly Taught Languages (LCTL) Project has worked to support LCTL instruction with a variety of opportunities and tools which include: a series of electronic mailing lists for LCTL instructors; a database of where LCTLs are taught at K-12 and post-secondary institutions around the U.S.; and a series of summer institutes and workshops specifically designed for LCTL instructors. In addition to these initiatives, the LCTL project has created two web-based collections of royalty-free materials: the Virtual Picture Album [VPA] and the Virtual Audio Video Archives [VAVA] and has also begun to create an array of lessons plans and activities designed to utilize the VPA, VAVA, and other internet resources. To augment its support of LCTL teachers, the LCTL Project will be awarding grants of up to $1,000 for the development and submission of sharable material for teaching a LCTL. The materials will be used to expand the LCTL Projects growing collection of web-based instructional materials. For more information, go to: http://carla.acad.umn.edu/lctl/minigrant.html CARLA - LCTL Project University of Minnesota 619 Heller Hall 271 - 19th Avenue South Minneapolis, MN 55455
Source: CARLA
Inputdate: 2003-09-05 12:46:00
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Title: CARLA's Less Commonly Taught Languages (LCTL) Project
Body: From : CARLA Since 1993, CARLA's Less Commonly Taught Languages (LCTL) Project has worked to support LCTL instruction with a variety of opportunities and tools which include: a series of electronic mailing lists for LCTL instructors; a database of where LCTLs are taught at K-12 and post-secondary institutions around the U.S.; and a series of summer institutes and workshops specifically designed for LCTL instructors. In addition to these initiatives, the LCTL project has created two web-based collections of royalty-free materials: the Virtual Picture Album [VPA] and the Virtual Audio Video Archives [VAVA] and has also begun to create an array of lessons plans and activities designed to utilize the VPA, VAVA, and other internet resources. To augment its support of LCTL teachers, the LCTL Project will be awarding grants of up to $1,000 for the development and submission of sharable material for teaching a LCTL. The materials will be used to expand the LCTL Projects growing collection of web-based instructional materials. For more information, go to: http://carla.acad.umn.edu/lctl/minigrant.html CARLA - LCTL Project University of Minnesota 619 Heller Hall 271 - 19th Avenue South Minneapolis, MN 55455
Source: CARLA
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Title: Journal: JOURNAL OF LANGUAGE, IDENTITY, AND EDUCATION
Body: From: "sm167"
Journal: JOURNAL OF LANGUAGE, IDENTITY, AND EDUCATION
The latest issue of the Journal of Language, Identity, and Education (Vol. 2 No. 3) is now available. Table of contents are below.
Wayne E. Wright
Editorial Assistant
Journal of Language, Identity, and Education
http://www.asu.edu/educ/epsl/LPRU/JLIE/
Journal of Language, Identity, and Education
Volume 2, Number 3, 2003
ARTICLES
Multiple Identities in a Multicultural World: A Malaysian Perspective
Lee Su Kim
Reading the "Singlish Debate": Construction of a Crisis of Language
Standards and Language Teaching in Singapore -Anneliese Kramer-Dahl
Enhancing Postsecondary Intergroup Relations at the University Through
Student-Run ESL Instruction -Lynne Marie Ronesi
Toward a Definition of Heritage Language: Sociopolitical and Pedagogical Considerations -Nelleke Van Deusen-Scholl
BOOK REVIEWS
Professional Communication in International Settings, by Yuling Pan, Suzanne Wong Scollon, and Ron Scollon
Claudia A. Becker
Never Fade Away: A Novel, by William Hart
Jasmine C. M. Luk
The Foreign Self: Truth Telling as Educational Inquiry, by Francois
Touchon
Vaidehi Ramanathan
Wayne E. Wright
Researcher
Language Policy Research Unit
Education Policy Studies Laboratory
Arizona State University
www.language-policy.org
Source: Wayne E. Wright, Editorial Asissant
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Title: Journal: JOURNAL OF LANGUAGE, IDENTITY, AND EDUCATION
Body: From: "sm167"
Source: Wayne E. Wright, Editorial Asissant
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477
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Title: "NCELA Newsline, August 26
Body: From: "NCELA Newsline"
Read this online at:
http://www.ncela.gwu.edu/newsline
OELA NEWSLINE - August 26, 2003
Items in this issue:
I. No Child Left Behind Update
- No Child Left Behind Extra Credit Turns 100
II. News in the Nation
- Latinos or Hispanics? A Debate About Identity
III. Research, Publications, and Resources
- Against All Odds Directory
- Effective Literacy-Focused PreK Program Report Published
- ESL Tutor Handbook
- Latest Issue of Journal of Language, Identity, and Education
Released
- New Online Bilingual Electronic Library from NCDDR
- Teaching TESOL Books
IV. Education Conferences
- American University
- Colorado TESOL 27th Annual Fall Convention
- Kansas TESOL 21st Annual Spring Conference
- Michigan TESOL Annual Conference
- National Association for Multicultural Education (NAME)
- OELA Summit
- Ohio TESOL Annual Conference 2003
- Puerto Rico TESOL 30th Annual Convention
- Southeast Regional TESOL Conference
V. Education Opportunities
- Asian American Writing Contest
- National Hispanic Scholarship Fund
- Fulbright-Hays Group Projects Abroad Program
- Graduate Assistance in Areas of National Need (GAANN) Program
VI. Job Opportunities
- NY: Bilingual Speech Therapist
- NC: ESL Teachers
Source: NCELA
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Title: "NCELA Newsline, August 26
Body: From: "NCELA Newsline"
Source: NCELA
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Title: Effective Literacy-Focused PreK Program Report Published
Body: From: NCELA Effective Literacy-Focused PreK Program Report Published Bright Beginnings: An Effective Literacy-Focused PreK Program for Educationally Disadvantaged Four-Year-Old Children (2003) is the first publication to report on the experiences of Charlotte-Mecklenburg, N.C., school district's successful efforts to prepare educationally disadvantaged children with the basic literacy and other learning skills they need to be ready to enter kindergarten. The report describes in detail the development, implementation, and results of the full-school-day, literacy-focused Bright Beginnings program. It highlights how this program has met the challenge of closing the learning gap and provides the research that supports it. Just as important, it enables other districts to adopt and adapt the program in their own schools. Bright Beginnings: An Effective Literacy-Focused PreK Program for Educationally Disadvantaged Four-Year-Old Children, by Eric J. Smith, Barbara J. Pellin, and Susan A. Agruso is available from the Educational Research Service (ERS). For more information, visit: http://www.ers.org/whatsnew.htm
Source: Eric J. Smith, Barbara J. Pellin, and Susan A. Agruso
Inputdate: 2003-09-05 13:24:00
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Title: Effective Literacy-Focused PreK Program Report Published
Body: From: NCELA Effective Literacy-Focused PreK Program Report Published Bright Beginnings: An Effective Literacy-Focused PreK Program for Educationally Disadvantaged Four-Year-Old Children (2003) is the first publication to report on the experiences of Charlotte-Mecklenburg, N.C., school district's successful efforts to prepare educationally disadvantaged children with the basic literacy and other learning skills they need to be ready to enter kindergarten. The report describes in detail the development, implementation, and results of the full-school-day, literacy-focused Bright Beginnings program. It highlights how this program has met the challenge of closing the learning gap and provides the research that supports it. Just as important, it enables other districts to adopt and adapt the program in their own schools. Bright Beginnings: An Effective Literacy-Focused PreK Program for Educationally Disadvantaged Four-Year-Old Children, by Eric J. Smith, Barbara J. Pellin, and Susan A. Agruso is available from the Educational Research Service (ERS). For more information, visit: http://www.ers.org/whatsnew.htm
Source: Eric J. Smith, Barbara J. Pellin, and Susan A. Agruso
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Title: Pace Yourself: A Handbook for ESL Tutors
Body: From: NCELA Newsline ESL Tutor Handbook Pace Yourself: A Handbook for ESL Tutors (2003) provides inexperienced and volunteer tutors with guidance in working with students of English as a second language (ESL). Designed for beginning to intermediate ESL levels of all ages, the handbook includes case studies, theory, and practical suggestions divided into four parts and 12 chapters. 1. Prepare What do I do first? What materials should I have on hand? How should I structure my tutoring sessions? 2. Assess How do I know what to teach? How do I use assessment to help me teach? What factors can help or hinder a student's English learning ability? 3. Construct How do I make a lesson plan that is appropriate for my student? How can I use the Internet in my lessons? How do I construct lessons for people whose language I do not speak? 4. Evaluate How do I document students' progress and evaluate their success? What can I do if the student shows little progress? How can I evaluate my performance as an ESL tutor? Also included are lists of resources, terminology, publishers, and organizations of interest to ESL tutors. Pace Yourself: A Handbook for ESL Tutors, by Teresa S. Dalle and Laurel J. Young, is available for purchase from: Teachers of English to Speakers of Other Languages, Inc. (TESOL) 700 South Washington Street, Suite 200 Alexandria, VA 22314 Phone: (703) 836-0774 Email: tesol@tesol.org Web: http://www.tesol.org/
Source: Teresa S. Dalle and Laurel J. Young
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Title: Pace Yourself: A Handbook for ESL Tutors
Body: From: NCELA Newsline ESL Tutor Handbook Pace Yourself: A Handbook for ESL Tutors (2003) provides inexperienced and volunteer tutors with guidance in working with students of English as a second language (ESL). Designed for beginning to intermediate ESL levels of all ages, the handbook includes case studies, theory, and practical suggestions divided into four parts and 12 chapters. 1. Prepare What do I do first? What materials should I have on hand? How should I structure my tutoring sessions? 2. Assess How do I know what to teach? How do I use assessment to help me teach? What factors can help or hinder a student's English learning ability? 3. Construct How do I make a lesson plan that is appropriate for my student? How can I use the Internet in my lessons? How do I construct lessons for people whose language I do not speak? 4. Evaluate How do I document students' progress and evaluate their success? What can I do if the student shows little progress? How can I evaluate my performance as an ESL tutor? Also included are lists of resources, terminology, publishers, and organizations of interest to ESL tutors. Pace Yourself: A Handbook for ESL Tutors, by Teresa S. Dalle and Laurel J. Young, is available for purchase from: Teachers of English to Speakers of Other Languages, Inc. (TESOL) 700 South Washington Street, Suite 200 Alexandria, VA 22314 Phone: (703) 836-0774 Email: tesol@tesol.org Web: http://www.tesol.org/
Source: Teresa S. Dalle and Laurel J. Young
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Title: Grammar Teaching in Teacher Education (2003)
Body: From: NCELA Newsline This new book has been added to the Case Studies in TESOL Practice Series: Grammar Teaching in Teacher Education (2003) Designed to provide "a glimpse into ESOL teacher educator's endeavors to confront the challenges of grammar teaching" (p.6), this book is organized into three parts: Part I: Critical Examinations of Grammar Teaching in Teacher Education Part II: Broadening the Pedagogical Grammar Curriculum Part III: Innovations in Pedagogical Grammar Teaching Included are 11 case studies from Australia, Canada, Great Britain, Singapore, and the United States. Published by Teachers of English to Speakers of Other Languages, Inc. (TESOL): 700 South Washington Street, Suite 200 Alexandria, VA 22314 Phone: (703) 836-0774 Email: tesol@tesol.org http://www.tesol.org/
Source: Edited by Dilin Liu and Peter Master
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Title: Grammar Teaching in Teacher Education (2003)
Body: From: NCELA Newsline This new book has been added to the Case Studies in TESOL Practice Series: Grammar Teaching in Teacher Education (2003) Designed to provide "a glimpse into ESOL teacher educator's endeavors to confront the challenges of grammar teaching" (p.6), this book is organized into three parts: Part I: Critical Examinations of Grammar Teaching in Teacher Education Part II: Broadening the Pedagogical Grammar Curriculum Part III: Innovations in Pedagogical Grammar Teaching Included are 11 case studies from Australia, Canada, Great Britain, Singapore, and the United States. Published by Teachers of English to Speakers of Other Languages, Inc. (TESOL): 700 South Washington Street, Suite 200 Alexandria, VA 22314 Phone: (703) 836-0774 Email: tesol@tesol.org http://www.tesol.org/
Source: Edited by Dilin Liu and Peter Master
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Title: Interaction and Language Learning (2003)
Body: From: NCELA Newsline This new book has been added to the Case Studies in TESOL Practice Series: "Interaction as the Way and Means of Language Learning" is the focus of this new book of classroom-based case studies and profiles of teacher concerns. Included are 11 chapters on: Researching Interaction (Part I) International Contexts of Learner Interaction (Part II) Interaction as Course Input (Part III) Published by Teachers of English to Speakers of Other Languages, Inc. (TESOL): 700 South Washington Street, Suite 200 Alexandria, VA 22314 Phone: (703) 836-0774 Email: tesol@tesol.org http://www.tesol.org/
Source: Edited by Jill Burton and Charles Clennell
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Title: Interaction and Language Learning (2003)
Body: From: NCELA Newsline This new book has been added to the Case Studies in TESOL Practice Series: "Interaction as the Way and Means of Language Learning" is the focus of this new book of classroom-based case studies and profiles of teacher concerns. Included are 11 chapters on: Researching Interaction (Part I) International Contexts of Learner Interaction (Part II) Interaction as Course Input (Part III) Published by Teachers of English to Speakers of Other Languages, Inc. (TESOL): 700 South Washington Street, Suite 200 Alexandria, VA 22314 Phone: (703) 836-0774 Email: tesol@tesol.org http://www.tesol.org/
Source: Edited by Jill Burton and Charles Clennell
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Title: Colorado TESOL 27th Annual Fall Convention
Body: From: NCELA Newsline "New Discoveries in ESL" November 7-8, 2003 Denver, Colorado For more information, contact: Larry Fisher Email: fisherl@colorado.edu or Alan Miller Email: amiller@ala_usa.com http://www.colorado.edu/iec/cotesol
Source: NCELA Newsline
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Title: Colorado TESOL 27th Annual Fall Convention
Body: From: NCELA Newsline "New Discoveries in ESL" November 7-8, 2003 Denver, Colorado For more information, contact: Larry Fisher Email: fisherl@colorado.edu or Alan Miller Email: amiller@ala_usa.com http://www.colorado.edu/iec/cotesol
Source: NCELA Newsline
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