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4876
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Title: International Baccalaureate Schools Thrive
Body: This article from The Daily Yomiuri profiles a former German school in Kobe, Japan, which has overcome the challenges of dropping enrollment by adopting an international curriculum. Read the complete article at http://www.yomiuri.co.jp/dy/national/20060727TDY16004.htm .
Source: The Daily Yomiuri
Inputdate: 2006-07-30 08:50:00
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Title: International Baccalaureate Schools Thrive
Body: This article from The Daily Yomiuri profiles a former German school in Kobe, Japan, which has overcome the challenges of dropping enrollment by adopting an international curriculum. Read the complete article at http://www.yomiuri.co.jp/dy/national/20060727TDY16004.htm .
Source: The Daily Yomiuri
Inputdate: 2006-07-30 08:50:00
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4877
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Title: Beijing International Education Expo Reveals Huge Job Market
Body: There are currently an estimated 1 million Chinese teaching positions around the world, but only about 2000 full- and part-time positions are actually filled. The Beijing International Education Expo seeks to change all that. Read the article from CCTV at http://www.cctv.com/english/20060724/101952.shtml .
Source: China Central Television
Inputdate: 2006-07-30 08:57:00
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Title: Beijing International Education Expo Reveals Huge Job Market
Body: There are currently an estimated 1 million Chinese teaching positions around the world, but only about 2000 full- and part-time positions are actually filled. The Beijing International Education Expo seeks to change all that. Read the article from CCTV at http://www.cctv.com/english/20060724/101952.shtml .
Source: China Central Television
Inputdate: 2006-07-30 08:57:00
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4878
Content Type: 1
Title: New Book: Unity and Diversity in Language Use
Body: From http://tinyurl.com/ottz9 Unity and Diversity in Language Use Kristyan Miller Paul Thompson Pub Date: 23 Nov 2005 The papers in this collection, drawn from the 34th Annual Conference of the British Association for Applied Linguistics, reflect a number of different perspectives within the field of applied linguistics at the start of the twenty-first century. While addressing the theme of unity and diversity, each paper prompts critical reflection on tensions within the discipline between stability and change, consensus and controversy, similarity and variation. The interpretation of language use is broad and varied, taking both macro- and micro-perspectives. Topics addressed range from issues of global communication in a world of shifting demographies and technological advances to analyses of specific contexts of interaction, both professional and personal. Contexts of language use frequently coincide with settings of language acquisition, both within and beyond the language classroom, and this opens up discussion of the focus, scope and appropriateness of research stances in applied linguistics and practices in language pedagogy. Futhermore, variation is considered from a number of social-cultural, gender-related, linguistic and discourse perspectives, calling into question terminology, definitions and the nature of evidence at the heart of applied linguistic theory and practice. For more information, visit http://tinyurl.com/ottz9 .
Source: Continuum
Inputdate: 2006-07-30 14:59:00
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Title: New Book: Unity and Diversity in Language Use
Body: From http://tinyurl.com/ottz9 Unity and Diversity in Language Use Kristyan Miller Paul Thompson Pub Date: 23 Nov 2005 The papers in this collection, drawn from the 34th Annual Conference of the British Association for Applied Linguistics, reflect a number of different perspectives within the field of applied linguistics at the start of the twenty-first century. While addressing the theme of unity and diversity, each paper prompts critical reflection on tensions within the discipline between stability and change, consensus and controversy, similarity and variation. The interpretation of language use is broad and varied, taking both macro- and micro-perspectives. Topics addressed range from issues of global communication in a world of shifting demographies and technological advances to analyses of specific contexts of interaction, both professional and personal. Contexts of language use frequently coincide with settings of language acquisition, both within and beyond the language classroom, and this opens up discussion of the focus, scope and appropriateness of research stances in applied linguistics and practices in language pedagogy. Futhermore, variation is considered from a number of social-cultural, gender-related, linguistic and discourse perspectives, calling into question terminology, definitions and the nature of evidence at the heart of applied linguistic theory and practice. For more information, visit http://tinyurl.com/ottz9 .
Source: Continuum
Inputdate: 2006-07-30 14:59:00
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4879
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Title: English-only Internet Excludes Many Would-be Users
Body: This Guardian Unlimited article describes the growing global demand for an equal-opportunity Internet regardless of language or writing system. Several countries whose languages do not use the Roman alphabet, like China, Japan, and Iran, have already created domains which are only accessible within their national boundaries. Meanwhile, several entities are working on systems which would allow users to access the same site regardless of the script used for typing the address. Read more on this politically and technically complex issue at http://technology.guardian.co.uk/weekly/story/0,,1830481,00.html .
Source: Guardian Unlimited
Inputdate: 2006-07-30 15:18:00
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Title: English-only Internet Excludes Many Would-be Users
Body: This Guardian Unlimited article describes the growing global demand for an equal-opportunity Internet regardless of language or writing system. Several countries whose languages do not use the Roman alphabet, like China, Japan, and Iran, have already created domains which are only accessible within their national boundaries. Meanwhile, several entities are working on systems which would allow users to access the same site regardless of the script used for typing the address. Read more on this politically and technically complex issue at http://technology.guardian.co.uk/weekly/story/0,,1830481,00.html .
Source: Guardian Unlimited
Inputdate: 2006-07-30 15:18:00
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4880
Content Type: 1
Title: Book Review: Researching Second Language Classrooms
Body: From http://linguistlist.org/issues/17/17-2186.html#1 AUTHOR: McKay, Sandra Lee TITLE: Researching Second Language Classrooms Julian Heather, California State University, Sacramento Researching Second Language Classrooms is a textbook that introduces novice researchers to the research methods commonly used to gather ''evidence to answer questions about L2 teaching and learning'' (p. vii). In particular, the book focuses mostly on qualitative methods, which are seen by the author as generally more feasible for implementation by individual classroom teachers (who would appear to be the book's primary audience). The book is divided into 4 main chapters, each of which contains a number of application activities and ends with suggestions for further in-depth reading on each of the topics covered in the chapter. Read the complete review at http://linguistlist.org/issues/17/17-2186.html#1 .
Source: LINGUIST List
Inputdate: 2006-07-31 13:40:00
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Title: Book Review: Researching Second Language Classrooms
Body: From http://linguistlist.org/issues/17/17-2186.html#1 AUTHOR: McKay, Sandra Lee TITLE: Researching Second Language Classrooms Julian Heather, California State University, Sacramento Researching Second Language Classrooms is a textbook that introduces novice researchers to the research methods commonly used to gather ''evidence to answer questions about L2 teaching and learning'' (p. vii). In particular, the book focuses mostly on qualitative methods, which are seen by the author as generally more feasible for implementation by individual classroom teachers (who would appear to be the book's primary audience). The book is divided into 4 main chapters, each of which contains a number of application activities and ends with suggestions for further in-depth reading on each of the topics covered in the chapter. Read the complete review at http://linguistlist.org/issues/17/17-2186.html#1 .
Source: LINGUIST List
Inputdate: 2006-07-31 13:40:00
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Contentid:
4881
Content Type: 1
Title: English for Heritage Language Speakers
Body: English for Heritage Language Speakers (EHLS) is a program in professional English for speakers of other languages. The program gives participants the advanced English language skills they need to succeed in professional positions with the U.S. government. The program takes place at the University of Washington in Seattle, WA and at Georgetown University in Washington, DC. It is a six-month intensive program, in which participants attend class all day and have homework at night. Qualified participants receive a full scholarship and a modest living stipend. To qualify for admission, a person must be a native speaker of a language other than English and must have received a bachelor's degree or the equivalent in the country of origin. Participants must be U.S. citizens in order to receive a scholarship. All scholarship recipients must fulfill a one-year service requirement with the U.S. government. In 2007, the program will run from January through June at Georgetown and from February through August at the University of Washington. For 2007, the program is seeking native speakers of Arabic, Chinese (Mandarin and Cantonese), Farsi/Dari, Hindi, Indonesian, Pashto, and Urdu/Punjabi. EHLS is funded by the National Security Education Program (NSEP) and managed by the Center for Applied Linguistics in Washington, DC. For more information and a program application, visit www.cal.org/ehls. McGinnis, S. [HERITAGE-LIST] Program announcement: English for Heritage Language Speakers (EHLS) - DEADLINE FOR APPLICATIONS 2 OCTOBER 2006. Heritage List. heritage-list@Majordomo.umd.edu (31 July 2006).
Source: Heritage List
Inputdate: 2006-08-01 17:56:00
Lastmodifieddate: 2006-08-01 17:56:00
Expdate: 2006-10-03 00:00:00
Publishdate: 2006-08-07 00:00:00
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Content Type: 1
Title: English for Heritage Language Speakers
Body: English for Heritage Language Speakers (EHLS) is a program in professional English for speakers of other languages. The program gives participants the advanced English language skills they need to succeed in professional positions with the U.S. government. The program takes place at the University of Washington in Seattle, WA and at Georgetown University in Washington, DC. It is a six-month intensive program, in which participants attend class all day and have homework at night. Qualified participants receive a full scholarship and a modest living stipend. To qualify for admission, a person must be a native speaker of a language other than English and must have received a bachelor's degree or the equivalent in the country of origin. Participants must be U.S. citizens in order to receive a scholarship. All scholarship recipients must fulfill a one-year service requirement with the U.S. government. In 2007, the program will run from January through June at Georgetown and from February through August at the University of Washington. For 2007, the program is seeking native speakers of Arabic, Chinese (Mandarin and Cantonese), Farsi/Dari, Hindi, Indonesian, Pashto, and Urdu/Punjabi. EHLS is funded by the National Security Education Program (NSEP) and managed by the Center for Applied Linguistics in Washington, DC. For more information and a program application, visit www.cal.org/ehls. McGinnis, S. [HERITAGE-LIST] Program announcement: English for Heritage Language Speakers (EHLS) - DEADLINE FOR APPLICATIONS 2 OCTOBER 2006. Heritage List. heritage-list@Majordomo.umd.edu (31 July 2006).
Source: Heritage List
Inputdate: 2006-08-01 17:56:00
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Expdate: 2006-10-03 00:00:00
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Contentid:
4882
Content Type: 1
Title: Spanish-English Math Lessons
Body: This site, hosted by Rice University, features interactive math lessons for young learners. Most are in English, but some, on fractions, counting, and graphs, are available in Spanish as well. http://math.rice.edu/%7Elanius/Lessons/index.html
Source: Rice University Mathematics Department
Inputdate: 2006-08-01 18:26:00
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Title: Spanish-English Math Lessons
Body: This site, hosted by Rice University, features interactive math lessons for young learners. Most are in English, but some, on fractions, counting, and graphs, are available in Spanish as well. http://math.rice.edu/%7Elanius/Lessons/index.html
Source: Rice University Mathematics Department
Inputdate: 2006-08-01 18:26:00
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Contentid:
4883
Content Type: 1
Title: New Book: Bridging Discourses in the ESL Classroom
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=1&ImprintID=2&BookID=121554 Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers Pauline Gibbons Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in a content-based classroom. It aims to identify patterns of discourse which support both second language development and curriculum learning, and the pedagogical contexts in which they occur. These interactional patterns are bridging discourses in that they build on the everyday language and prior experiences of the student in the process of developing the specialised academic registers of school. The study examines the use of these bridging discourses in two case study classrooms to show how they offer affordances for learning. This book puts forward an innovative new approach to the analysis of classroom discourse. Drawing on systemic functional linguistics and sociocultural theory, it argues that the significance of classroom talk for second language development can only be understood when it is examined within its situational, historical and sociocultural context. The book is recommended for academics and postgraduates researching applied linguistics and education. For more information, visit http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=1&ImprintID=2&BookID=121554 .
Source: Continuum Books
Inputdate: 2006-08-01 18:35:00
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Title: New Book: Bridging Discourses in the ESL Classroom
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=1&ImprintID=2&BookID=121554 Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers Pauline Gibbons Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in a content-based classroom. It aims to identify patterns of discourse which support both second language development and curriculum learning, and the pedagogical contexts in which they occur. These interactional patterns are bridging discourses in that they build on the everyday language and prior experiences of the student in the process of developing the specialised academic registers of school. The study examines the use of these bridging discourses in two case study classrooms to show how they offer affordances for learning. This book puts forward an innovative new approach to the analysis of classroom discourse. Drawing on systemic functional linguistics and sociocultural theory, it argues that the significance of classroom talk for second language development can only be understood when it is examined within its situational, historical and sociocultural context. The book is recommended for academics and postgraduates researching applied linguistics and education. For more information, visit http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=1&ImprintID=2&BookID=121554 .
Source: Continuum Books
Inputdate: 2006-08-01 18:35:00
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Contentid:
4884
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Title: Book Review: Boys and Foreign Language Learning
Body: From http://linguistlist.org/issues/17/17-2187.html#1 AUTHORS: Carr, Jo; Pauwels, Anne TITLE: Boys and Foreign Language Learning SUBTITLE: Real Boys Don't Do Languages Zoe Ziliak, PhD student, Program in Linguistics, University of Florida In "Boys and Foreign Language Learning: Real Boys Don't Do Languages_", Carr and Pauwels analyze the results of a qualitative study investigating why fewer school-age boys than girls choose to study foreign languages. Pauwels presents statistics from Australia, New Zealand, the United Kingdom, and Scotland showing that in recent years foreign language classrooms in all these countries have had higher enrollment of girls than boys. (Throughout the book, the United States and Canada are mentioned only occasionally.) They restrict their analysis to the English-speaking world, noting that in countries where English is not the first language, foreign language learning is generally more highly valued, so class enrollment is often balanced between the sexes. For the study, Carr interviewed over 200 teenage Australian boys - some who had chosen to continue with foreign languages past the required courses but more who hadn't - as well as their language teachers and some female classmates. In this book, she provides excerpts of their responses, ranging from specific reasons why the boys don't take foreign languages, to general musings on biological differences between boys and girls ''in their brains,'' to teachers' stories of attempting to keep boys interested in class. Read the complete review at http://linguistlist.org/issues/17/17-2187.html#1 .
Source: LINGUIST List
Inputdate: 2006-08-01 19:41:00
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Title: Book Review: Boys and Foreign Language Learning
Body: From http://linguistlist.org/issues/17/17-2187.html#1 AUTHORS: Carr, Jo; Pauwels, Anne TITLE: Boys and Foreign Language Learning SUBTITLE: Real Boys Don't Do Languages Zoe Ziliak, PhD student, Program in Linguistics, University of Florida In "Boys and Foreign Language Learning: Real Boys Don't Do Languages_", Carr and Pauwels analyze the results of a qualitative study investigating why fewer school-age boys than girls choose to study foreign languages. Pauwels presents statistics from Australia, New Zealand, the United Kingdom, and Scotland showing that in recent years foreign language classrooms in all these countries have had higher enrollment of girls than boys. (Throughout the book, the United States and Canada are mentioned only occasionally.) They restrict their analysis to the English-speaking world, noting that in countries where English is not the first language, foreign language learning is generally more highly valued, so class enrollment is often balanced between the sexes. For the study, Carr interviewed over 200 teenage Australian boys - some who had chosen to continue with foreign languages past the required courses but more who hadn't - as well as their language teachers and some female classmates. In this book, she provides excerpts of their responses, ranging from specific reasons why the boys don't take foreign languages, to general musings on biological differences between boys and girls ''in their brains,'' to teachers' stories of attempting to keep boys interested in class. Read the complete review at http://linguistlist.org/issues/17/17-2187.html#1 .
Source: LINGUIST List
Inputdate: 2006-08-01 19:41:00
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Contentid:
4885
Content Type: 1
Title: Students Get a Taste of Foreign Language, Culture
Body: This Washington Post article profiles Howard University's summer language program, funded by the Defense Department, in which 69 high school students immersed themselves for 6 weeks in intensive study of Arabic, Chinese, Japanese, Korean, or Swahili. Read the complete article at http://www.washingtonpost.com/wp-dyn/content/article/2006/07/28/AR2006072801694.html .
Source: washingtonpost.com
Inputdate: 2006-08-01 19:51:00
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Title: Students Get a Taste of Foreign Language, Culture
Body: This Washington Post article profiles Howard University's summer language program, funded by the Defense Department, in which 69 high school students immersed themselves for 6 weeks in intensive study of Arabic, Chinese, Japanese, Korean, or Swahili. Read the complete article at http://www.washingtonpost.com/wp-dyn/content/article/2006/07/28/AR2006072801694.html .
Source: washingtonpost.com
Inputdate: 2006-08-01 19:51:00
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