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Contentid:
5200
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Title: Newberry Library Fellowships in the Humanities, 2007-08
Body: The Newberry Library, an independent research library in Chicago, Illinois, invites applications for its 2007-08 Fellowships in the Humanities. Newberry Library fellowships support research in residence at the Library. All proposed research must be appropriate to the collections of the Newberry Library. Our fellowship program rests on the belief that all projects funded by the Newberry benefit from engagement both with the materials in the Newberry's collections and with the lively community of researchers that gathers around those collections. Long-term residential fellowships are available to postdoctoral scholars for periods of six to eleven months. Applicants for postdoctoral awards must hold the Ph.D. at the time of application. The stipend for these fellowships is up to $40,000. Short-term residential fellowships are intended for postdoctoral scholars or Ph.D. candidates from outside of the Chicago area who have a specific need for Newberry collections. Scholars whose principal residence or place of employment is within the Chicago area are not eligible. The tenure of short-term fellowships varies from one week to two months. The amount of the award is generally $1200 per month. Applications for long-term fellowships are due January 10, 2007; applications for most short-term fellowships are due March 1, 2007. For more information or to download application materials, visit our Web site at http://www.newberry.org/research/felshp/fellowshome.html If you would like materials sent to you by mail, write to Committee on Awards, 60 West Walton Street, Chicago, IL 60610-3380. If you have questions about the fellowships program, contact research@newberry.org or (312) 255-3666. Molly Schultz, Program Assistant Office of Research and Education The Newberry Library phone: 312.255.3666 email: schultzm@newberry.org
Source: The Newberry Library
Inputdate: 2006-10-21 16:15:00
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Title: Newberry Library Fellowships in the Humanities, 2007-08
Body: The Newberry Library, an independent research library in Chicago, Illinois, invites applications for its 2007-08 Fellowships in the Humanities. Newberry Library fellowships support research in residence at the Library. All proposed research must be appropriate to the collections of the Newberry Library. Our fellowship program rests on the belief that all projects funded by the Newberry benefit from engagement both with the materials in the Newberry's collections and with the lively community of researchers that gathers around those collections. Long-term residential fellowships are available to postdoctoral scholars for periods of six to eleven months. Applicants for postdoctoral awards must hold the Ph.D. at the time of application. The stipend for these fellowships is up to $40,000. Short-term residential fellowships are intended for postdoctoral scholars or Ph.D. candidates from outside of the Chicago area who have a specific need for Newberry collections. Scholars whose principal residence or place of employment is within the Chicago area are not eligible. The tenure of short-term fellowships varies from one week to two months. The amount of the award is generally $1200 per month. Applications for long-term fellowships are due January 10, 2007; applications for most short-term fellowships are due March 1, 2007. For more information or to download application materials, visit our Web site at http://www.newberry.org/research/felshp/fellowshome.html If you would like materials sent to you by mail, write to Committee on Awards, 60 West Walton Street, Chicago, IL 60610-3380. If you have questions about the fellowships program, contact research@newberry.org or (312) 255-3666. Molly Schultz, Program Assistant Office of Research and Education The Newberry Library phone: 312.255.3666 email: schultzm@newberry.org
Source: The Newberry Library
Inputdate: 2006-10-21 16:15:00
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Contentid:
5202
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Title: Speaking Tasks for English Learners
Body: The British Council has collaborated with the Hungarian Ministry of Education to improve English assessment methods in that country. Many of their materials for evaluating speaking skills are available at the site below. These include situational tasks and lists of thought-provoking questions on dozens of topics relevant to daily life. http://www.examsreform.hu/Pages/SampleTasks.html
Source: British Council
Inputdate: 2006-10-21 16:41:00
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Title: Speaking Tasks for English Learners
Body: The British Council has collaborated with the Hungarian Ministry of Education to improve English assessment methods in that country. Many of their materials for evaluating speaking skills are available at the site below. These include situational tasks and lists of thought-provoking questions on dozens of topics relevant to daily life. http://www.examsreform.hu/Pages/SampleTasks.html
Source: British Council
Inputdate: 2006-10-21 16:41:00
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5203
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Title: Vocabulary Games for Beginning ESL
Body: This page of the ever-useful manythings.org site provides seven different types of games for practicing many sets of vocabulary words, under topics such as Animals, Buildings, and Things People Wear. The games include matching, speed-reading, and memory. http://www.manythings.org/lulu
Source: manythings.org
Inputdate: 2006-10-21 17:11:00
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Title: Vocabulary Games for Beginning ESL
Body: This page of the ever-useful manythings.org site provides seven different types of games for practicing many sets of vocabulary words, under topics such as Animals, Buildings, and Things People Wear. The games include matching, speed-reading, and memory. http://www.manythings.org/lulu
Source: manythings.org
Inputdate: 2006-10-21 17:11:00
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Contentid:
5217
Content Type: 1
Title: Call for Papers: New Section of Language Teaching
Body: Now entering its 40th year, Language Teaching is a quarterly, professional, peer-reviewed journal which is dedicated to providing a number of resources to its international readership of researchers and practitioners in L2 education at all levels of instruction. Each regular issue of the journal contains commissioned state-of-the-art reviews and surveys about various aspects of L2 learning, acquisition and teaching as well as comparative book reviews thematically linked to these reviews. We are pleased to announce that, for the first time in a journal in our field, a new section will publish exclusively academic studies which replicate a previous sound study: we invite submissions of previously unpublished articles based on literal, approximate or constructive replication of a previous study or studies. In keeping with the survey characteristics of Language Teaching we also encourage submissions of meta-analyses which attempt to combine or synthesise a series of comparable research replications. Papers can be based on a broad range of topics. The details of this permanent Call for Papers can be found in the Instructions for Contributors at http://journals.cambridge.org/action/displayMoreInfo?jid=LTA&type=ifc . Porte, G. [TESL-L] Call for papers. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (19 Oct. 2006).
Source: TESL-L
Inputdate: 2006-10-26 10:10:54
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Title: Call for Papers: New Section of Language Teaching
Body: Now entering its 40th year, Language Teaching is a quarterly, professional, peer-reviewed journal which is dedicated to providing a number of resources to its international readership of researchers and practitioners in L2 education at all levels of instruction. Each regular issue of the journal contains commissioned state-of-the-art reviews and surveys about various aspects of L2 learning, acquisition and teaching as well as comparative book reviews thematically linked to these reviews. We are pleased to announce that, for the first time in a journal in our field, a new section will publish exclusively academic studies which replicate a previous sound study: we invite submissions of previously unpublished articles based on literal, approximate or constructive replication of a previous study or studies. In keeping with the survey characteristics of Language Teaching we also encourage submissions of meta-analyses which attempt to combine or synthesise a series of comparable research replications. Papers can be based on a broad range of topics. The details of this permanent Call for Papers can be found in the Instructions for Contributors at http://journals.cambridge.org/action/displayMoreInfo?jid=LTA&type=ifc . Porte, G. [TESL-L] Call for papers. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (19 Oct. 2006).
Source: TESL-L
Inputdate: 2006-10-26 10:10:54
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Contentid:
5218
Content Type: 1
Title: Online Pinyin Practice Site
Body: Pinyinpractice.com is an interactive site that uses Flash to help learners practice listening and reading Chinese. Users can quiz themselves on their perception of tones and initial and final sounds while listening to sound files and reading Chinese characters and/or pinyin. http://www.pinyinpractice.com
Source: pinyinpractice.com
Inputdate: 2006-10-26 10:16:05
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Title: Online Pinyin Practice Site
Body: Pinyinpractice.com is an interactive site that uses Flash to help learners practice listening and reading Chinese. Users can quiz themselves on their perception of tones and initial and final sounds while listening to sound files and reading Chinese characters and/or pinyin. http://www.pinyinpractice.com
Source: pinyinpractice.com
Inputdate: 2006-10-26 10:16:05
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Contentid:
5219
Content Type: 1
Title: Call for Papers: Indian Journal of Applied Linguistics
Body: From http://linguistlist.org/issues/17/17-1647.html#1 Indian Journal of Applied Linguistics - IJOAL Special Issue on Strategies in Learning and Using English as a Foreign/Second Language Indian Journal of Applied Linguistics - IJOAL, is a peer-reviewed International Journal that has been publishing original research papers devoted to Language and Linguistics for more than three decades. It provides a forum for the discussion of language related problems faced by L1 and L2 learners, the various language teaching methodologies adopted, apart from dealing with the general linguistic theories, and the branches and sub branches of Linguistics. The Vol. 33, No. 2, July-Dec 2007 of IJOAL has been planned on Strategies in Learning and Using English as a Foreign/Second Language. It thus invites papers on the following broad areas: 1. Interlanguage Communication Strategies and their Teachability 2. Language Learning Strategies 3. Learner output 4. Politeness Strategies Call deadline: Dec. 30, 2006 For more information, visit http://linguistlist.org/issues/17/17-1647.html#1 .
Source: LINGUIST List
Inputdate: 2006-10-26 10:17:10
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Title: Call for Papers: Indian Journal of Applied Linguistics
Body: From http://linguistlist.org/issues/17/17-1647.html#1 Indian Journal of Applied Linguistics - IJOAL Special Issue on Strategies in Learning and Using English as a Foreign/Second Language Indian Journal of Applied Linguistics - IJOAL, is a peer-reviewed International Journal that has been publishing original research papers devoted to Language and Linguistics for more than three decades. It provides a forum for the discussion of language related problems faced by L1 and L2 learners, the various language teaching methodologies adopted, apart from dealing with the general linguistic theories, and the branches and sub branches of Linguistics. The Vol. 33, No. 2, July-Dec 2007 of IJOAL has been planned on Strategies in Learning and Using English as a Foreign/Second Language. It thus invites papers on the following broad areas: 1. Interlanguage Communication Strategies and their Teachability 2. Language Learning Strategies 3. Learner output 4. Politeness Strategies Call deadline: Dec. 30, 2006 For more information, visit http://linguistlist.org/issues/17/17-1647.html#1 .
Source: LINGUIST List
Inputdate: 2006-10-26 10:17:10
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Contentid:
5220
Content Type: 1
Title: Call for Papers: 9th Annual DigitalStream Conference
Body: From http://wlc.csumb.edu/digitalstream California State University Monterey Bay announces the 9th Annual DigitalStream Conference. Each year, the DigitalStream Conference attracts more than 300 attendees from California, across the country and overseas to share their interest in the study of foreign languages and the best uses of technology in the language classroom. The conference provides a unique forum of scheduled presentations, panel discussions, hands-on workshops and technology exhibitions where language teachers, technologists, administrators and vendors can share useful and cutting-edge information and learn from one another. 2007 Theme Convergence in World Language and Culture Learning: Pedagogy, Technology, and Classroom Management In an era of dynamic, world-wide socio-cultural transformation enabled by technological innovation, what synergies are affecting world language and culture learning? How do we utilize our better understanding of how people learn and these new tools in our classrooms and learning spaces to drive best practices in instructional approaches? Appropriate presentation areas include: - Technology Integration in the Language Classroom - Teaching Strategies and Activities for Using Technology in the Language Class - The Use of Technology in Language Proficiency Assessment - Language Learning Lab Management and Issues - Distance & Online Language Learning - Technology Applications for Teaching At Risk Languages - Creating Effective Virtual Language Learning Environments and Issues - Demonstrations of the Use of Technology in Teaching Language and Cultures - Research in Language Learning and Technology - Workshops related to above topics Proposals are due by December 15, 2006. For more information, visit http://wlc.csumb.edu/digitalstream .
Source: California State University, Monterey Bay
Inputdate: 2006-10-26 10:18:45
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Expdate: 2007-12-16 00:00:00
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Title: Call for Papers: 9th Annual DigitalStream Conference
Body: From http://wlc.csumb.edu/digitalstream California State University Monterey Bay announces the 9th Annual DigitalStream Conference. Each year, the DigitalStream Conference attracts more than 300 attendees from California, across the country and overseas to share their interest in the study of foreign languages and the best uses of technology in the language classroom. The conference provides a unique forum of scheduled presentations, panel discussions, hands-on workshops and technology exhibitions where language teachers, technologists, administrators and vendors can share useful and cutting-edge information and learn from one another. 2007 Theme Convergence in World Language and Culture Learning: Pedagogy, Technology, and Classroom Management In an era of dynamic, world-wide socio-cultural transformation enabled by technological innovation, what synergies are affecting world language and culture learning? How do we utilize our better understanding of how people learn and these new tools in our classrooms and learning spaces to drive best practices in instructional approaches? Appropriate presentation areas include: - Technology Integration in the Language Classroom - Teaching Strategies and Activities for Using Technology in the Language Class - The Use of Technology in Language Proficiency Assessment - Language Learning Lab Management and Issues - Distance & Online Language Learning - Technology Applications for Teaching At Risk Languages - Creating Effective Virtual Language Learning Environments and Issues - Demonstrations of the Use of Technology in Teaching Language and Cultures - Research in Language Learning and Technology - Workshops related to above topics Proposals are due by December 15, 2006. For more information, visit http://wlc.csumb.edu/digitalstream .
Source: California State University, Monterey Bay
Inputdate: 2006-10-26 10:18:45
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Contentid:
5222
Content Type: 1
Title: Call for Participants: Russian Teacher Exchange Program
Body: The Teachers to Teachers: Language, Technology, Math, and Science Exchange Program, funded by the U.S. State Department's Bureau of Educational Affairs (ECA) and administered by American Councils for International Education: ACTR/ACCELS, was established this year to recognize the achievements of a select group of award winning U.S. teachers, while providing them with the opportunity to utilize their talents and expertise to improve the quality of secondary education in Russia. This year, eight U.S. middle school and high school teachers of EFL, history, social studies, math, hard sciences, or informational technology will be invited to participate in an exchange program. A three-day cross-cultural conference will be held at a U.S. university with Russian teachers of comparable disciplines in May 2007 for English, EFL, social studies, and history teachers and in October 2007 for math, science, and informational technology teachers. In addition, the finalists will travel to Russia for two or three weeks in March 2008 to visit schools and communities of their winning Russian counterparts, stay in their homes, and participate in teacher education programs, methodological seminars, classroom teaching, cultural exchange programs, and a variety of professional development activities. Teacher applications can be received by emailing Ben Dunbar at teachers@americancouncils.org. American Councils is also seeking proposals from potential host universities and colleges to develop professional development seminars for secondary school teachers from Russia who will travel to the United States. One request is to organize a seminar for teachers of English as a foreign language, social studies, and history who will arrive in the United States in April 2007. The second request is to organize a seminar for teachers of math, science, and informational technology who will arrive in the United States in October 2007. More information about these RFPs can be found at http://www.americancouncils.org/news_item.asp?PageID=73&NewsItem=380 . Please feel free to share this with your colleagues who might be interested in the program. Please do not hesitate to contact me at teachers@americancouncils.org. Ben Dunbar Senior Program Officer, LTMS Dunbar, B. Teacher Exchange / Listserv. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Oct. 2006).
Source: FLTEACH
Inputdate: 2006-10-26 12:08:28
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Expdate: 2007-10-07 00:00:00
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Title: Call for Participants: Russian Teacher Exchange Program
Body: The Teachers to Teachers: Language, Technology, Math, and Science Exchange Program, funded by the U.S. State Department's Bureau of Educational Affairs (ECA) and administered by American Councils for International Education: ACTR/ACCELS, was established this year to recognize the achievements of a select group of award winning U.S. teachers, while providing them with the opportunity to utilize their talents and expertise to improve the quality of secondary education in Russia. This year, eight U.S. middle school and high school teachers of EFL, history, social studies, math, hard sciences, or informational technology will be invited to participate in an exchange program. A three-day cross-cultural conference will be held at a U.S. university with Russian teachers of comparable disciplines in May 2007 for English, EFL, social studies, and history teachers and in October 2007 for math, science, and informational technology teachers. In addition, the finalists will travel to Russia for two or three weeks in March 2008 to visit schools and communities of their winning Russian counterparts, stay in their homes, and participate in teacher education programs, methodological seminars, classroom teaching, cultural exchange programs, and a variety of professional development activities. Teacher applications can be received by emailing Ben Dunbar at teachers@americancouncils.org. American Councils is also seeking proposals from potential host universities and colleges to develop professional development seminars for secondary school teachers from Russia who will travel to the United States. One request is to organize a seminar for teachers of English as a foreign language, social studies, and history who will arrive in the United States in April 2007. The second request is to organize a seminar for teachers of math, science, and informational technology who will arrive in the United States in October 2007. More information about these RFPs can be found at http://www.americancouncils.org/news_item.asp?PageID=73&NewsItem=380 . Please feel free to share this with your colleagues who might be interested in the program. Please do not hesitate to contact me at teachers@americancouncils.org. Ben Dunbar Senior Program Officer, LTMS Dunbar, B. Teacher Exchange / Listserv. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Oct. 2006).
Source: FLTEACH
Inputdate: 2006-10-26 12:08:28
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Contentid:
5224
Content Type: 1
Title: New Book: Literacy and Bilingualism
Body: From http://tinyurl.com/yjs22c Literacy and Bilingualism: A Handbook for ALL Teachers (2nd Edition) by María Estela Brisk and Margaret M. Harrington This handbook applies proven techniques, derived from bilingual/bicultural classrooms, to teaching literacy in the twenty-first century. Its goal is to help teachers increase their understanding of bilingual learners in order to maximize instruction. Teachers can use this handbook to expand their understanding of literacy and bilingualism; implement literacy approaches and assess students’ development; and learn through reflection. Practical, flexible format and content. Complete and straightforward instructions, illustrated by case studies, allow teachers to use the strategies in this handbook on their own or in teacher-led study groups. They can select from the variety of approaches the ones which best match their students’ needs and their own teaching style. Student-centered focus. All of the approaches share characteristics that help motivate students of varying language abilities to develop literacy. Field-tested approaches. The approaches have been modified and tested with bilingual students of different ages and language backgrounds in bilingual, ESL, mainstream, special education, and deaf education classes ranging from preschool through high school. For more information, visit http://tinyurl.com/yjs22c .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-10-26 12:19:02
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Title: New Book: Literacy and Bilingualism
Body: From http://tinyurl.com/yjs22c Literacy and Bilingualism: A Handbook for ALL Teachers (2nd Edition) by María Estela Brisk and Margaret M. Harrington This handbook applies proven techniques, derived from bilingual/bicultural classrooms, to teaching literacy in the twenty-first century. Its goal is to help teachers increase their understanding of bilingual learners in order to maximize instruction. Teachers can use this handbook to expand their understanding of literacy and bilingualism; implement literacy approaches and assess students’ development; and learn through reflection. Practical, flexible format and content. Complete and straightforward instructions, illustrated by case studies, allow teachers to use the strategies in this handbook on their own or in teacher-led study groups. They can select from the variety of approaches the ones which best match their students’ needs and their own teaching style. Student-centered focus. All of the approaches share characteristics that help motivate students of varying language abilities to develop literacy. Field-tested approaches. The approaches have been modified and tested with bilingual students of different ages and language backgrounds in bilingual, ESL, mainstream, special education, and deaf education classes ranging from preschool through high school. For more information, visit http://tinyurl.com/yjs22c .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-10-26 12:19:02
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Contentid:
5226
Content Type: 1
Title: New Book: English L2 Reading
Body: From http://tinyurl.com/uybpt English L2 Reading: Getting to the Bottom (2nd Edition) by Barbara M. Birch English L2 Reading: Getting to the Bottom, Second Edition remains a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the “bottom” of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The text clearly explains the strategies that readers of other languages develop in response to their own writing systems (Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems), contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition. A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. Many ESL/EFL teachers are interested in supplementing their successful whole-language methods with bottom-up reading strategies, but aren’t sure how to do it. This book fills that gap. For more information, visit http://tinyurl.com/uybpt .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-10-26 02:39:28
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Title: New Book: English L2 Reading
Body: From http://tinyurl.com/uybpt English L2 Reading: Getting to the Bottom (2nd Edition) by Barbara M. Birch English L2 Reading: Getting to the Bottom, Second Edition remains a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the “bottom” of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The text clearly explains the strategies that readers of other languages develop in response to their own writing systems (Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems), contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition. A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. Many ESL/EFL teachers are interested in supplementing their successful whole-language methods with bottom-up reading strategies, but aren’t sure how to do it. This book fills that gap. For more information, visit http://tinyurl.com/uybpt .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-10-26 02:39:28
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