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Contentid:
4806
Content Type: 1
Title: Job Posting: HS Spanish Teacher, TX
Body: We have an unexpected resignation, so we're looking for a Spanish teacher. Right now it is for levels I and II, but retirements in the next several years will open up native/heritage speaker classes and AP lit. Please contact me at crjs@mac.com for more details. (I'm on vacation, so I may not answer immediately.) You may also contact a colleague, Beth Moseley, at moseleyl@cfbisd.edu If you are interested, my understanding is that you have to have documents in the personnel office before the principal can interview you. I have been at this school for 20+ years, our principal is fantastic and supportive, and it's a good place to work. The district is Carrollton Farmers Branch ISD, a north Dallas suburb. We have about 2200 students (minority majority), 5 Spanish teachers, and a good administration. Stacy, C.R. Job opening: Dallas suburb. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 July 2006).
Source: FLTEACH
Inputdate: 2006-07-14 12:17:00
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Expdate: 2006-09-01 00:00:00
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Title: Job Posting: HS Spanish Teacher, TX
Body: We have an unexpected resignation, so we're looking for a Spanish teacher. Right now it is for levels I and II, but retirements in the next several years will open up native/heritage speaker classes and AP lit. Please contact me at crjs@mac.com for more details. (I'm on vacation, so I may not answer immediately.) You may also contact a colleague, Beth Moseley, at moseleyl@cfbisd.edu If you are interested, my understanding is that you have to have documents in the personnel office before the principal can interview you. I have been at this school for 20+ years, our principal is fantastic and supportive, and it's a good place to work. The district is Carrollton Farmers Branch ISD, a north Dallas suburb. We have about 2200 students (minority majority), 5 Spanish teachers, and a good administration. Stacy, C.R. Job opening: Dallas suburb. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 July 2006).
Source: FLTEACH
Inputdate: 2006-07-14 12:17:00
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Contentid:
4807
Content Type: 1
Title: Call for Papers: Virtually Anything: New Modes of Communication
Body: From http://lrcnt.fas.harvard.edu/nerallt/2006_Fall_Call.html New England Regional Association for Language Learning Technology Fall 2006 Meeting October 26-27, 2006 Harvard University Cambridge, Massachusetts CALL FOR PAPERS Proposal deadline: September 15, 2006 Target Audience: Faculty, Language/Media/IT professionals from both higher education and K-12 education Program Goal: Participants will share insights on: The recent generational shift and the emergence of the digital native - How young peoples changing communication and collaboration styles can inform how we approach instructional language technology and pedagogy - How the tools and technologies listed below facilitate this change Existing tools, technologies and services currently available, and examples of their use, with an emphasis on those which are easier to implement. These may include: - Instant messaging - Texting - Voice/video over IP - iPods and Podcasting - Videoconferencing - Wikis, blogs, and other tools for Web-mediated collaboration - Many, many more Simple strategies to stay in touch and engaged with faculty and other staff For more information, visit http://lrcnt.fas.harvard.edu/nerallt/2006_Fall_Call.html .
Source: NERALLT
Inputdate: 2006-07-14 12:32:00
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Expdate: 2006-09-16 00:00:00
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Title: Call for Papers: Virtually Anything: New Modes of Communication
Body: From http://lrcnt.fas.harvard.edu/nerallt/2006_Fall_Call.html New England Regional Association for Language Learning Technology Fall 2006 Meeting October 26-27, 2006 Harvard University Cambridge, Massachusetts CALL FOR PAPERS Proposal deadline: September 15, 2006 Target Audience: Faculty, Language/Media/IT professionals from both higher education and K-12 education Program Goal: Participants will share insights on: The recent generational shift and the emergence of the digital native - How young peoples changing communication and collaboration styles can inform how we approach instructional language technology and pedagogy - How the tools and technologies listed below facilitate this change Existing tools, technologies and services currently available, and examples of their use, with an emphasis on those which are easier to implement. These may include: - Instant messaging - Texting - Voice/video over IP - iPods and Podcasting - Videoconferencing - Wikis, blogs, and other tools for Web-mediated collaboration - Many, many more Simple strategies to stay in touch and engaged with faculty and other staff For more information, visit http://lrcnt.fas.harvard.edu/nerallt/2006_Fall_Call.html .
Source: NERALLT
Inputdate: 2006-07-14 12:32:00
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Expdate: 2006-09-16 00:00:00
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4808
Content Type: 1
Title: Review: Cross-Linguistic Influences in the Second Language Lexicon
Body: From http://linguistlist.org/issues/17/17-2001.html EDITOR: Arabski, Janusz TITLE: Cross-Linguistic Influences in the Second Language Lexicon SERIES: Second Language Acquisition PUBLISHER: Multilingual Matters YEAR: 2006 Julie Bruch, Associate Professor of English and Linguistics at Mesa State College INTRODUCTION Cross-linguistic Influences in the Second Language Lexicon is a collection of nineteen papers which focus on aspects of transfer in the acquisition of lexicon. The collection includes both theoretical analyses and work based on empirical observation. The notion of transfer in language acquisition has traditionally been connected to studies of contrastive analysis (CA) theory, interference, markedness, and error analysis which have a strong theoretical foundation spanning more than three decades. The present collection reviews the notion of language transfer and attempts to broaden its scope from that of a fundamentally psycholinguistic term to include sociolinguistic elements such as language contact and the effects of instruction. The book is relevant to both SLA researchers and teachers of second language. Part 1 opens with a discussion of the theoretical underpinnings of transfer in second language acquisition and presents a corpus of data with which to direct the discussion toward the key concept of lexical competence in a second language. Part 2 examines the role of language contact in building lexical competence. Parts 3 and 4 address the more specific questions of how lexical transfer figures in language processing and what specific strategies are employed by language acquirers as they deal with both negative and positive aspects of transfer. Read the complete review at http://linguistlist.org/issues/17/17-2001.html .
Source: LINGUIST List
Inputdate: 2006-07-14 12:40:00
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Title: Review: Cross-Linguistic Influences in the Second Language Lexicon
Body: From http://linguistlist.org/issues/17/17-2001.html EDITOR: Arabski, Janusz TITLE: Cross-Linguistic Influences in the Second Language Lexicon SERIES: Second Language Acquisition PUBLISHER: Multilingual Matters YEAR: 2006 Julie Bruch, Associate Professor of English and Linguistics at Mesa State College INTRODUCTION Cross-linguistic Influences in the Second Language Lexicon is a collection of nineteen papers which focus on aspects of transfer in the acquisition of lexicon. The collection includes both theoretical analyses and work based on empirical observation. The notion of transfer in language acquisition has traditionally been connected to studies of contrastive analysis (CA) theory, interference, markedness, and error analysis which have a strong theoretical foundation spanning more than three decades. The present collection reviews the notion of language transfer and attempts to broaden its scope from that of a fundamentally psycholinguistic term to include sociolinguistic elements such as language contact and the effects of instruction. The book is relevant to both SLA researchers and teachers of second language. Part 1 opens with a discussion of the theoretical underpinnings of transfer in second language acquisition and presents a corpus of data with which to direct the discussion toward the key concept of lexical competence in a second language. Part 2 examines the role of language contact in building lexical competence. Parts 3 and 4 address the more specific questions of how lexical transfer figures in language processing and what specific strategies are employed by language acquirers as they deal with both negative and positive aspects of transfer. Read the complete review at http://linguistlist.org/issues/17/17-2001.html .
Source: LINGUIST List
Inputdate: 2006-07-14 12:40:00
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Contentid:
4809
Content Type: 1
Title: Recommended Article on Heritage Langage Learners
Body: Dear Colleagues: If you havent seen this, I strongly encourage you to read: Olga Kagan and Kathleen Dillon Russian Heritage Learners: So What Happens Now? Slavic & East European Journal 50.1 (Spring 2006): 83-96 (Just published.) While the focus in the article is on Russian heritage learners, the discussion is relevant to any heritage language program. Rifkin, B. [HERITAGE-LIST] Article recommendation: Slavic & East European Journal 50.1. Heritage List. heritage-list@Majordomo.umd.edu (10 July 2006).
Source: Heritage List
Inputdate: 2006-07-14 12:52:00
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Title: Recommended Article on Heritage Langage Learners
Body: Dear Colleagues: If you havent seen this, I strongly encourage you to read: Olga Kagan and Kathleen Dillon Russian Heritage Learners: So What Happens Now? Slavic & East European Journal 50.1 (Spring 2006): 83-96 (Just published.) While the focus in the article is on Russian heritage learners, the discussion is relevant to any heritage language program. Rifkin, B. [HERITAGE-LIST] Article recommendation: Slavic & East European Journal 50.1. Heritage List. heritage-list@Majordomo.umd.edu (10 July 2006).
Source: Heritage List
Inputdate: 2006-07-14 12:52:00
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Contentid:
4810
Content Type: 1
Title: Ideas for Lessons on the Francophone World
Body: I felt it was imperative for my students to know about the francophone world. I have chosen different francophone countries and throughout the year spent an entire week talking about that country. For instance, the most recent country we studied was Senegal. I taught them about the government system, the history of the country, the language (Wolof and French), the art, music, and the food. Mid-week I gave the students recipes from Senegal and several students prepared dishes for a party we had on Friday (after a brief quiz on Senegal). I also found a Senegalese man who came and spoke to the students in French about his country. Settle, C. Re: la francophonie. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 May 2006). ---- I love to use this site. It's the public TV in Canada. You have lots of short videos (1 min.). http://archives.radio-canada.ca/index.asp?IDLan=0 Guy, S. Re: la francophonie. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 May 2006). ---- The book Personnages has 10 chapters in it focused on 10 different French speaking countries and regions. I did not like the way the book was organized, but really liked the culture pieces. Each chapter opens with a 2 page French write-up of the country. Lutes, A. Re: la francophonie. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 May 2006).
Source: FLTEACH
Inputdate: 2006-07-14 13:07:00
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Title: Ideas for Lessons on the Francophone World
Body: I felt it was imperative for my students to know about the francophone world. I have chosen different francophone countries and throughout the year spent an entire week talking about that country. For instance, the most recent country we studied was Senegal. I taught them about the government system, the history of the country, the language (Wolof and French), the art, music, and the food. Mid-week I gave the students recipes from Senegal and several students prepared dishes for a party we had on Friday (after a brief quiz on Senegal). I also found a Senegalese man who came and spoke to the students in French about his country. Settle, C. Re: la francophonie. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 May 2006). ---- I love to use this site. It's the public TV in Canada. You have lots of short videos (1 min.). http://archives.radio-canada.ca/index.asp?IDLan=0 Guy, S. Re: la francophonie. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 May 2006). ---- The book Personnages has 10 chapters in it focused on 10 different French speaking countries and regions. I did not like the way the book was organized, but really liked the culture pieces. Each chapter opens with a 2 page French write-up of the country. Lutes, A. Re: la francophonie. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 May 2006).
Source: FLTEACH
Inputdate: 2006-07-14 13:07:00
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Publishdate: 2006-07-17 00:00:00
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Contentid:
4811
Content Type: 1
Title: Help for Struggling French Programs
Body: The American Association of Teachers of French now has a Commission on Advocacy to defend your French program, whether you are a member or not. We have a national web site to explain our goals and objectives: Ideas for French Language & Culture Advocacy in the US http://www.utm.edu/staff/globeg/advofr.shtml with a number of state-specific web sites and informational databases linked to it. What do we do? We work with you to develop a group of local and state allies (at school, in business, in the local and state political scene, among parents, etc.). We help you develop a corpus of local-specific knowledge and give you state specific reasons why French is important. Among these allies, in most cases we can put you in contact with a chapter advocacy team. What kind of knowledge do we offer? Recent economic, demographic, historical knowledge about your state that can be openers with power brokers or part of a winning argument in a debate. We offer the addresses of valuable contacts from consulates, state supervisors, your state's AATF chapters, regional chapters of the Alliance Française, and many more. What else will we do? We will help you create a game plan, and then play an appropriate role in its execution. Though we cannot guarantee to thwart the bad guys, we can be your best chance to save a good program, provided you let us know early enough. Of course, AATF members receive regular news of what we are doing through our paper publications: http://www.frenchteachers.org . TennesseeBob Peckham Chair, AATF Commission on Advocacy Professor of French University of Tennessee at Martin Email: bobp@utm.edu I might add that we have been active in a number of states promoting the general good of taking languages. Peckham, B. SOS French programs. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 July 2006).
Source: FLTEACH
Inputdate: 2006-07-14 13:13:00
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Publishdate: 2006-07-17 00:00:00
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Active: 1
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Content Type: 1
Title: Help for Struggling French Programs
Body: The American Association of Teachers of French now has a Commission on Advocacy to defend your French program, whether you are a member or not. We have a national web site to explain our goals and objectives: Ideas for French Language & Culture Advocacy in the US http://www.utm.edu/staff/globeg/advofr.shtml with a number of state-specific web sites and informational databases linked to it. What do we do? We work with you to develop a group of local and state allies (at school, in business, in the local and state political scene, among parents, etc.). We help you develop a corpus of local-specific knowledge and give you state specific reasons why French is important. Among these allies, in most cases we can put you in contact with a chapter advocacy team. What kind of knowledge do we offer? Recent economic, demographic, historical knowledge about your state that can be openers with power brokers or part of a winning argument in a debate. We offer the addresses of valuable contacts from consulates, state supervisors, your state's AATF chapters, regional chapters of the Alliance Française, and many more. What else will we do? We will help you create a game plan, and then play an appropriate role in its execution. Though we cannot guarantee to thwart the bad guys, we can be your best chance to save a good program, provided you let us know early enough. Of course, AATF members receive regular news of what we are doing through our paper publications: http://www.frenchteachers.org . TennesseeBob Peckham Chair, AATF Commission on Advocacy Professor of French University of Tennessee at Martin Email: bobp@utm.edu I might add that we have been active in a number of states promoting the general good of taking languages. Peckham, B. SOS French programs. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 July 2006).
Source: FLTEACH
Inputdate: 2006-07-14 13:13:00
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Contentid:
4812
Content Type: 1
Title: Endangered Language Project
Body: From http://www.npr.org/templates/story/story.php?storyId=5557885 Talk of the Nation, July 14, 2006 The National Science Foundation, National Endowment for the Humanities and Smithsonian Institution budget $2 million in funding to protect 6,000-7,000 declining languages. Guest: Terry Langendoen, coordinator for cyberinfrastructure, Behavioral and Cognitive Sciences Division, co-director, linguistics program, National Science Foundation Listen to the Talk of the Nation story online at http://www.npr.org/templates/story/story.php?storyId=5557885 .
Source: NPR
Inputdate: 2006-07-14 18:42:00
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Title: Endangered Language Project
Body: From http://www.npr.org/templates/story/story.php?storyId=5557885 Talk of the Nation, July 14, 2006 The National Science Foundation, National Endowment for the Humanities and Smithsonian Institution budget $2 million in funding to protect 6,000-7,000 declining languages. Guest: Terry Langendoen, coordinator for cyberinfrastructure, Behavioral and Cognitive Sciences Division, co-director, linguistics program, National Science Foundation Listen to the Talk of the Nation story online at http://www.npr.org/templates/story/story.php?storyId=5557885 .
Source: NPR
Inputdate: 2006-07-14 18:42:00
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Contentid:
4813
Content Type: 1
Title: Department of Defense Funds Critical Language Classes
Body: From http://www.npr.org/templates/story/story.php?storyId=5556949 Morning Edition, July 14, 2006 Howard University in Washington, D.C., is one institution where the Defense Department is paying for students to learn less-commonly taught languages, like Korean and Arabic. It's part of a government effort to prepare the U.S. for global security challenges. Listen to the Morning Edition story at http://www.npr.org/templates/story/story.php?storyId=5556949 .
Source: NPR
Inputdate: 2006-07-14 18:44:00
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Publishdate: 2006-07-17 00:00:00
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Content Type: 1
Title: Department of Defense Funds Critical Language Classes
Body: From http://www.npr.org/templates/story/story.php?storyId=5556949 Morning Edition, July 14, 2006 Howard University in Washington, D.C., is one institution where the Defense Department is paying for students to learn less-commonly taught languages, like Korean and Arabic. It's part of a government effort to prepare the U.S. for global security challenges. Listen to the Morning Edition story at http://www.npr.org/templates/story/story.php?storyId=5556949 .
Source: NPR
Inputdate: 2006-07-14 18:44:00
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Contentid:
4814
Content Type: 1
Title: Recommended Sites for German Reading Practice
Body: Take a look at http://www.deutschlern.net . I've started using it extensively for 3rd, 4th and 5th year. The exercises can be done online, or you can download a print version. However, whoever does the print versions is not very cautious. With a little editing and proofreading, though, it's easy to come up with tons of readings at various levels to fit almost any topic. Schwab, S. Re: [AATG-L] Need reading suggestions. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (7 July 2006). ---- The Kinder- und Jugendliteratur site is definitely the place to go: http://kjl.aatg.org . You'll find lists of resources for each level along with teaching materials. Ashcraft, M. Re: [AATG-L] Need reading suggestions. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (7 July 2006).
Source: AATG-L
Inputdate: 2006-07-14 19:22:00
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Title: Recommended Sites for German Reading Practice
Body: Take a look at http://www.deutschlern.net . I've started using it extensively for 3rd, 4th and 5th year. The exercises can be done online, or you can download a print version. However, whoever does the print versions is not very cautious. With a little editing and proofreading, though, it's easy to come up with tons of readings at various levels to fit almost any topic. Schwab, S. Re: [AATG-L] Need reading suggestions. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (7 July 2006). ---- The Kinder- und Jugendliteratur site is definitely the place to go: http://kjl.aatg.org . You'll find lists of resources for each level along with teaching materials. Ashcraft, M. Re: [AATG-L] Need reading suggestions. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (7 July 2006).
Source: AATG-L
Inputdate: 2006-07-14 19:22:00
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Contentid:
4815
Content Type: 1
Title: German Research Project Online
Body: Project-based approaches have been a feature of subject teaching in general, and FL teaching in particular, here in the UK. The purpose is to provide an opportunity for a little research on the country where the target language is spoken. On my website I have a project for German, which I sometimes set my learners towards the end of the school year when things are winding down. http://www.tomwilson.com/David/germanproject.html Wilson, D. Re: Creating a Hands-on, Project-based FL curriculum. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (15 June 2006).
Source: AATG-L
Inputdate: 2006-07-14 19:26:00
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Active: 1
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Content Type: 1
Title: German Research Project Online
Body: Project-based approaches have been a feature of subject teaching in general, and FL teaching in particular, here in the UK. The purpose is to provide an opportunity for a little research on the country where the target language is spoken. On my website I have a project for German, which I sometimes set my learners towards the end of the school year when things are winding down. http://www.tomwilson.com/David/germanproject.html Wilson, D. Re: Creating a Hands-on, Project-based FL curriculum. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (15 June 2006).
Source: AATG-L
Inputdate: 2006-07-14 19:26:00
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