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Contentid:
5048
Content Type: 1
Title: Funding Opportunity: Fulbright-Hays Seminars Abroad Program
Body: From http://www.ed.gov/programs/iegpssap/sapfacts.html The Fulbright-Hays Seminars Abroad Program provides opportunities for overseas experience. The program is open to educators and administrators with responsibilities for curriculum development in fields related to humanities, languages, and area studies. Topics and host countries of the seminars vary from year to year. All seminars are in non-western European countries. Seminars are designed to provide a broad and introductory cultural orientation to a particular country (ies). The program is geared towards those educators with little or no experience in the host country (ies) who demonstrate the need to develop and enhance their curriculum through short-term study and travel abroad. There are ten seminars being offered for 2007 with 16 positions per seminar, subject to the availability of funds. Seminars take place from late June to mid-August for a duration of four to six weeks. Country seminars offered in 2007 include: Elementary/Secondary Secondary/Postsecondary China China India Canada and Mexico Thailand and Vietnam Japan (language only) Brazil Egypt and Israel Poland and Russia South Africa For more information, visit http://www.ed.gov/programs/iegpssap/sapfacts.html .
Source: U.S. Department of Education
Inputdate: 2006-09-08 20:37:00
Lastmodifieddate: 2006-09-08 20:37:00
Expdate: 2006-09-29 00:00:00
Publishdate: 2006-09-11 00:00:00
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Title: Funding Opportunity: Fulbright-Hays Seminars Abroad Program
Body: From http://www.ed.gov/programs/iegpssap/sapfacts.html The Fulbright-Hays Seminars Abroad Program provides opportunities for overseas experience. The program is open to educators and administrators with responsibilities for curriculum development in fields related to humanities, languages, and area studies. Topics and host countries of the seminars vary from year to year. All seminars are in non-western European countries. Seminars are designed to provide a broad and introductory cultural orientation to a particular country (ies). The program is geared towards those educators with little or no experience in the host country (ies) who demonstrate the need to develop and enhance their curriculum through short-term study and travel abroad. There are ten seminars being offered for 2007 with 16 positions per seminar, subject to the availability of funds. Seminars take place from late June to mid-August for a duration of four to six weeks. Country seminars offered in 2007 include: Elementary/Secondary Secondary/Postsecondary China China India Canada and Mexico Thailand and Vietnam Japan (language only) Brazil Egypt and Israel Poland and Russia South Africa For more information, visit http://www.ed.gov/programs/iegpssap/sapfacts.html .
Source: U.S. Department of Education
Inputdate: 2006-09-08 20:37:00
Lastmodifieddate: 2006-09-08 20:37:00
Expdate: 2006-09-29 00:00:00
Publishdate: 2006-09-11 00:00:00
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Contentid:
5049
Content Type: 1
Title: Arab History and Culture Resources
Body: Among the services and resources provided by the Center for Contemporary Arab Studies are curriculum aids to assist K-12 teachers in teaching about Arab history and culture. These include teaching modules with classroom discussion questions and other suggested materials, such as Web links. Visit the site at http://ccas.georgetown.edu/outreach-resources.cfm .
Source: CCAS
Inputdate: 2006-09-08 20:52:00
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Title: Arab History and Culture Resources
Body: Among the services and resources provided by the Center for Contemporary Arab Studies are curriculum aids to assist K-12 teachers in teaching about Arab history and culture. These include teaching modules with classroom discussion questions and other suggested materials, such as Web links. Visit the site at http://ccas.georgetown.edu/outreach-resources.cfm .
Source: CCAS
Inputdate: 2006-09-08 20:52:00
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Publishdate: 2006-09-11 00:00:00
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Contentid:
5050
Content Type: 1
Title: Texas Program Puts Computers on RVs
Body: Socrates and The Dream Machine, both recreational vehicles converted into mobile computer labs, visit high-risk students in public schools by day and adult learners in the evening in order to increase their opportunities to learn English and earn a G.E.D. Read the El Paso Times article at http://www.elpasotimes.com/news/ci_4281766 .
Source: El Paso Times
Inputdate: 2006-09-09 15:01:00
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Publishdate: 2006-09-11 00:00:00
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Title: Texas Program Puts Computers on RVs
Body: Socrates and The Dream Machine, both recreational vehicles converted into mobile computer labs, visit high-risk students in public schools by day and adult learners in the evening in order to increase their opportunities to learn English and earn a G.E.D. Read the El Paso Times article at http://www.elpasotimes.com/news/ci_4281766 .
Source: El Paso Times
Inputdate: 2006-09-09 15:01:00
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Publishdate: 2006-09-11 00:00:00
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Contentid:
5051
Content Type: 1
Title: Nationwide Workshops for Grant Writers
Body: From http://www.thegrantinstitute.com The Grant Institute offers expert workshops for nonprofit professionals, academic researchers, program planners, and public sector administration employees. The Grant Institute is the leader of grant writing education in respect to professional preparation and multi-disciplinary focus. Currently, we offer two certificate programs nationwide: - Grants 101: Professional Grant Proposal Writing - The Grant Institute: Certificate in Professional Program Development and Grant Communication Upcoming Workshops: 09/18-22/06: University of Baltimore 09/25-27/06: Portland State University 09/25-27/06: Simon Fraser University at Harbour Centre-Vancouver, BC 10/02-04/06: Indiana Wesleyan University - Indianapolis 10/04-06/06: Las Cruces, New Mexico 10/10-12/06: Louisiana State University 10/16-20/06: Georgia Institute of Technology 10/25-27/06: The Kellogg Conference Hotel at Gallaudet University 10/25-27/06: Hinds Community College-McKenzie Arena 10/30-01/06: Burlington, Vermont For more information, visit http://www.thegrantinstitute.com .
Source: The Grant Institute
Inputdate: 2006-09-09 15:11:00
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Publishdate: 2006-09-11 00:00:00
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Title: Nationwide Workshops for Grant Writers
Body: From http://www.thegrantinstitute.com The Grant Institute offers expert workshops for nonprofit professionals, academic researchers, program planners, and public sector administration employees. The Grant Institute is the leader of grant writing education in respect to professional preparation and multi-disciplinary focus. Currently, we offer two certificate programs nationwide: - Grants 101: Professional Grant Proposal Writing - The Grant Institute: Certificate in Professional Program Development and Grant Communication Upcoming Workshops: 09/18-22/06: University of Baltimore 09/25-27/06: Portland State University 09/25-27/06: Simon Fraser University at Harbour Centre-Vancouver, BC 10/02-04/06: Indiana Wesleyan University - Indianapolis 10/04-06/06: Las Cruces, New Mexico 10/10-12/06: Louisiana State University 10/16-20/06: Georgia Institute of Technology 10/25-27/06: The Kellogg Conference Hotel at Gallaudet University 10/25-27/06: Hinds Community College-McKenzie Arena 10/30-01/06: Burlington, Vermont For more information, visit http://www.thegrantinstitute.com .
Source: The Grant Institute
Inputdate: 2006-09-09 15:11:00
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Contentid:
5052
Content Type: 1
Title: Advice for Teaching the Visually Impaired
Body: A recent request on the FLTEACH listserv for tips for teaching students with visual impairments received a number of suggestions. Here is one teacher's success story; look for more advice next week. ---- I had a blind student for a little over 1.5 years. He started out in my Spanish 1 class second semester after struggling with his first Spanish teacher. The biggest "extra" thing I had to do for him was get everything I was going to hand out to the class put into braille a couple of days ahead of time... and that's what his previous teacher was not getting done on time. It was challenging to me because I use so many visual clues, gestures, expressions, etc., to make my students understand the language, but he was able to follow along amazingly well. I sat him with a buddy who sometimes helped him to follow along, but I also found that the best thing for me to do was simply get him the materials ahead of time, then also to check & see if he was confused by anything during class that I could help clarify. The best thing for him was always having a buddy, and several of the students were more than happy to sit with him. I kept changing the buddy so that he could work with various people, but when he asked if he could stay with one friend in particular, I let them stay together most of the time because they worked so well together. Have fun! Get organized ahead of time with your handouts and quizzes! Rachman, B. Re: Visually impaired students. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-09 15:16:00
Lastmodifieddate: 2006-09-09 15:16:00
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Publishdate: 2006-09-11 00:00:00
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Title: Advice for Teaching the Visually Impaired
Body: A recent request on the FLTEACH listserv for tips for teaching students with visual impairments received a number of suggestions. Here is one teacher's success story; look for more advice next week. ---- I had a blind student for a little over 1.5 years. He started out in my Spanish 1 class second semester after struggling with his first Spanish teacher. The biggest "extra" thing I had to do for him was get everything I was going to hand out to the class put into braille a couple of days ahead of time... and that's what his previous teacher was not getting done on time. It was challenging to me because I use so many visual clues, gestures, expressions, etc., to make my students understand the language, but he was able to follow along amazingly well. I sat him with a buddy who sometimes helped him to follow along, but I also found that the best thing for me to do was simply get him the materials ahead of time, then also to check & see if he was confused by anything during class that I could help clarify. The best thing for him was always having a buddy, and several of the students were more than happy to sit with him. I kept changing the buddy so that he could work with various people, but when he asked if he could stay with one friend in particular, I let them stay together most of the time because they worked so well together. Have fun! Get organized ahead of time with your handouts and quizzes! Rachman, B. Re: Visually impaired students. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-09 15:16:00
Lastmodifieddate: 2006-09-09 15:16:00
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Publishdate: 2006-09-11 00:00:00
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Contentid:
5053
Content Type: 1
Title: Math in the Foreign Language Classroom (Part 2)
Body: Here are some more suggestions for incorporating math into your language lessons. This weeks installment focuses on basic arithmetic practice and and puzzles. ---- I started numbers last week in Spanish I. Most kids have watched Sesame Street and "know" the numbers 1-20 in order. So I took a sudoku puzzle, put it on the projector, explained it in baby Spanish, and together we worked a couple of easy puzzles. I am going to look for reading about the Mayans and math. We are going to do Mensa-type puzzles that show patterns. Like sudoku, it involves basic numbers. CRS. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006). ---- For beginning classes, I have always taught numbers and then called on students to orally do simple addition and subtraction problems in the target language. I wouldn't waste class time on this in anything other than the target language, and would probably do it entirely orally. Word problems in the language would be an excellent idea, particularly as listening comprehension exercises. One weakness I have observed with high school students is the inability to solve mathematics problems in their head, as for example one would do on a building construction site, or as a cashier giving change with no digital cash register or calculator on hand. I would try develop exercises to instill language skills along with mental arithmetic skills. My students have always seemed to enjoy this. Chester, D. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-12 15:26:00
Lastmodifieddate: 2006-09-12 15:26:00
Expdate:
Publishdate: 2006-09-18 00:00:00
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Content Type: 1
Title: Math in the Foreign Language Classroom (Part 2)
Body: Here are some more suggestions for incorporating math into your language lessons. This weeks installment focuses on basic arithmetic practice and and puzzles. ---- I started numbers last week in Spanish I. Most kids have watched Sesame Street and "know" the numbers 1-20 in order. So I took a sudoku puzzle, put it on the projector, explained it in baby Spanish, and together we worked a couple of easy puzzles. I am going to look for reading about the Mayans and math. We are going to do Mensa-type puzzles that show patterns. Like sudoku, it involves basic numbers. CRS. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006). ---- For beginning classes, I have always taught numbers and then called on students to orally do simple addition and subtraction problems in the target language. I wouldn't waste class time on this in anything other than the target language, and would probably do it entirely orally. Word problems in the language would be an excellent idea, particularly as listening comprehension exercises. One weakness I have observed with high school students is the inability to solve mathematics problems in their head, as for example one would do on a building construction site, or as a cashier giving change with no digital cash register or calculator on hand. I would try develop exercises to instill language skills along with mental arithmetic skills. My students have always seemed to enjoy this. Chester, D. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-12 15:26:00
Lastmodifieddate: 2006-09-12 15:26:00
Expdate:
Publishdate: 2006-09-18 00:00:00
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Contentid:
5054
Content Type: 1
Title: Taking ELLs to the Library (Part 2)
Body: Here are some more suggestions for familiarizing English students with the library for their studies. ---- In Minneapolis, Minnesota, the public library offers an excellent online tour of the library in Espanol, Hmoob, Soomaali with captions in English or in those global languages! They also offer online dictionaries. I'm trying to find other such resources. Their address is http://www.mplib.org . When we tour our library with our students, the librarian implores the students to ask questions, "or else I won't have a job!" The students laugh, and they get the point. Lots of native speakers of English don't know how to use the library for serious work so librarians are used to training. They do need, however, to be encouraged to adjust to the second language learner in their presentation. Schmid, R. Re: ESL students and the library. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (17 Aug. 2006). ---- Usually I assign my students specific topics prior to their library visit (i.e., I may assign each student a different nation and ask all to discuss the geography, history, government, etc., of his/her assigned country). Usually the visit begins with a talk by the librarian(s) and is followed by a work session monitored by both the librarian and me. Feedback by the librarian(s) and assessments by me are uniformly positive. Bland, M.L. Re: ESL students and the library. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (16 Aug. 2006).
Source: TESL-L
Inputdate: 2006-09-12 15:29:00
Lastmodifieddate: 2006-09-12 15:29:00
Expdate:
Publishdate: 2006-09-18 00:00:00
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Content Type: 1
Title: Taking ELLs to the Library (Part 2)
Body: Here are some more suggestions for familiarizing English students with the library for their studies. ---- In Minneapolis, Minnesota, the public library offers an excellent online tour of the library in Espanol, Hmoob, Soomaali with captions in English or in those global languages! They also offer online dictionaries. I'm trying to find other such resources. Their address is http://www.mplib.org . When we tour our library with our students, the librarian implores the students to ask questions, "or else I won't have a job!" The students laugh, and they get the point. Lots of native speakers of English don't know how to use the library for serious work so librarians are used to training. They do need, however, to be encouraged to adjust to the second language learner in their presentation. Schmid, R. Re: ESL students and the library. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (17 Aug. 2006). ---- Usually I assign my students specific topics prior to their library visit (i.e., I may assign each student a different nation and ask all to discuss the geography, history, government, etc., of his/her assigned country). Usually the visit begins with a talk by the librarian(s) and is followed by a work session monitored by both the librarian and me. Feedback by the librarian(s) and assessments by me are uniformly positive. Bland, M.L. Re: ESL students and the library. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (16 Aug. 2006).
Source: TESL-L
Inputdate: 2006-09-12 15:29:00
Lastmodifieddate: 2006-09-12 15:29:00
Expdate:
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Contentid:
5055
Content Type: 1
Title: Advice for Teaching the Visually Impaired (Part 2)
Body: Here are some more tips for teachers who have blind or visually-impaired students. ---- The NFB (National Federation of the Blind) is now offering some films with videodescription on line, for FREE, in French and in English. Videodescription is a track, in the sound tracks, that carries a description of the visuals in a film. The description is read by an actor, so the tone conveys part of the message. The description is inserted between sounds of the film, so the blind person doesn't miss out on the audio environment of the film. Have a look at: http://www.nfb.ca/animation (in English) or www.onf.ca/animation (in French) http://www.nfb.ca/aboriginalperspectives (in English) or http://www.onf.ca/visionsautochtones (in French) Barker, S. Re: Visually impaired students. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Aug. 2006). ---- I'm taking a class on special education to clear my credential right now, and last night the instructors were discussing IEPs. They said that if the IEP team (which includes us, the student's general ed teacher) decided that the student needed a textbook(s) in braille in order to succeed in a class, and the team put this in the IEP, then by law the district would have to provide textbooks in braille. They also mentioned that an IEP meeting can be requested at any time, even if the student's annual review has already happened and textbooks in braille wasn't included at the time. I assume this is accurate information, and that it applies to students throughout the country. Morales, K. Re: Visual Impairments in a Language Class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (8 Sept. 2006).
Source: FLTEACH
Inputdate: 2006-09-12 15:40:00
Lastmodifieddate: 2006-09-12 15:40:00
Expdate:
Publishdate: 2006-09-18 00:00:00
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Content Type: 1
Title: Advice for Teaching the Visually Impaired (Part 2)
Body: Here are some more tips for teachers who have blind or visually-impaired students. ---- The NFB (National Federation of the Blind) is now offering some films with videodescription on line, for FREE, in French and in English. Videodescription is a track, in the sound tracks, that carries a description of the visuals in a film. The description is read by an actor, so the tone conveys part of the message. The description is inserted between sounds of the film, so the blind person doesn't miss out on the audio environment of the film. Have a look at: http://www.nfb.ca/animation (in English) or www.onf.ca/animation (in French) http://www.nfb.ca/aboriginalperspectives (in English) or http://www.onf.ca/visionsautochtones (in French) Barker, S. Re: Visually impaired students. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Aug. 2006). ---- I'm taking a class on special education to clear my credential right now, and last night the instructors were discussing IEPs. They said that if the IEP team (which includes us, the student's general ed teacher) decided that the student needed a textbook(s) in braille in order to succeed in a class, and the team put this in the IEP, then by law the district would have to provide textbooks in braille. They also mentioned that an IEP meeting can be requested at any time, even if the student's annual review has already happened and textbooks in braille wasn't included at the time. I assume this is accurate information, and that it applies to students throughout the country. Morales, K. Re: Visual Impairments in a Language Class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (8 Sept. 2006).
Source: FLTEACH
Inputdate: 2006-09-12 15:40:00
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Publishdate: 2006-09-18 00:00:00
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Contentid:
5056
Content Type: 1
Title: ReCALL Vol 18, No 1 (2006)
Body: From http://journals.cambridge.org/action/displayIssue?jid=REC&volumeId=18&issueId=01 The Vol. 18, No. 1 issue of ReCALL features the following articles, among others. 'Call', 'Well' and 'Tell': Fostering Autonomy: Selected Papers from "Eurocall 2005", Krakó, Jagiellonian university, Poland Grazyna Studzinska-Cavour Rethinking Task Design for the Digital Age: A framework for language teaching and learning in a synchronous online environment Regina Hampel Negotiation of Meaning in Desktop Videoconferencing-Supported Distance Language Learning Yuping Wang Developing Adaptive Systems at Early Stages of Children's Foreign Language Development Ana Belen Cumbreño Espada, Alejandro Curado Fuentes, Eva Ma Dominguez Gomez, Mercedes Rico Garcia Supporting Oral Production for Professional Purposes in Synchronous Communication with Heterogenous Learners Anna Vetter, Thierry Chanier
Source: LINGUIST List
Inputdate: 2006-09-12 16:11:00
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Title: ReCALL Vol 18, No 1 (2006)
Body: From http://journals.cambridge.org/action/displayIssue?jid=REC&volumeId=18&issueId=01 The Vol. 18, No. 1 issue of ReCALL features the following articles, among others. 'Call', 'Well' and 'Tell': Fostering Autonomy: Selected Papers from "Eurocall 2005", Krakó, Jagiellonian university, Poland Grazyna Studzinska-Cavour Rethinking Task Design for the Digital Age: A framework for language teaching and learning in a synchronous online environment Regina Hampel Negotiation of Meaning in Desktop Videoconferencing-Supported Distance Language Learning Yuping Wang Developing Adaptive Systems at Early Stages of Children's Foreign Language Development Ana Belen Cumbreño Espada, Alejandro Curado Fuentes, Eva Ma Dominguez Gomez, Mercedes Rico Garcia Supporting Oral Production for Professional Purposes in Synchronous Communication with Heterogenous Learners Anna Vetter, Thierry Chanier
Source: LINGUIST List
Inputdate: 2006-09-12 16:11:00
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Contentid:
5057
Content Type: 1
Title: Call for Papers: CELC Symposium 2007
Body: From http://www.nus.edu.sg/celc/symposium/callforpapers.htm The English Language Teaching and Learning Landscape: Continuity, Innovation and Diversity THE SECOND CELC SYMPOSIUM FOR ENGLISH LANGUAGE TEACHERS 30 May - 1 June 2007 Hilton Hotel, Orchard Road, Singapore The Centre for English Language Communication (CELC), National University of Singapore invites colleagues from all over the world to participate in an international symposium for English language teachers. This symposium will combine classroom-based research paper presentations with small group discussions to give presenters and participants an enriching professional development experience. Call for Papers TOPIC AREAS - Language learning and teaching in the age of information technology - Intercultural communication in the English language classroom - Integrating critical and creative thinking and English language teaching - Assessment and evaluation - Teaching methodology for the future - Local versus global materials for English language teaching - Learner autonomy and English language learning - Classroom management - English for specific purposes - The impact of language policies on the English language classroom For more information, visit http://www.nus.edu.sg/celc/symposium/callforpapers.htm .
Source: CELC
Inputdate: 2006-09-12 16:16:00
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Title: Call for Papers: CELC Symposium 2007
Body: From http://www.nus.edu.sg/celc/symposium/callforpapers.htm The English Language Teaching and Learning Landscape: Continuity, Innovation and Diversity THE SECOND CELC SYMPOSIUM FOR ENGLISH LANGUAGE TEACHERS 30 May - 1 June 2007 Hilton Hotel, Orchard Road, Singapore The Centre for English Language Communication (CELC), National University of Singapore invites colleagues from all over the world to participate in an international symposium for English language teachers. This symposium will combine classroom-based research paper presentations with small group discussions to give presenters and participants an enriching professional development experience. Call for Papers TOPIC AREAS - Language learning and teaching in the age of information technology - Intercultural communication in the English language classroom - Integrating critical and creative thinking and English language teaching - Assessment and evaluation - Teaching methodology for the future - Local versus global materials for English language teaching - Learner autonomy and English language learning - Classroom management - English for specific purposes - The impact of language policies on the English language classroom For more information, visit http://www.nus.edu.sg/celc/symposium/callforpapers.htm .
Source: CELC
Inputdate: 2006-09-12 16:16:00
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Expdate: 2006-10-07 00:00:00
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