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5447
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Title: Call for Papers: Structure and Constituency of the Languages of the Americas
Body: From http://www.uleth.ca/conferences/wscla12 WSCLA 12: Workshop on the Structure and Constituency of the Languages of the Americas March 30th - April 1st 2007 University of Lethbridge Lethbridge, Alberta, Canada Linguists working on Languages of the Americas tend to work, by default, at several interfaces. In addition to the linguistic interfaces within the formal paradigm involving various permutations of phonetics, phonology, morphology, syntax, semantics and discourse, many linguistic fieldworkers also work towards bridging the interfaces of linguistic theory, language and linguistic education, language revitalization and various community-based or community-directed activities. We invite abstracts which address this theme as well as abstracts on the core areas of formal linguistics (phonetics, phonology, morphology, syntax, semantics) within any formal theoretical framework. Talks will be twenty minutes (plus ten minutes discussion). Following the tradition of this workshop, we dedicate the final day to a discussion of our practices in linking our research to work being done on language preservation and revitalization. In keeping with our theme, the discussion will relate to the interface between the goals of academic linguistic work and First Nations languages and linguistic work. Speakers on this topic will include Arok Wolvengrey, First Nations University, and Ryan Heavyhead, Red Crow Community College. Contributions in this area are also invited. Submission deadline: January 12, 2007. For more information, go to http://www.uleth.ca/conferences/wscla12 .
Source: University of Lethbridge, Alberta, Canada
Inputdate: 2006-12-17 10:01:24
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Expdate: 2007-01-13 00:00:00
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Title: Call for Papers: Structure and Constituency of the Languages of the Americas
Body: From http://www.uleth.ca/conferences/wscla12 WSCLA 12: Workshop on the Structure and Constituency of the Languages of the Americas March 30th - April 1st 2007 University of Lethbridge Lethbridge, Alberta, Canada Linguists working on Languages of the Americas tend to work, by default, at several interfaces. In addition to the linguistic interfaces within the formal paradigm involving various permutations of phonetics, phonology, morphology, syntax, semantics and discourse, many linguistic fieldworkers also work towards bridging the interfaces of linguistic theory, language and linguistic education, language revitalization and various community-based or community-directed activities. We invite abstracts which address this theme as well as abstracts on the core areas of formal linguistics (phonetics, phonology, morphology, syntax, semantics) within any formal theoretical framework. Talks will be twenty minutes (plus ten minutes discussion). Following the tradition of this workshop, we dedicate the final day to a discussion of our practices in linking our research to work being done on language preservation and revitalization. In keeping with our theme, the discussion will relate to the interface between the goals of academic linguistic work and First Nations languages and linguistic work. Speakers on this topic will include Arok Wolvengrey, First Nations University, and Ryan Heavyhead, Red Crow Community College. Contributions in this area are also invited. Submission deadline: January 12, 2007. For more information, go to http://www.uleth.ca/conferences/wscla12 .
Source: University of Lethbridge, Alberta, Canada
Inputdate: 2006-12-17 10:01:24
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Contentid:
5448
Content Type: 1
Title: Job: Freelance Language Course Writers
Body: From http://linguistlist.org/issues/17/17-3623.html Organization: Random House Department: Living Language Web Address: http://www.livinglanguage.com Job Rank: Rank Open Specialty Areas: Irish Gaelic, Thai, Greek, and Polish Description: Living Language (Random House), the premier publisher of self-study foreign language courses, is looking for native speakers of Irish Gaelic, Thai, Greek, and Polish to write a beginner-level course in their respective language. Native proficiency in Irish Gaelic, Thai, Greek, or Polish and excellent English writing skills are required. Candidates with language teaching and/or course development experience will be preferred. If you are interested in this opportunity and would like more details about submitting a sample lesson for consideration, please submit your resume/CV to Christopher Warnasch at cwarnaschrandomhouse.com for Polish and Greek, and to Zviezdana Verzich at zverzichrandomhouse.com for Irish Gaelic and Thai. Application Deadline: 01-Jan-2007 For more information go to http://linguistlist.org/issues/17/17-3623.html .
Source: LINGUIST List
Inputdate: 2006-12-17 10:03:00
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Title: Job: Freelance Language Course Writers
Body: From http://linguistlist.org/issues/17/17-3623.html Organization: Random House Department: Living Language Web Address: http://www.livinglanguage.com Job Rank: Rank Open Specialty Areas: Irish Gaelic, Thai, Greek, and Polish Description: Living Language (Random House), the premier publisher of self-study foreign language courses, is looking for native speakers of Irish Gaelic, Thai, Greek, and Polish to write a beginner-level course in their respective language. Native proficiency in Irish Gaelic, Thai, Greek, or Polish and excellent English writing skills are required. Candidates with language teaching and/or course development experience will be preferred. If you are interested in this opportunity and would like more details about submitting a sample lesson for consideration, please submit your resume/CV to Christopher Warnasch at cwarnaschrandomhouse.com for Polish and Greek, and to Zviezdana Verzich at zverzichrandomhouse.com for Irish Gaelic and Thai. Application Deadline: 01-Jan-2007 For more information go to http://linguistlist.org/issues/17/17-3623.html .
Source: LINGUIST List
Inputdate: 2006-12-17 10:03:00
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5449
Content Type: 1
Title: Job: Assistant Professor for Foreign Language Certification
Body: From http://linguistlist.org/issues/17/17-3641.html Foreign Language Certification: Asst Prof, Southern Connecticut State University, CT, USA Description: Successful candidate will be expected to 1) teach a range of graduate and undergraduate courses in foreign language teaching methodology, student teaching seminar, second language acquisition; 2) supervise student teachers in the field; 3) contribute to program assessment at the university and national levels; 4) share student advising and committee assignments. Occasionally candidate may teach first or second year Spanish, Italian, French, or German, or a course for the TESOL/Bilingual Education program. Required Qualifications: Applicants must have a Ph.D. in language education, applied linguistics, foreign language education, or related field. If ABD, candidate must have earned doctorate by time of appointment. Familiarity with national standards and pedagogical implementations is also required. Preferred Qualifications: The successful candidate will have demonstrated commitment and expertise in teaching and research; successful experience working collaboratively with schools in urban and suburban settings; experience with language teaching and supervision; experience with implementing technology in language learning and teaching. Candidate must be sufficiently fluent in either Spanish, Italian, French, or German to teach first and second year courses. Application Process: Please submit Letter of Interest, Current Curriculum Vita, Official Graduate Transcripts, statement of teaching philosophy, and Three Letters of Recommendation to Dr. Elena Schmitt, Chair, Foreign Language Department Search Committee. In order for your application to be given full consideration, all materials must be received by January 3, 2007. Position will remain open until filled. For a full posting, go to http://linguistlist.org/issues/17/17-3641.html .
Source: LINGUIST List
Inputdate: 2006-12-17 10:04:16
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Title: Job: Assistant Professor for Foreign Language Certification
Body: From http://linguistlist.org/issues/17/17-3641.html Foreign Language Certification: Asst Prof, Southern Connecticut State University, CT, USA Description: Successful candidate will be expected to 1) teach a range of graduate and undergraduate courses in foreign language teaching methodology, student teaching seminar, second language acquisition; 2) supervise student teachers in the field; 3) contribute to program assessment at the university and national levels; 4) share student advising and committee assignments. Occasionally candidate may teach first or second year Spanish, Italian, French, or German, or a course for the TESOL/Bilingual Education program. Required Qualifications: Applicants must have a Ph.D. in language education, applied linguistics, foreign language education, or related field. If ABD, candidate must have earned doctorate by time of appointment. Familiarity with national standards and pedagogical implementations is also required. Preferred Qualifications: The successful candidate will have demonstrated commitment and expertise in teaching and research; successful experience working collaboratively with schools in urban and suburban settings; experience with language teaching and supervision; experience with implementing technology in language learning and teaching. Candidate must be sufficiently fluent in either Spanish, Italian, French, or German to teach first and second year courses. Application Process: Please submit Letter of Interest, Current Curriculum Vita, Official Graduate Transcripts, statement of teaching philosophy, and Three Letters of Recommendation to Dr. Elena Schmitt, Chair, Foreign Language Department Search Committee. In order for your application to be given full consideration, all materials must be received by January 3, 2007. Position will remain open until filled. For a full posting, go to http://linguistlist.org/issues/17/17-3641.html .
Source: LINGUIST List
Inputdate: 2006-12-17 10:04:16
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Contentid:
5450
Content Type: 1
Title: NNELL Pacific Northwest Regional Workshop: Strategies for Success with Early Learners
Body: From http://www.nnell.org Strategies for Success with Early Language Learners (Paris Granville, Editor, Learning Languages) January 27, 2007 at Pacific Lutheran University (PLU), Tacoma, WA Topics: o Developing strategies to create a vibrant target language only zone in your classroom o Learning how to take advantage of the intrinsic characteristics of K-8 learners o Developing a deeper understanding of second language acquisition, with a focus on real-life situations o Developing performance assessment for pre-readers through 8th grade o Making authentic literature accessible to novice level learners o Making connections between foreign language instruction and the demands of NCLB o Getting your students communicating now Registration deadline: January 12, 2007 For more information go to http://www.nnell.org/documents/proff_dev/NNELL%20PD%20Flyer%202007.doc .
Source: NNELL
Inputdate: 2006-12-17 10:06:55
Lastmodifieddate: 2006-12-17 10:06:55
Expdate: 2007-01-28 00:00:00
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Title: NNELL Pacific Northwest Regional Workshop: Strategies for Success with Early Learners
Body: From http://www.nnell.org Strategies for Success with Early Language Learners (Paris Granville, Editor, Learning Languages) January 27, 2007 at Pacific Lutheran University (PLU), Tacoma, WA Topics: o Developing strategies to create a vibrant target language only zone in your classroom o Learning how to take advantage of the intrinsic characteristics of K-8 learners o Developing a deeper understanding of second language acquisition, with a focus on real-life situations o Developing performance assessment for pre-readers through 8th grade o Making authentic literature accessible to novice level learners o Making connections between foreign language instruction and the demands of NCLB o Getting your students communicating now Registration deadline: January 12, 2007 For more information go to http://www.nnell.org/documents/proff_dev/NNELL%20PD%20Flyer%202007.doc .
Source: NNELL
Inputdate: 2006-12-17 10:06:55
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Expdate: 2007-01-28 00:00:00
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Contentid:
5451
Content Type: 1
Title: NNELL Southwest Regional Workshop: Standards-Based Programs K-8
Body: NNELL From http://www.nnell.org Standards-Based Foreign Language Programs, K-8: From Theory To Practice (Terry Caccavale, Holliston, MA Public Schools) January 27, 2007 at Carmel-Clay Educational Services Building, Indianapolis, IN Topics: o Developing a deeper understanding of second language acquisition, with a focus on real-life situations o Developing a better understanding of foreign language learners, K-8 o Learning how to teach reading and writing in the foreign language classrooms o Learning how the SIOP (Sheltered Immersion Operational Protocol) Model applies to FLES and Immersion classrooms o Reviewing sample assessments, Grades 3-8 o Making connections between foreign language instruction and the demands of NCLB Registration deadline: January 12, 2007 For more information go to http://www.nnell.org/documents/proff_dev/NNELL%20PD%20Flyer%202007.doc .
Source: NNELL
Inputdate: 2006-12-17 10:09:30
Lastmodifieddate: 2006-12-17 10:09:30
Expdate: 2007-01-28 00:00:00
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Title: NNELL Southwest Regional Workshop: Standards-Based Programs K-8
Body: NNELL From http://www.nnell.org Standards-Based Foreign Language Programs, K-8: From Theory To Practice (Terry Caccavale, Holliston, MA Public Schools) January 27, 2007 at Carmel-Clay Educational Services Building, Indianapolis, IN Topics: o Developing a deeper understanding of second language acquisition, with a focus on real-life situations o Developing a better understanding of foreign language learners, K-8 o Learning how to teach reading and writing in the foreign language classrooms o Learning how the SIOP (Sheltered Immersion Operational Protocol) Model applies to FLES and Immersion classrooms o Reviewing sample assessments, Grades 3-8 o Making connections between foreign language instruction and the demands of NCLB Registration deadline: January 12, 2007 For more information go to http://www.nnell.org/documents/proff_dev/NNELL%20PD%20Flyer%202007.doc .
Source: NNELL
Inputdate: 2006-12-17 10:09:30
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Expdate: 2007-01-28 00:00:00
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Contentid:
5452
Content Type: 1
Title: NNELL Southeast Regional Workshop: Standards-Based Programs K-8
Body: From http://www.nnell.org Standards-Based Foreign Language Programs, K-8: From Theory To Practice (Terry Caccavale, Holliston, MA Public Schools) February 10, 2007 at Autrey Middle School, Apharetta, GA Topics: o Developing a deeper understanding of second language acquisition, with a focus on real-life situations o Developing a better understanding of foreign language learners, K-8 o Learning how to teach reading and writing in the foreign language classrooms o Learning how the SIOP (Sheltered Immersion Operational Protocol) Model applies to FLES and Immersion classrooms o Reviewing sample assessments, Grades 3-8 o Making connections between foreign language instruction and the demands of NCLB Registration deadline: January 12, 2007 For more information go to http://www.nnell.org/documents/proff_dev/NNELL%20PD%20Flyer%202007.doc .
Source: NNELL
Inputdate: 2006-12-17 10:12:00
Lastmodifieddate: 2006-12-17 10:12:00
Expdate: 2007-02-11 00:00:00
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Title: NNELL Southeast Regional Workshop: Standards-Based Programs K-8
Body: From http://www.nnell.org Standards-Based Foreign Language Programs, K-8: From Theory To Practice (Terry Caccavale, Holliston, MA Public Schools) February 10, 2007 at Autrey Middle School, Apharetta, GA Topics: o Developing a deeper understanding of second language acquisition, with a focus on real-life situations o Developing a better understanding of foreign language learners, K-8 o Learning how to teach reading and writing in the foreign language classrooms o Learning how the SIOP (Sheltered Immersion Operational Protocol) Model applies to FLES and Immersion classrooms o Reviewing sample assessments, Grades 3-8 o Making connections between foreign language instruction and the demands of NCLB Registration deadline: January 12, 2007 For more information go to http://www.nnell.org/documents/proff_dev/NNELL%20PD%20Flyer%202007.doc .
Source: NNELL
Inputdate: 2006-12-17 10:12:00
Lastmodifieddate: 2006-12-17 10:12:00
Expdate: 2007-02-11 00:00:00
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Contentid:
5453
Content Type: 1
Title: NNELL Northeast Regional Workshop: Assessment and Reading K-8
Body: NNELL From http://www.nnell.org Foreign Language Assessment K-8: The Glastonbury, CT Model (Rita Oleksak, Glastonbury, CT Public Schools) (3 hours AM) Teaching Reading in the Foreign Language Classroom, K-8 (Terry Caccavale, Holliston, MA Public Schools) (2 hours PM) February 3, 2007 at West Woods Elementary School, Farmington, CT Topics to be covered: o Making connections between foreign language instruction and the demands of NCLB o Discovering new means for students to demonstrate productive language skills o Learning how to frame, implement and analyze the results of model assessments o Taking away sample prompts, rubrics and instructions for administration of assessments o Creating assessments based upon your own district's curriculum o Learning how to access students' prior knowledge of English reading to access reading skills in the target language o Learning how to teach reading from decoding (mechanics) to comprehension (application) Registration deadline: January 12, 2007 For more information go to http://www.nnell.org/documents/proff_dev/NNELL%20PD%20Flyer%202007.doc .
Source: NNELL
Inputdate: 2006-12-17 10:14:27
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Expdate: 2007-02-04 00:00:00
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Title: NNELL Northeast Regional Workshop: Assessment and Reading K-8
Body: NNELL From http://www.nnell.org Foreign Language Assessment K-8: The Glastonbury, CT Model (Rita Oleksak, Glastonbury, CT Public Schools) (3 hours AM) Teaching Reading in the Foreign Language Classroom, K-8 (Terry Caccavale, Holliston, MA Public Schools) (2 hours PM) February 3, 2007 at West Woods Elementary School, Farmington, CT Topics to be covered: o Making connections between foreign language instruction and the demands of NCLB o Discovering new means for students to demonstrate productive language skills o Learning how to frame, implement and analyze the results of model assessments o Taking away sample prompts, rubrics and instructions for administration of assessments o Creating assessments based upon your own district's curriculum o Learning how to access students' prior knowledge of English reading to access reading skills in the target language o Learning how to teach reading from decoding (mechanics) to comprehension (application) Registration deadline: January 12, 2007 For more information go to http://www.nnell.org/documents/proff_dev/NNELL%20PD%20Flyer%202007.doc .
Source: NNELL
Inputdate: 2006-12-17 10:14:27
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Contentid:
5454
Content Type: 1
Title: Article: How to Bring Schools Out of the 20th Century
Body: From http://www.time.com/time/nation/article/0,8599,1568429,00.html How to Bring Our Schools Out of the 20th Century By CLAUDIA WALLIS AND SONJA STEPTOE, Time The world has changed, but the American classroom, for the most part, hasn't. Now educators are starting to look at what must be done to make sure our kids make the grade in the new global economy. For the past five years, the national conversation on education has focused on reading scores, math tests and closing the "achievement gap" between social classes. This is not a story about that conversation. This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get "left behind" but also whether an entire generation of kids will fail to make the grade in the global economy because they can't think their way through abstract problems, work in teams, distinguish good information from bad or speak a language other than English. Read the entire editorial at http://www.time.com/time/nation/article/0,8599,1568429,00.html .
Source: Time
Inputdate: 2006-12-17 10:15:22
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Publishdate: 2006-12-18 00:00:00
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Title: Article: How to Bring Schools Out of the 20th Century
Body: From http://www.time.com/time/nation/article/0,8599,1568429,00.html How to Bring Our Schools Out of the 20th Century By CLAUDIA WALLIS AND SONJA STEPTOE, Time The world has changed, but the American classroom, for the most part, hasn't. Now educators are starting to look at what must be done to make sure our kids make the grade in the new global economy. For the past five years, the national conversation on education has focused on reading scores, math tests and closing the "achievement gap" between social classes. This is not a story about that conversation. This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get "left behind" but also whether an entire generation of kids will fail to make the grade in the global economy because they can't think their way through abstract problems, work in teams, distinguish good information from bad or speak a language other than English. Read the entire editorial at http://www.time.com/time/nation/article/0,8599,1568429,00.html .
Source: Time
Inputdate: 2006-12-17 10:15:22
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Contentid:
5455
Content Type: 1
Title: On-line Chinese Tools
Body: These pages hope to provide tools to assist people in learning and using the beautiful Chinese language. From the novice Chinese language student to the advanced programmer, I hope there is something here for everyone. Rather than being a Chinese language course, it provides tools to people who are already studying and using Chinese. Please check out the DimSum Chinese Reading Assistant, Character Flashcards, the Chinese/English dictionary, the Chinese Namer, and the Western/Chinese Calendar Converter. Visit the site at http://www.mandarintools.com .
Source: mandarintools.com
Inputdate: 2006-12-17 10:16:44
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Title: On-line Chinese Tools
Body: These pages hope to provide tools to assist people in learning and using the beautiful Chinese language. From the novice Chinese language student to the advanced programmer, I hope there is something here for everyone. Rather than being a Chinese language course, it provides tools to people who are already studying and using Chinese. Please check out the DimSum Chinese Reading Assistant, Character Flashcards, the Chinese/English dictionary, the Chinese Namer, and the Western/Chinese Calendar Converter. Visit the site at http://www.mandarintools.com .
Source: mandarintools.com
Inputdate: 2006-12-17 10:16:44
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Contentid:
5456
Content Type: 1
Title: Chinese Language Learning Increasingly Popular in Africa
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/11/chinese_languag_2.html People's Daily Online (China) November 7, 2006 Chinese language learning has become increasingly popular on the African continent in recent years. According to the Office of the Chinese Language Council International, China has sent delegations of language teachers to Africa as many as 210 times. What is more, there are currently six Confucius Institutes and 20 Chinese teaching posts in 11 African countries. According to Gao Lianshan, a teacher who worked at Kenya's Egerton University, Chinese language teaching has developed particularly fast in Kenya. Originally only Egerton University provided Chinese language courses, but now the University of Nairobi has a Chinese language program, too. And in June 2004, the first Confucius Institute opened in Africa. With China and Kenya acknowledging each other as tourist destinations and the rapid growth of economic and trade contacts between the two countries, more and more Kenyans believe that by learning Chinese they will have a more promising future, said Gao. Read the entire article at http://english.people.com.cn/200611/07/eng20061107_319217.html .
Source: OELA
Inputdate: 2006-12-17 10:17:49
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Title: Chinese Language Learning Increasingly Popular in Africa
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/11/chinese_languag_2.html People's Daily Online (China) November 7, 2006 Chinese language learning has become increasingly popular on the African continent in recent years. According to the Office of the Chinese Language Council International, China has sent delegations of language teachers to Africa as many as 210 times. What is more, there are currently six Confucius Institutes and 20 Chinese teaching posts in 11 African countries. According to Gao Lianshan, a teacher who worked at Kenya's Egerton University, Chinese language teaching has developed particularly fast in Kenya. Originally only Egerton University provided Chinese language courses, but now the University of Nairobi has a Chinese language program, too. And in June 2004, the first Confucius Institute opened in Africa. With China and Kenya acknowledging each other as tourist destinations and the rapid growth of economic and trade contacts between the two countries, more and more Kenyans believe that by learning Chinese they will have a more promising future, said Gao. Read the entire article at http://english.people.com.cn/200611/07/eng20061107_319217.html .
Source: OELA
Inputdate: 2006-12-17 10:17:49
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