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5179
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Title: Spanish-Language Parenting Magazine Planned
Body: Seattle-Area, Spanish-Language Parenting Magazine to Debut Hispanic PRWire October 9, 2006 Hispanic PRWire reports that the publisher of Seattle's Child and Puget Sound Parent magazines, Northwest Parent Media, has announced the upcoming debut of Padres de Hoy, a Spanish-language, monthly magazine modeled on the publisher's two successful parenting magazines. According to the publisher, Padres de Hoy will offer a selection of translated articles, the calendar of events, and parenting resources covered in Northwest Parent Media's other publications, and will also address educational, behavioral, and cultural issues and events of particular interest to Hispanic families and parents. The publisher says it will launch the premiere issue in December 2006. Fortune, T. [LIM-A] Seattle-area, Spanish-language parenting magazine to debut. Language Immersion in the Americas Discussion listserv. LIM-A@LISTS.UMN.EDU (16 Oct. 2006).
Source: LIM-A
Inputdate: 2006-10-18 12:34:00
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Title: Spanish-Language Parenting Magazine Planned
Body: Seattle-Area, Spanish-Language Parenting Magazine to Debut Hispanic PRWire October 9, 2006 Hispanic PRWire reports that the publisher of Seattle's Child and Puget Sound Parent magazines, Northwest Parent Media, has announced the upcoming debut of Padres de Hoy, a Spanish-language, monthly magazine modeled on the publisher's two successful parenting magazines. According to the publisher, Padres de Hoy will offer a selection of translated articles, the calendar of events, and parenting resources covered in Northwest Parent Media's other publications, and will also address educational, behavioral, and cultural issues and events of particular interest to Hispanic families and parents. The publisher says it will launch the premiere issue in December 2006. Fortune, T. [LIM-A] Seattle-area, Spanish-language parenting magazine to debut. Language Immersion in the Americas Discussion listserv. LIM-A@LISTS.UMN.EDU (16 Oct. 2006).
Source: LIM-A
Inputdate: 2006-10-18 12:34:00
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5180
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Title: Funding Opportunity: Goldman Sachs Foundation Elementary/Middle School Prize
Body: From http://www.internationaled.org/prizes/K8-application.htm The Goldman Sachs Foundation Prizes for Excellence in International Education Elementary and Middle School Prize APPLICATIONS DUE January 12, 2007 The Goldman Sachs Foundation Elementary/Middle School Prize will recognize an elementary or middle school that engages all or most of its students in learning about other world regions, cultures, and languages. Eligibility Any public or private elementary or middle school with a clear focus on raising American awareness of the world and bridging the international knowledge gap. Criteria In your application, please address how your school meets the following criteria: - Offers a challenging curriculum that integrates international content across subject areas; - Emphasizes learning world languages; - Is committed to actively engaging all or most students in active learning about the world; - Forms partnerships that support the international dimension of your school (e.g. with community organizations, corporations, universities, schools in other countries); - Is composed of leadership and faculty committed to ongoing professional development and the enhancement of the international dimension of the school; - Uses technology to promote international learning; and - Can provide measures of student success. For more information, visit http://www.internationaled.org/prizes/K8-application.htm .
Source: The Goldman Sachs Foundation
Inputdate: 2006-10-18 12:43:00
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Expdate: 2007-01-13 00:00:00
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Title: Funding Opportunity: Goldman Sachs Foundation Elementary/Middle School Prize
Body: From http://www.internationaled.org/prizes/K8-application.htm The Goldman Sachs Foundation Prizes for Excellence in International Education Elementary and Middle School Prize APPLICATIONS DUE January 12, 2007 The Goldman Sachs Foundation Elementary/Middle School Prize will recognize an elementary or middle school that engages all or most of its students in learning about other world regions, cultures, and languages. Eligibility Any public or private elementary or middle school with a clear focus on raising American awareness of the world and bridging the international knowledge gap. Criteria In your application, please address how your school meets the following criteria: - Offers a challenging curriculum that integrates international content across subject areas; - Emphasizes learning world languages; - Is committed to actively engaging all or most students in active learning about the world; - Forms partnerships that support the international dimension of your school (e.g. with community organizations, corporations, universities, schools in other countries); - Is composed of leadership and faculty committed to ongoing professional development and the enhancement of the international dimension of the school; - Uses technology to promote international learning; and - Can provide measures of student success. For more information, visit http://www.internationaled.org/prizes/K8-application.htm .
Source: The Goldman Sachs Foundation
Inputdate: 2006-10-18 12:43:00
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5181
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Title: Funding Opportunity: Goldman Sachs Foundation High School Prize
Body: From http://www.internationaled.org/prizes/highschool-application.htm The Goldman Sachs Foundation Prizes for Excellence in International Education 2006 High School Prize APPLICATIONS DUE January 12, 2007 The Goldman Sachs Foundation High School Prize will recognize a secondary school that engages all or most of its students in learning about Asia, Africa, Latin America or the Middle East, or about international affairs through its curriculum and through partnerships with other countries or local organizations. Eligibility Any public or private high school with a clear focus on raising American awareness of the world and bridging the international knowledge gap. Criteria In your application, please address how your school meets the following criteria: - Offers a challenging curriculum that integrates international content across subject areas; - Emphasis on learning world languages; - Is committed to actively engaging all or most students in active learning about the world; - Forms partnerships that support the international dimension of your school (e.g. with community organizations, corporations, universities, schools in other countries); - Is composed of leadership and faculty committed to ongoing professional development and the enhancement of the international dimension of the school; - Uses technology to promote international learning; and - Can provide measures of student success. For more information, visit http://www.internationaled.org/prizes/highschool-application.htm .
Source: The Goldman Sachs Foundation
Inputdate: 2006-10-18 12:53:00
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Title: Funding Opportunity: Goldman Sachs Foundation High School Prize
Body: From http://www.internationaled.org/prizes/highschool-application.htm The Goldman Sachs Foundation Prizes for Excellence in International Education 2006 High School Prize APPLICATIONS DUE January 12, 2007 The Goldman Sachs Foundation High School Prize will recognize a secondary school that engages all or most of its students in learning about Asia, Africa, Latin America or the Middle East, or about international affairs through its curriculum and through partnerships with other countries or local organizations. Eligibility Any public or private high school with a clear focus on raising American awareness of the world and bridging the international knowledge gap. Criteria In your application, please address how your school meets the following criteria: - Offers a challenging curriculum that integrates international content across subject areas; - Emphasis on learning world languages; - Is committed to actively engaging all or most students in active learning about the world; - Forms partnerships that support the international dimension of your school (e.g. with community organizations, corporations, universities, schools in other countries); - Is composed of leadership and faculty committed to ongoing professional development and the enhancement of the international dimension of the school; - Uses technology to promote international learning; and - Can provide measures of student success. For more information, visit http://www.internationaled.org/prizes/highschool-application.htm .
Source: The Goldman Sachs Foundation
Inputdate: 2006-10-18 12:53:00
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5182
Content Type: 1
Title: New Articles for Teachers of Young Learners
Body: - Five Super-Easy and Fun Strategies to Immerse Preschoolers in Spanish By Ana Lomba This article tackles some of the challenges of teaching very young learners by providing tips to engage them with fun activities and games. - Building Parent-School Collaboration in Preschool By Ana Lomba Here you will find recommendations for engaging parents in the learning process early on and setting the stage for successful language acquisition. Download these and other articles on immersion education at http://www.analomba.com/resources.html .
Source: analomba.com
Inputdate: 2006-10-18 13:10:00
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Title: New Articles for Teachers of Young Learners
Body: - Five Super-Easy and Fun Strategies to Immerse Preschoolers in Spanish By Ana Lomba This article tackles some of the challenges of teaching very young learners by providing tips to engage them with fun activities and games. - Building Parent-School Collaboration in Preschool By Ana Lomba Here you will find recommendations for engaging parents in the learning process early on and setting the stage for successful language acquisition. Download these and other articles on immersion education at http://www.analomba.com/resources.html .
Source: analomba.com
Inputdate: 2006-10-18 13:10:00
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Contentid:
5183
Content Type: 1
Title: Call for Papers: Autonomous Language Learning in University and Adult Education
Body: From http://www.fremdsprachenzentrum-bremen.de:8081/1275.0.html Autonomous Language Learning in University and Adult Education Analyses, Concepts, Experiences Friday, March 9 - Saturday, March 10, 2007 at Bremen University, Germany Autonomy in language learning is one of the most important concepts of theoretical reflection and practical application in language acquisition today. With the development and increasing diversity of positions, concepts and experiences there is a growing need for orientation and clear perspectives. For this purpose, the symposium aims to take stock of the situation, to consolidate and assess available concepts of autonomy in foreign language learning at universities and in adult education, and to initiate new developments. We welcome presentations that engage with the topics: 1. Blended Learning (E.g. combinations of classroom teaching, distance learning and autonomous learning) 2. Advising for self-directed language learning (E.g. different ways of advising and advisory services in the context of individual learning contexts, self-learning centers, distance learning or learning in Tandem-language exchange) 3. Learning Technologies and Multimedia (E.g. commercial, and non-commercial language learning software, authoring software, learning plattforms, Internet usages) 4. Individual Learning Goals and Learning Successes (E.g. Needs and motivation in self-directed learning, effects on learning processes, consequences for curriculum planning and individual learning plans) Deadline: November 30th, 2006. For more information, visit http://www.fremdsprachenzentrum-bremen.de:8081/1275.0.html .
Source: Bremen University
Inputdate: 2006-10-18 13:50:00
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Expdate: 2006-12-01 00:00:00
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Title: Call for Papers: Autonomous Language Learning in University and Adult Education
Body: From http://www.fremdsprachenzentrum-bremen.de:8081/1275.0.html Autonomous Language Learning in University and Adult Education Analyses, Concepts, Experiences Friday, March 9 - Saturday, March 10, 2007 at Bremen University, Germany Autonomy in language learning is one of the most important concepts of theoretical reflection and practical application in language acquisition today. With the development and increasing diversity of positions, concepts and experiences there is a growing need for orientation and clear perspectives. For this purpose, the symposium aims to take stock of the situation, to consolidate and assess available concepts of autonomy in foreign language learning at universities and in adult education, and to initiate new developments. We welcome presentations that engage with the topics: 1. Blended Learning (E.g. combinations of classroom teaching, distance learning and autonomous learning) 2. Advising for self-directed language learning (E.g. different ways of advising and advisory services in the context of individual learning contexts, self-learning centers, distance learning or learning in Tandem-language exchange) 3. Learning Technologies and Multimedia (E.g. commercial, and non-commercial language learning software, authoring software, learning plattforms, Internet usages) 4. Individual Learning Goals and Learning Successes (E.g. Needs and motivation in self-directed learning, effects on learning processes, consequences for curriculum planning and individual learning plans) Deadline: November 30th, 2006. For more information, visit http://www.fremdsprachenzentrum-bremen.de:8081/1275.0.html .
Source: Bremen University
Inputdate: 2006-10-18 13:50:00
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5184
Content Type: 1
Title: Call for Papers: Issues in Teaching, Learning, and Using Vocabulary in an L2
Body: From http://linguistlist.org/issues/17/17-1533.html#1 Issues in Teaching, Learning, and Using Vocabulary in an L2 (English/Spanish) ELIA X 14-Mar-2007 - 16-Mar-2007 Call Deadline: 15-Dec-2006 The Research Group The English Language in University Settings of the College of Languages, Literatures and Linguistics at the University of Seville, is pleased to announce the Tenth ELIA Conference, to be held in Seville, Spain, on March 14-16, 2007. The main theme of the conference will be 'Issues in teaching, learning, and using vocabulary in an L2 (English/Spanish).' Renowned national and international scholars in the broad domain of applied linguistics have taken part in the nine previous ELIA conferences and have made a significant contribution to ELIA's success. The keynote speakers for this year's conference include Dr. Batia Laufer (University of Haifa, Israel), Dr. Norbert Schmitt (University of Nottingham, UK), and Dr. Carmen Perez Basanta (University of Granada, Spain). In accordance with the symposium-like structure of the conference, only proposals related to L2 vocabulary teaching, learning, or using will be accepted. Proposals related to the above mentioned theme that deal with Spanish as a target language are also welcome. For more information, visit http://linguistlist.org/issues/17/17-1533.html#1 .
Source: LINGUIST List
Inputdate: 2006-10-18 13:58:00
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Expdate: 2006-12-16 00:00:00
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Title: Call for Papers: Issues in Teaching, Learning, and Using Vocabulary in an L2
Body: From http://linguistlist.org/issues/17/17-1533.html#1 Issues in Teaching, Learning, and Using Vocabulary in an L2 (English/Spanish) ELIA X 14-Mar-2007 - 16-Mar-2007 Call Deadline: 15-Dec-2006 The Research Group The English Language in University Settings of the College of Languages, Literatures and Linguistics at the University of Seville, is pleased to announce the Tenth ELIA Conference, to be held in Seville, Spain, on March 14-16, 2007. The main theme of the conference will be 'Issues in teaching, learning, and using vocabulary in an L2 (English/Spanish).' Renowned national and international scholars in the broad domain of applied linguistics have taken part in the nine previous ELIA conferences and have made a significant contribution to ELIA's success. The keynote speakers for this year's conference include Dr. Batia Laufer (University of Haifa, Israel), Dr. Norbert Schmitt (University of Nottingham, UK), and Dr. Carmen Perez Basanta (University of Granada, Spain). In accordance with the symposium-like structure of the conference, only proposals related to L2 vocabulary teaching, learning, or using will be accepted. Proposals related to the above mentioned theme that deal with Spanish as a target language are also welcome. For more information, visit http://linguistlist.org/issues/17/17-1533.html#1 .
Source: LINGUIST List
Inputdate: 2006-10-18 13:58:00
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Contentid:
5186
Content Type: 1
Title: New Book: Diagnosing Foreign Language Proficiency
Body: From http://tinyurl.com/y4tlds Diagnosing Foreign Language Proficiency: The Interface between Learning and Assessment J. Charles Alderson This book addresses the need for tests that can diagnose the strengths and weaknesses in learners' developing foreign language proficiency. It presents the rationale for, and research surrounding, the development of DIALANG, a suite of internet-delivered diagnostic foreign language tests funded by the European Commission. The word 'diagnosis' is common in discussions in language education and applied linguistics, but very few truly diagnostic tests exist. However, the diagnosis of foreign language proficiency is central to helping learners make progress. This volume explores the nature of diagnostic testing, emphasizing the need for a better understanding of the nature of appropriate diagnosis. For more information, visit http://tinyurl.com/y4tlds .
Source: Continuum Books
Inputdate: 2006-10-18 14:13:00
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Title: New Book: Diagnosing Foreign Language Proficiency
Body: From http://tinyurl.com/y4tlds Diagnosing Foreign Language Proficiency: The Interface between Learning and Assessment J. Charles Alderson This book addresses the need for tests that can diagnose the strengths and weaknesses in learners' developing foreign language proficiency. It presents the rationale for, and research surrounding, the development of DIALANG, a suite of internet-delivered diagnostic foreign language tests funded by the European Commission. The word 'diagnosis' is common in discussions in language education and applied linguistics, but very few truly diagnostic tests exist. However, the diagnosis of foreign language proficiency is central to helping learners make progress. This volume explores the nature of diagnostic testing, emphasizing the need for a better understanding of the nature of appropriate diagnosis. For more information, visit http://tinyurl.com/y4tlds .
Source: Continuum Books
Inputdate: 2006-10-18 14:13:00
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5187
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Title: New Book: Learners' Stories
Body: From http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521614147 Learners' Stories: Difference and Diversity in Language Learning Edited by Phil Benson & David Nunan This volume is a collection of nine original papers exploring dimensions of individual difference in language learning from narrative and biographical perspectives. This volume is a collection of nine original papers exploring dimensions of individual difference in language learning from narrative and biographical perspectives. Topics covered include motivation, emotion, age, learning strategies and beliefs, identity and the influence of classroom, distance and self-instructional settings. The authors use a variety of research methods to investigate learners' experiences of these aspects of the learning process. Among the countries represented in the research are Australia, Bahrain, China, Japan, Taiwan, Thailand, New Zealand, Peru, the United Kingdom and the United States. The studies will be of interest to teachers, teachers-in-preparation, teacher educators and researchers. For more information, visit http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521614147 .
Source: Cambridge University Press
Inputdate: 2006-10-18 14:16:00
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Title: New Book: Learners' Stories
Body: From http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521614147 Learners' Stories: Difference and Diversity in Language Learning Edited by Phil Benson & David Nunan This volume is a collection of nine original papers exploring dimensions of individual difference in language learning from narrative and biographical perspectives. This volume is a collection of nine original papers exploring dimensions of individual difference in language learning from narrative and biographical perspectives. Topics covered include motivation, emotion, age, learning strategies and beliefs, identity and the influence of classroom, distance and self-instructional settings. The authors use a variety of research methods to investigate learners' experiences of these aspects of the learning process. Among the countries represented in the research are Australia, Bahrain, China, Japan, Taiwan, Thailand, New Zealand, Peru, the United Kingdom and the United States. The studies will be of interest to teachers, teachers-in-preparation, teacher educators and researchers. For more information, visit http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521614147 .
Source: Cambridge University Press
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5188
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Title: Free Writing Exercise Suggestions (Part 3)
Body: The last installment in this mini-series describes a collaborative writing exercise. ---- This is a writing exercise which has always been popular in my classes. Ask students to sit in a circle (if possible) and take out a few sheets of paper. Legal size paper is ideal. Talk with them about thinking of a question which they truly want the answer to. It has to be a serious, thoughtful question and I give examples of what kinds of questions NOT to write down, such as "Do you think it will rain?", Will I pass this course?", etc. The teacher must impress upon the students the need for serious questions, and that the question and answers will be anonymous. After allowing thinking time, tell the students to write down their questions at the top of the paper. This is all done without any student/student discussions. Tell the students, and keep on reminding them, NOT to put their names anywhere on the paper. The teacher should also write down a question (I usually ask for opinions/suggestions about the class). Tell them to draw a circle around their question. Ask them to pass their paper to the right, read the question, and write a thoughtful, serious answer to the circled question below the it. Depending on the size of the class, allow about 2 minutes for writing, then pass the papers to the right again and the next student responds below the first response. Be sure that the students wait for the teacher's instruction to pass the papers. Continue until the teacher receives her/his own paper back. No student talking during this exercise. Allow time for the students to read all the responses to their questions. Any students who want to may share their question and some responses if there is time. The teacher must plan the time carefully. This exercise works best in intensive classes which are 2 to 3 hours long so there is no hurry. The number of students dictates the length of time given for the written responses. It all takes longer than you might think. I have heard some very penetrating questions and deeply thoughtful responses during this exercise, and many students have told me that it was the best class of the term! Woodward, L. Unique free write prompts. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (28 Sept. 2006).
Source: TESL-L
Inputdate: 2006-10-18 14:18:00
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Title: Free Writing Exercise Suggestions (Part 3)
Body: The last installment in this mini-series describes a collaborative writing exercise. ---- This is a writing exercise which has always been popular in my classes. Ask students to sit in a circle (if possible) and take out a few sheets of paper. Legal size paper is ideal. Talk with them about thinking of a question which they truly want the answer to. It has to be a serious, thoughtful question and I give examples of what kinds of questions NOT to write down, such as "Do you think it will rain?", Will I pass this course?", etc. The teacher must impress upon the students the need for serious questions, and that the question and answers will be anonymous. After allowing thinking time, tell the students to write down their questions at the top of the paper. This is all done without any student/student discussions. Tell the students, and keep on reminding them, NOT to put their names anywhere on the paper. The teacher should also write down a question (I usually ask for opinions/suggestions about the class). Tell them to draw a circle around their question. Ask them to pass their paper to the right, read the question, and write a thoughtful, serious answer to the circled question below the it. Depending on the size of the class, allow about 2 minutes for writing, then pass the papers to the right again and the next student responds below the first response. Be sure that the students wait for the teacher's instruction to pass the papers. Continue until the teacher receives her/his own paper back. No student talking during this exercise. Allow time for the students to read all the responses to their questions. Any students who want to may share their question and some responses if there is time. The teacher must plan the time carefully. This exercise works best in intensive classes which are 2 to 3 hours long so there is no hurry. The number of students dictates the length of time given for the written responses. It all takes longer than you might think. I have heard some very penetrating questions and deeply thoughtful responses during this exercise, and many students have told me that it was the best class of the term! Woodward, L. Unique free write prompts. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (28 Sept. 2006).
Source: TESL-L
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5189
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Title: The French Song Compendium -- by Topic (Part 3)
Body: Our last installment in this series covers student-friendly French songs on topics from Peace to Youth. ---- Peace - Je voudrais voir la mer/Michel Rivard Political songs - Protest Song/Richard Séguin - Made in USA/Noir Silence - Les Américains/Richard Desjardins Québec songs - Mon pays/Gilles Vigneault - Les gens de mon pays/Gilles Vigneault - Le plus beau voyage/Claude Gauthier Seasons - Les femmes/Mario Pelchat (comparatives, colors and seasons) Technology - La machine est mon amie/Luc Dela Rochellière (the worlds best song on technology and gadgets) Youth - Mes 18 ans/Longue Distance - Lassier lété avoir 15 ans/Claude Dubois - Je voudrais voir la mer/Michel Rivard - A dix-sept ans/Marie-Denise Pelletier - Quelquepart, quelquun/jean Jacques Goldman (numbers 1-100) - Besoin pour vivre/Claude Dubois (verb infinitives) - Laisser l'été avoir quinze ans/Claude Dubois (infinitives vs. familiar commands) - Les femmes (from the CD for the spectacle Don Juan)/Mario Pelchat (comparatives, colors and seasons; PLUS this one has a chorus in Spanish and offers an opportunity for an interdepartmental teaming with your Spanish-teaching colleagues) - Je veux que tu saches/Matt Laurent (if clauses, the imparfait) - Pour un instant/Harmonium (infinitives and the passé compose) - Les dinosaures/Michel Rivard (question words) - Qui est cet homme?/Laurence Jalbert (passé compose and preceding direct object pronouns) - Jamais la plus belle/Mes Aieux (passé composé/imparfait use) - Les étoiles filantes/Les Cowboys Fringants (imparfait) Graham, D. Re: French songs for beginners. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (17 Sept. 2006).
Source: FLTEACH
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Title: The French Song Compendium -- by Topic (Part 3)
Body: Our last installment in this series covers student-friendly French songs on topics from Peace to Youth. ---- Peace - Je voudrais voir la mer/Michel Rivard Political songs - Protest Song/Richard Séguin - Made in USA/Noir Silence - Les Américains/Richard Desjardins Québec songs - Mon pays/Gilles Vigneault - Les gens de mon pays/Gilles Vigneault - Le plus beau voyage/Claude Gauthier Seasons - Les femmes/Mario Pelchat (comparatives, colors and seasons) Technology - La machine est mon amie/Luc Dela Rochellière (the worlds best song on technology and gadgets) Youth - Mes 18 ans/Longue Distance - Lassier lété avoir 15 ans/Claude Dubois - Je voudrais voir la mer/Michel Rivard - A dix-sept ans/Marie-Denise Pelletier - Quelquepart, quelquun/jean Jacques Goldman (numbers 1-100) - Besoin pour vivre/Claude Dubois (verb infinitives) - Laisser l'été avoir quinze ans/Claude Dubois (infinitives vs. familiar commands) - Les femmes (from the CD for the spectacle Don Juan)/Mario Pelchat (comparatives, colors and seasons; PLUS this one has a chorus in Spanish and offers an opportunity for an interdepartmental teaming with your Spanish-teaching colleagues) - Je veux que tu saches/Matt Laurent (if clauses, the imparfait) - Pour un instant/Harmonium (infinitives and the passé compose) - Les dinosaures/Michel Rivard (question words) - Qui est cet homme?/Laurence Jalbert (passé compose and preceding direct object pronouns) - Jamais la plus belle/Mes Aieux (passé composé/imparfait use) - Les étoiles filantes/Les Cowboys Fringants (imparfait) Graham, D. Re: French songs for beginners. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (17 Sept. 2006).
Source: FLTEACH
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