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Contentid:
5088
Content Type: 1
Title: Funding Opportunity: Jacob K. Javits Fellowship Program
Body: From http://www.ed.gov/legislation/FedRegister/announcements/2006-3/082506b.html Purpose of Program: The purpose of the JKJ Fellowship Program is to award fellowships to eligible students of superior ability, selected on the basis of demonstrated achievement, financial need, and exceptional promise, to undertake graduate study in selected fields in the arts, humanities, and social sciences leading to a doctoral degree or to a master's degree in those fields in which the master's degree is the terminal highest degree awarded in the selected field of study at accredited institutions of higher education. Selected fields in the humanities are: (Editors note: part of list removed) English language and literature, folklore, folk life, foreign languages and literature, foreign languages that are less commonly taught as follows: Arabic, Chinese, Japanese, Korean, Russian, Indic family (including Hindi, Urdu, Sinhala, Bengali, Nepali, Punjabi, Marathi, Gujarati, Oriya, Assamese); Iranian family (including Dari, Farsi, Tajiki, Kurdish, Pashto, Balochi); and Turkic family (including Turkish, Azerbaijani/Azeri, Kazakh, Kyrgyz, Turkmen, Uzbek, Uyghur. Deadline for Transmittal of Applications: October 6, 2006. For more information, visit http://www.ed.gov/legislation/FedRegister/announcements/2006-3/082506b.html .
Source: U.S. Department of Education
Inputdate: 2006-09-18 19:48:00
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Expdate: 2006-10-06 00:00:00
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Title: Funding Opportunity: Jacob K. Javits Fellowship Program
Body: From http://www.ed.gov/legislation/FedRegister/announcements/2006-3/082506b.html Purpose of Program: The purpose of the JKJ Fellowship Program is to award fellowships to eligible students of superior ability, selected on the basis of demonstrated achievement, financial need, and exceptional promise, to undertake graduate study in selected fields in the arts, humanities, and social sciences leading to a doctoral degree or to a master's degree in those fields in which the master's degree is the terminal highest degree awarded in the selected field of study at accredited institutions of higher education. Selected fields in the humanities are: (Editors note: part of list removed) English language and literature, folklore, folk life, foreign languages and literature, foreign languages that are less commonly taught as follows: Arabic, Chinese, Japanese, Korean, Russian, Indic family (including Hindi, Urdu, Sinhala, Bengali, Nepali, Punjabi, Marathi, Gujarati, Oriya, Assamese); Iranian family (including Dari, Farsi, Tajiki, Kurdish, Pashto, Balochi); and Turkic family (including Turkish, Azerbaijani/Azeri, Kazakh, Kyrgyz, Turkmen, Uzbek, Uyghur. Deadline for Transmittal of Applications: October 6, 2006. For more information, visit http://www.ed.gov/legislation/FedRegister/announcements/2006-3/082506b.html .
Source: U.S. Department of Education
Inputdate: 2006-09-18 19:48:00
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Expdate: 2006-10-06 00:00:00
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Contentid:
5089
Content Type: 1
Title: New Book: Classroom Instruction That Works with English Language Learners
Body: From http://tinyurl.com/gzh6u Classroom Instruction That Works with English Language Learners by Jane D. Hill and Kathleen M. Flynn We have written this book to specifically provide you with strategies and tactics designed to address the needs of ELLs. Using the research from Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001)itself a summary of findings from over 100 studieswe review nine categories of research-based instructional strategies that strongly affect student achievement. We examine these strategies in depth, and also look at the existing research on modifying these strategies for use with ELLs. When no relevant research exists on a given strategy, we rely on the generalizations from the research and the classroom recommendations from Classroom Instruction That Works. To that we add professional wisdom that comes from our experiences as ESL teachers and trainers. This book has two goals. The first is to provide you, the mainstream classroom teacher, with background knowledge on instructional strategies and practices that have been positively linked to student achievement. The second is to show you how these strategies can be modified to help ELLs acquire content and language skills. We sincerely hope this book will help make the job of reaching and teaching your steadily increasing population of ELLs less difficult and more rewarding. Read sample chapters or purchase the book at http://tinyurl.com/gzh6u .
Source: Association for Curriculum Supervision and Development
Inputdate: 2006-09-18 19:55:00
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Title: New Book: Classroom Instruction That Works with English Language Learners
Body: From http://tinyurl.com/gzh6u Classroom Instruction That Works with English Language Learners by Jane D. Hill and Kathleen M. Flynn We have written this book to specifically provide you with strategies and tactics designed to address the needs of ELLs. Using the research from Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001)itself a summary of findings from over 100 studieswe review nine categories of research-based instructional strategies that strongly affect student achievement. We examine these strategies in depth, and also look at the existing research on modifying these strategies for use with ELLs. When no relevant research exists on a given strategy, we rely on the generalizations from the research and the classroom recommendations from Classroom Instruction That Works. To that we add professional wisdom that comes from our experiences as ESL teachers and trainers. This book has two goals. The first is to provide you, the mainstream classroom teacher, with background knowledge on instructional strategies and practices that have been positively linked to student achievement. The second is to show you how these strategies can be modified to help ELLs acquire content and language skills. We sincerely hope this book will help make the job of reaching and teaching your steadily increasing population of ELLs less difficult and more rewarding. Read sample chapters or purchase the book at http://tinyurl.com/gzh6u .
Source: Association for Curriculum Supervision and Development
Inputdate: 2006-09-18 19:55:00
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Contentid:
5090
Content Type: 1
Title: Book Review: Saving Languages
Body: From http://linguistlist.org/issues/17/17-2580.html#1 TITLE: Saving Languages AUTHOR: Grenoble, Lenore A.; Whaley, Lindsay J. SUBTITLE: An Introduction to Language Revitalization PUBLISHER: Cambridge University Press YEAR: 2005 Larisa Leisiö, unaffiliated linguist The main goal of this book is to serve as a general reference guide to language revitalization. The book is designed for readers of various levels of proficiency in linguistics: for linguists, anthropologists, educators, policy makers, humanitarian workers, missionaries, and language activists - all concerned with the survival of a language community. The outline of the book with seven chapters is as follows. In the first three chapters the authors construct a conceptual framework for understanding variables relevant in the situation of language endangerment. Four case studies of Chapter 4 illustrate the interplay of these variables in the course of revitalization. In Chapters 5 and 6, two major issues of revitalization, literacy and orthography, are discussed in-depth. Chapter 7 guides the reader into creating a language revitalization program. Read the complete review at http://linguistlist.org/issues/17/17-2580.html#1 .
Source: LINGUIST List
Inputdate: 2006-09-18 19:59:00
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Title: Book Review: Saving Languages
Body: From http://linguistlist.org/issues/17/17-2580.html#1 TITLE: Saving Languages AUTHOR: Grenoble, Lenore A.; Whaley, Lindsay J. SUBTITLE: An Introduction to Language Revitalization PUBLISHER: Cambridge University Press YEAR: 2005 Larisa Leisiö, unaffiliated linguist The main goal of this book is to serve as a general reference guide to language revitalization. The book is designed for readers of various levels of proficiency in linguistics: for linguists, anthropologists, educators, policy makers, humanitarian workers, missionaries, and language activists - all concerned with the survival of a language community. The outline of the book with seven chapters is as follows. In the first three chapters the authors construct a conceptual framework for understanding variables relevant in the situation of language endangerment. Four case studies of Chapter 4 illustrate the interplay of these variables in the course of revitalization. In Chapters 5 and 6, two major issues of revitalization, literacy and orthography, are discussed in-depth. Chapter 7 guides the reader into creating a language revitalization program. Read the complete review at http://linguistlist.org/issues/17/17-2580.html#1 .
Source: LINGUIST List
Inputdate: 2006-09-18 19:59:00
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Contentid:
5091
Content Type: 1
Title: Call for Participation: STARTALK Survey for Existing Language Programs
Body: From http://www.zoomerang.com/recipient/survey-intro.zgi?p=WEB225MKX6ANT9 Dear Colleague: The National Foreign Language Center (NFLC) at the University of Maryland is surveying schools, colleges, and community-based programs to gather information on current programs in Arabic, Chinese, Korean, Russian, Persian (Farsi) and Hindi. As you are probably aware, these languages are currently not supported to the extent needed for strong, successful programs in many institutions. We would like to ask you to respond to a short, on-line questionnaire regarding your program. We are gathering this information on these languages because NFLC is engaged in the planning phase for a new projectSTARTALK. This project is one of the initiatives in the National Security Language Initiative announced at the State Department last January. STARTALK will provide programs for teachers and learners of these languages during the summer, beginning in summer of 2007 with Arabic and Chinese and focusing on high school students and on teachers at levels K-16. We are attempting to establish a baseline of existing programs and to determine where there are already programs in place on which STARTALK might build. We are also interested in learning of programs that might wish to collaborate with or participate in this project in some way. We would appreciate your completing the survey, which will take only a few minutes. We ask that you complete the survey no later than October 3, 2006. In completing the survey, you may wish to provide contact information for follow-up conversations, but it is not necessary to do so. Thank you very much for your help in expanding and strengthening programs in these important world languages for US students. If you have any further questions about STARTALK or this survey, feel free to contact us at startalk@nflc.org. Dr. Catherine Ingold Director National Foreign Language Center University of Maryland Complete the survey at http://www.zoomerang.com/recipient/survey-intro.zgi?p=WEB225MKX6ANT9 .
Source: University of Maryland
Inputdate: 2006-09-19 18:13:00
Lastmodifieddate: 2006-09-19 18:13:00
Expdate: 2006-10-04 00:00:00
Publishdate: 2006-09-25 00:00:00
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Content Type: 1
Title: Call for Participation: STARTALK Survey for Existing Language Programs
Body: From http://www.zoomerang.com/recipient/survey-intro.zgi?p=WEB225MKX6ANT9 Dear Colleague: The National Foreign Language Center (NFLC) at the University of Maryland is surveying schools, colleges, and community-based programs to gather information on current programs in Arabic, Chinese, Korean, Russian, Persian (Farsi) and Hindi. As you are probably aware, these languages are currently not supported to the extent needed for strong, successful programs in many institutions. We would like to ask you to respond to a short, on-line questionnaire regarding your program. We are gathering this information on these languages because NFLC is engaged in the planning phase for a new projectSTARTALK. This project is one of the initiatives in the National Security Language Initiative announced at the State Department last January. STARTALK will provide programs for teachers and learners of these languages during the summer, beginning in summer of 2007 with Arabic and Chinese and focusing on high school students and on teachers at levels K-16. We are attempting to establish a baseline of existing programs and to determine where there are already programs in place on which STARTALK might build. We are also interested in learning of programs that might wish to collaborate with or participate in this project in some way. We would appreciate your completing the survey, which will take only a few minutes. We ask that you complete the survey no later than October 3, 2006. In completing the survey, you may wish to provide contact information for follow-up conversations, but it is not necessary to do so. Thank you very much for your help in expanding and strengthening programs in these important world languages for US students. If you have any further questions about STARTALK or this survey, feel free to contact us at startalk@nflc.org. Dr. Catherine Ingold Director National Foreign Language Center University of Maryland Complete the survey at http://www.zoomerang.com/recipient/survey-intro.zgi?p=WEB225MKX6ANT9 .
Source: University of Maryland
Inputdate: 2006-09-19 18:13:00
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Expdate: 2006-10-04 00:00:00
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Contentid:
5093
Content Type: 1
Title: Call for Papers: The Many (Inter)Faces of CALL
Body: From https://calico.org/conference/index.php?id=2 CALL FOR PARTICIPATION CALICO 2007 ANNUAL SYMPOSIUM The Many (Inter)Faces of CALL Hosted by Texas State University San Marcos, TX May 22-26, 2007 Preconference Workshops: Tuesday, May 22 - Wednesday, May 23 Courseware Showcase: Thursday, May 24 Presentation Sessions: Thursday, May 24 - Saturday, May 26 Conference Proposals Due by OCTOBER 31, 2006 CALICO is a professional organization dedicated to the use of technology in foreign/second language learning and teaching. CALICO's symposia bring together educators, administrators, materials developers, researchers, government representatives, vendors of hardware and software, and others interested in the field of computer-assisted language learning. For more information, visit https://calico.org/conference/index.php?id=2 .
Source: CALICO
Inputdate: 2006-09-19 18:29:00
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Title: Call for Papers: The Many (Inter)Faces of CALL
Body: From https://calico.org/conference/index.php?id=2 CALL FOR PARTICIPATION CALICO 2007 ANNUAL SYMPOSIUM The Many (Inter)Faces of CALL Hosted by Texas State University San Marcos, TX May 22-26, 2007 Preconference Workshops: Tuesday, May 22 - Wednesday, May 23 Courseware Showcase: Thursday, May 24 Presentation Sessions: Thursday, May 24 - Saturday, May 26 Conference Proposals Due by OCTOBER 31, 2006 CALICO is a professional organization dedicated to the use of technology in foreign/second language learning and teaching. CALICO's symposia bring together educators, administrators, materials developers, researchers, government representatives, vendors of hardware and software, and others interested in the field of computer-assisted language learning. For more information, visit https://calico.org/conference/index.php?id=2 .
Source: CALICO
Inputdate: 2006-09-19 18:29:00
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Contentid:
5094
Content Type: 1
Title: Call for Papers: Language and Mother Tongue Education
Body: From http://linguistlist.org/issues/17/17-2586.html#1 Language and Mother Tongue Education: From Policies to Classroom Experiences The aim of this conference is to compare recent experiences in mother tongue education in two distinct but at times intersecting contexts: the context of indigenous communities in Latin American countries and Caribbean Creole communities. Three main sections are proposed: 1. Educational Planning and IBE; 2. Language Policy and Language Rights; 3. Empowerment through Language Development. Call deadline: October 31st, 2006 URACCAN (The University of the Autonomous Regions of the Nicaraguan Caribbean Coast), Bluefields campus, Nicaragua 24.4. - 26.4.2007 Read the complete call at http://linguistlist.org/issues/17/17-2586.html#1 .
Source: LINGUIST List
Inputdate: 2006-09-19 18:32:00
Lastmodifieddate: 2006-09-19 18:32:00
Expdate: 2006-11-01 00:00:00
Publishdate: 2006-09-25 00:00:00
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Active: 1
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Content Type: 1
Title: Call for Papers: Language and Mother Tongue Education
Body: From http://linguistlist.org/issues/17/17-2586.html#1 Language and Mother Tongue Education: From Policies to Classroom Experiences The aim of this conference is to compare recent experiences in mother tongue education in two distinct but at times intersecting contexts: the context of indigenous communities in Latin American countries and Caribbean Creole communities. Three main sections are proposed: 1. Educational Planning and IBE; 2. Language Policy and Language Rights; 3. Empowerment through Language Development. Call deadline: October 31st, 2006 URACCAN (The University of the Autonomous Regions of the Nicaraguan Caribbean Coast), Bluefields campus, Nicaragua 24.4. - 26.4.2007 Read the complete call at http://linguistlist.org/issues/17/17-2586.html#1 .
Source: LINGUIST List
Inputdate: 2006-09-19 18:32:00
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Expdate: 2006-11-01 00:00:00
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Contentid:
5095
Content Type: 1
Title: Controversy Surrounds Creole Program
Body: The addition of Creole to a bilingual curriculum at a Florida elementary school has prompted some parents to take their children to other schools. Proponents would like to see children of Haitian immigrants learning in their native language, while others debate over the usefulness of learning Creole, as opposed to a more commonly-spoken tongue such as Spanish or French. Read the complete article from the Miami Herald at http://www.miami.com/mld/miamiherald/living/education/15545347.htm .
Source: MiamiHerald.com
Inputdate: 2006-09-19 23:52:00
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Title: Controversy Surrounds Creole Program
Body: The addition of Creole to a bilingual curriculum at a Florida elementary school has prompted some parents to take their children to other schools. Proponents would like to see children of Haitian immigrants learning in their native language, while others debate over the usefulness of learning Creole, as opposed to a more commonly-spoken tongue such as Spanish or French. Read the complete article from the Miami Herald at http://www.miami.com/mld/miamiherald/living/education/15545347.htm .
Source: MiamiHerald.com
Inputdate: 2006-09-19 23:52:00
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Contentid:
5096
Content Type: 1
Title: Call for Papers for New Journal: The Journal of Southeast Asian American Education and Advancement
Body: From http://grants.coehd.utsa.edu/jsaaea The Journal of Southeast Asian American Education and Advancement A peer-reviewed scholarly journal of the National Association for the Education and Advancement of Cambodian, Laotian, and Vietnamese Americans (NAFEA) The Journal of Southeast Asian American Education and Advancement is an on-line, scholarly peer-reviewed and freely accessible interdisciplinary journal providing a forum for scholars and writers from diverse fields who share a common interest in Southeast Asian (SEA) Americans and communities. From http://grants.coehd.utsa.edu/jsaaea/call.htm CALL FOR PAPERS Submissions are accepted at any time. Submissions are encouraged from scholars and practitioners in any of the three broad areas and associated sub-areas: RESEARCH AND PRACTICE - Education: PreK-12 Education; Higher Education; ESL, Bilingual, and Heritage Language Programs; Linguistics Second Language Acquisition, and Language Learning. - Advancement: Public Policy, Social Work, Health, Community Development, Political Advocacy. BOOK REVIEWS - Reviews of scholarly books and other literature (fiction and non-fiction). - Brief reviews of childrens literature (fiction and non-fiction). CREATIVE AND LITERARY WORKS Poetry, reflective essays, personal accounts, biographies and autobiographies, and other creative or literary works. Submissions from native Southeast Asian American youth and young adults are especially encouraged. For more information, visit http://grants.coehd.utsa.edu/jsaaea .
Source: The University of Texas at San Antonio
Inputdate: 2006-09-20 13:22:00
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Title: Call for Papers for New Journal: The Journal of Southeast Asian American Education and Advancement
Body: From http://grants.coehd.utsa.edu/jsaaea The Journal of Southeast Asian American Education and Advancement A peer-reviewed scholarly journal of the National Association for the Education and Advancement of Cambodian, Laotian, and Vietnamese Americans (NAFEA) The Journal of Southeast Asian American Education and Advancement is an on-line, scholarly peer-reviewed and freely accessible interdisciplinary journal providing a forum for scholars and writers from diverse fields who share a common interest in Southeast Asian (SEA) Americans and communities. From http://grants.coehd.utsa.edu/jsaaea/call.htm CALL FOR PAPERS Submissions are accepted at any time. Submissions are encouraged from scholars and practitioners in any of the three broad areas and associated sub-areas: RESEARCH AND PRACTICE - Education: PreK-12 Education; Higher Education; ESL, Bilingual, and Heritage Language Programs; Linguistics Second Language Acquisition, and Language Learning. - Advancement: Public Policy, Social Work, Health, Community Development, Political Advocacy. BOOK REVIEWS - Reviews of scholarly books and other literature (fiction and non-fiction). - Brief reviews of childrens literature (fiction and non-fiction). CREATIVE AND LITERARY WORKS Poetry, reflective essays, personal accounts, biographies and autobiographies, and other creative or literary works. Submissions from native Southeast Asian American youth and young adults are especially encouraged. For more information, visit http://grants.coehd.utsa.edu/jsaaea .
Source: The University of Texas at San Antonio
Inputdate: 2006-09-20 13:22:00
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Publishdate: 2006-09-25 00:00:00
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Contentid:
5097
Content Type: 1
Title: Grant to Help Create National Heritage Language Resource Center
Body: From http://www.international.ucla.edu/languages/nhlrc The Center for World Languages at UCLA and the University of California Consortium for Language Learning & Teaching have been awarded a U.S. Department of Education grant to establish a National Heritage Language Resource Center (NHLRC) for the granting period 2006-2010. California is a logical venue for such a center as more than 28% of its population five years and older is foreign born, and 39% speak a home language other than English. The creation of a national LRC dedicated to heritage language education attests to the importance of this new field. It also serves as the recognition of ongoing efforts by the Center for World Languages and the UC Language Consortium. Russell Campbell, the founding director of the UCLA Language Resource Program (CWL's predecessor), championed the establishment of pedagogy that would lead to the maintenance and preservation of HL knowledge. The joint efforts of CWL and the Consortium include the establishment of instructional and curricular guidelines for heritage language education across UC campuses, founding the Heritage Language Journal, and holding numerous teacher education workshops and symposia devoted to heritage issues. The Center's work will be focused on the development of effective pedagogical approaches to teaching heritage learners, first by creating a research base and then in pursuing curriculum design, materials development, and teacher education resources. For more information, visit http://www.international.ucla.edu/languages/nhlrc .
Source: UCLA
Inputdate: 2006-09-21 14:38:00
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Title: Grant to Help Create National Heritage Language Resource Center
Body: From http://www.international.ucla.edu/languages/nhlrc The Center for World Languages at UCLA and the University of California Consortium for Language Learning & Teaching have been awarded a U.S. Department of Education grant to establish a National Heritage Language Resource Center (NHLRC) for the granting period 2006-2010. California is a logical venue for such a center as more than 28% of its population five years and older is foreign born, and 39% speak a home language other than English. The creation of a national LRC dedicated to heritage language education attests to the importance of this new field. It also serves as the recognition of ongoing efforts by the Center for World Languages and the UC Language Consortium. Russell Campbell, the founding director of the UCLA Language Resource Program (CWL's predecessor), championed the establishment of pedagogy that would lead to the maintenance and preservation of HL knowledge. The joint efforts of CWL and the Consortium include the establishment of instructional and curricular guidelines for heritage language education across UC campuses, founding the Heritage Language Journal, and holding numerous teacher education workshops and symposia devoted to heritage issues. The Center's work will be focused on the development of effective pedagogical approaches to teaching heritage learners, first by creating a research base and then in pursuing curriculum design, materials development, and teacher education resources. For more information, visit http://www.international.ucla.edu/languages/nhlrc .
Source: UCLA
Inputdate: 2006-09-21 14:38:00
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Contentid:
5098
Content Type: 1
Title: International Symposium on African & Diasporic Languages & Education
Body: From http://continuingeducation.tc.columbia.edu/default.aspx?pageid=527 International Symposium on African & Diasporic Languages & Education Paradigms, Practices and Politics of Languages in Education Teachers College Columbia University October 5-7, 2006 The African Union has declared 2006 the Year of African Language! In celebration of this affirmation, renowned international scholars, educators, and policy-makers are gathering at Teachers College, Columbia University to share educational visions and design in language and literacy education associated with speakers of various African languages as well as speakers of Creole languages and African American English. Based on the theme of paradigms, practices and politics of language in education, the three-day symposium combines theoretical presentations with educational development sessions and roundtable discussions among educators, policymakers, and language scholars. The symposium highlights a different language group each day, beginning with an exploration of the cultural, historical, and linguistic roots of African language, education, and policy on the African continent as well as in the United States. The second day focuses on Creole-speaking regions, investigating the interface between language, education, and policy, and the third day turns to the sociolinguistic situation in the United States, this time addressing these questions for speakers of African American English. For more information, visit http://continuingeducation.tc.columbia.edu/default.aspx?pageid=527 .
Source: Teachers' College, Columbia University
Inputdate: 2006-09-21 14:47:00
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Title: International Symposium on African & Diasporic Languages & Education
Body: From http://continuingeducation.tc.columbia.edu/default.aspx?pageid=527 International Symposium on African & Diasporic Languages & Education Paradigms, Practices and Politics of Languages in Education Teachers College Columbia University October 5-7, 2006 The African Union has declared 2006 the Year of African Language! In celebration of this affirmation, renowned international scholars, educators, and policy-makers are gathering at Teachers College, Columbia University to share educational visions and design in language and literacy education associated with speakers of various African languages as well as speakers of Creole languages and African American English. Based on the theme of paradigms, practices and politics of language in education, the three-day symposium combines theoretical presentations with educational development sessions and roundtable discussions among educators, policymakers, and language scholars. The symposium highlights a different language group each day, beginning with an exploration of the cultural, historical, and linguistic roots of African language, education, and policy on the African continent as well as in the United States. The second day focuses on Creole-speaking regions, investigating the interface between language, education, and policy, and the third day turns to the sociolinguistic situation in the United States, this time addressing these questions for speakers of African American English. For more information, visit http://continuingeducation.tc.columbia.edu/default.aspx?pageid=527 .
Source: Teachers' College, Columbia University
Inputdate: 2006-09-21 14:47:00
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Expdate: 2006-10-08 00:00:00
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