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Contentid:
5517
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Title: Workshop on the 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 The central objective of this workshop is to bring together linguists who are engaged in research on the formal study of the Aboriginal languages of the Americas in order to exchange ideas across theories, language families, generations of scholars, and, importantly, across the academic and non-academic communities who are involved in language maintenance and revitalization. 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. For more information, go to http://www.uleth.ca/conferences/wscla12 .
Source: University of Lethbridge, Alberta, Canada
Inputdate: 2006-12-31 10:35:46
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Expdate: 2007-04-02 00:00:00
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Title: Workshop on the 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 The central objective of this workshop is to bring together linguists who are engaged in research on the formal study of the Aboriginal languages of the Americas in order to exchange ideas across theories, language families, generations of scholars, and, importantly, across the academic and non-academic communities who are involved in language maintenance and revitalization. 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. For more information, go to http://www.uleth.ca/conferences/wscla12 .
Source: University of Lethbridge, Alberta, Canada
Inputdate: 2006-12-31 10:35:46
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Expdate: 2007-04-02 00:00:00
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Contentid:
5518
Content Type: 1
Title: MFLA and MALLT 2007 Spring Conference
Body: From http://maallt.org/conference.htm The Mid-Atlantic Association for Language Learning Technology (MAALLT) will meet jointly with the Maryland Foreign Language Association (MFLA) at Goucher College in Towson, MD on March 17, 2007. The theme of the conference is “No-tech/Lo-tech/Go-Tech II: Discover Languages with MFLT and MAALLT.” For more information, go to http://maallt.org/conference.htm .
Source: Mid-Atlantic Association for Language Learning Technology
Inputdate: 2006-12-31 10:37:41
Lastmodifieddate: 2006-12-31 10:37:41
Expdate: 2007-03-17 00:00:00
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Title: MFLA and MALLT 2007 Spring Conference
Body: From http://maallt.org/conference.htm The Mid-Atlantic Association for Language Learning Technology (MAALLT) will meet jointly with the Maryland Foreign Language Association (MFLA) at Goucher College in Towson, MD on March 17, 2007. The theme of the conference is “No-tech/Lo-tech/Go-Tech II: Discover Languages with MFLT and MAALLT.” For more information, go to http://maallt.org/conference.htm .
Source: Mid-Atlantic Association for Language Learning Technology
Inputdate: 2006-12-31 10:37:41
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Expdate: 2007-03-17 00:00:00
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Contentid:
5519
Content Type: 1
Title: Success Story: California's Yokomi Elementary School
Body: From http://www.ed.gov/news/newsletters/innovator/2006/1221.html Akira Yokomi Elementary School in Fresno, California, was born out of a clarion call issued in a report on economic development, education, and workforce issues in 2005 by the Fresno County Grand Jury. The report cited the need for Fresno students to receive additional educational opportunities to build technological literacy and practice skills in applied science and technology fields. In August 2005, Yokomi opened in downtown Fresno as a way of answering this call. The new, two-story technology-infused building stands out against the backdrop of a community that was identified in 2005 as having the highest concentration of poverty in the United States by the Washington, DC-based nonprofit Brookings Institution. The school currently serves a population of 660 students in kindergarten through sixth grade who are 67 percent Hispanic, 12 percent African American, 12 percent Asian, eight percent white, and less than one percent Filipino, Pacific Islander, and American Indian or Alaska Native. More than 70 percent of Yokomi students are from families who do not speak English as their primary language, and 42 percent are designated as English language learners (ELLs). As a magnet school, Yokomi pulls students from across local districts, but over half live in the low-income neighborhood surrounding the school. With the challenges that face low-income and ELL students in mind, Yokomi works to provide enriching educational opportunities and extra support to students so that regardless of their socio-economic status or native language, all may experience academic success. This approach appears to be paying off since, in its first year of operation, Yokomi met all targets for Adequate Yearly Progress (AYP), and results from the 2006 California Standard Tests (CSTs) show that fourth grade students are reaching district performance goals in English language arts and surpassing those goals in mathematics. Read the entire article at http://www.ed.gov/news/newsletters/innovator/2006/1221.html .
Source: The Education Innovator
Inputdate: 2006-12-31 10:39:53
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Title: Success Story: California's Yokomi Elementary School
Body: From http://www.ed.gov/news/newsletters/innovator/2006/1221.html Akira Yokomi Elementary School in Fresno, California, was born out of a clarion call issued in a report on economic development, education, and workforce issues in 2005 by the Fresno County Grand Jury. The report cited the need for Fresno students to receive additional educational opportunities to build technological literacy and practice skills in applied science and technology fields. In August 2005, Yokomi opened in downtown Fresno as a way of answering this call. The new, two-story technology-infused building stands out against the backdrop of a community that was identified in 2005 as having the highest concentration of poverty in the United States by the Washington, DC-based nonprofit Brookings Institution. The school currently serves a population of 660 students in kindergarten through sixth grade who are 67 percent Hispanic, 12 percent African American, 12 percent Asian, eight percent white, and less than one percent Filipino, Pacific Islander, and American Indian or Alaska Native. More than 70 percent of Yokomi students are from families who do not speak English as their primary language, and 42 percent are designated as English language learners (ELLs). As a magnet school, Yokomi pulls students from across local districts, but over half live in the low-income neighborhood surrounding the school. With the challenges that face low-income and ELL students in mind, Yokomi works to provide enriching educational opportunities and extra support to students so that regardless of their socio-economic status or native language, all may experience academic success. This approach appears to be paying off since, in its first year of operation, Yokomi met all targets for Adequate Yearly Progress (AYP), and results from the 2006 California Standard Tests (CSTs) show that fourth grade students are reaching district performance goals in English language arts and surpassing those goals in mathematics. Read the entire article at http://www.ed.gov/news/newsletters/innovator/2006/1221.html .
Source: The Education Innovator
Inputdate: 2006-12-31 10:39:53
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Contentid:
5520
Content Type: 1
Title: 109th Congress Legislative Summary
Body: From http://languagepolicy.org/news/index.html Find out what's happening with languages as the 109th Congress strides through its final months by reading the JNCL-NCLIS 109th Congress Legislative Summary. This compilation of field-related legislative action since 2005 will give a brief overview of language bills introduced during the 109th Congress, as well as provide a description of the purpose, co-sponsors, and progress of each bill. To download the summary, go to http://languagepolicy.org/documents/Legislative_Summary_109th.doc .
Source: JNCL-NCLIS
Inputdate: 2006-12-31 10:40:42
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Title: 109th Congress Legislative Summary
Body: From http://languagepolicy.org/news/index.html Find out what's happening with languages as the 109th Congress strides through its final months by reading the JNCL-NCLIS 109th Congress Legislative Summary. This compilation of field-related legislative action since 2005 will give a brief overview of language bills introduced during the 109th Congress, as well as provide a description of the purpose, co-sponsors, and progress of each bill. To download the summary, go to http://languagepolicy.org/documents/Legislative_Summary_109th.doc .
Source: JNCL-NCLIS
Inputdate: 2006-12-31 10:40:42
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Contentid:
5521
Content Type: 1
Title: Winter 2007 Language Series: Excellence in Language Instruction
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/12/winter_2007_lan.html Winter 2007 Language Series: Excellence in Language Instruction Bank Street College New York, NY January 20, February 3, and March 3, 20007 (9am to 1pm) Bank Street College, NY, is hosting its Winter 2007 Language Series-Excellence in Language Instruction: Conversations with the Experts on "Differentiated Instruction for Language and Concept Development". Presenters: January 20: Paul Boyd-Batstone author of Differentiated Early Literacy for English Language Learners: Practical Strategies (2006) February 3: Patricia Martinez and Marleny Perdomo, Differentiated Instruction and Second Language Learning Specialists, Arlington Public Schools, Virginia March 3: Differentiated Instruction Teacher Practitioners and Administrators Panel, Columbus Family Academy, New Haven, CT The ultimate goals of the Language Series are: *to promote an in-depth discussion about language learning principles and methodology with a focus on classroom applications; *to support the professional growth of all classroom educators: Dual Language, ESL, and monolingual teachers in Pre-K to high school settings; and *to foster the exchange of ideas and to provide opportunities for networking among teachers and leaders across schools. (...For more information, including registration details, visit the Bank Street College's Graduate School of Education Web site at http://www.bankstreet.edu/ls .)
Source: OELA
Inputdate: 2006-12-31 01:00:49
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Expdate: 2007-03-04 00:00:00
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Title: Winter 2007 Language Series: Excellence in Language Instruction
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/12/winter_2007_lan.html Winter 2007 Language Series: Excellence in Language Instruction Bank Street College New York, NY January 20, February 3, and March 3, 20007 (9am to 1pm) Bank Street College, NY, is hosting its Winter 2007 Language Series-Excellence in Language Instruction: Conversations with the Experts on "Differentiated Instruction for Language and Concept Development". Presenters: January 20: Paul Boyd-Batstone author of Differentiated Early Literacy for English Language Learners: Practical Strategies (2006) February 3: Patricia Martinez and Marleny Perdomo, Differentiated Instruction and Second Language Learning Specialists, Arlington Public Schools, Virginia March 3: Differentiated Instruction Teacher Practitioners and Administrators Panel, Columbus Family Academy, New Haven, CT The ultimate goals of the Language Series are: *to promote an in-depth discussion about language learning principles and methodology with a focus on classroom applications; *to support the professional growth of all classroom educators: Dual Language, ESL, and monolingual teachers in Pre-K to high school settings; and *to foster the exchange of ideas and to provide opportunities for networking among teachers and leaders across schools. (...For more information, including registration details, visit the Bank Street College's Graduate School of Education Web site at http://www.bankstreet.edu/ls .)
Source: OELA
Inputdate: 2006-12-31 01:00:49
Lastmodifieddate: 2006-12-31 01:00:49
Expdate: 2007-03-04 00:00:00
Publishdate: 2007-01-01 00:00:00
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Contentid:
5522
Content Type: 1
Title: LEP Professional Development Program
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/12/national_profes.html Applications Invited for the National Professional Development Program U.S. Department of Education Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) Applications Available: December 15, 2006 Deadline for Notice of Intent to Apply: February 1, 2007 Deadline for Transmittal of Applications: March 1, 2007 The U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) seeks applications for fiscal year 2007 awards of the National Professional Development Program. The purpose of the program is to provide for professional development activities that will improve classroom instruction for limited English proficient (LEP) children and assist educational personnel working with such children to meet high professional standards. Eligible organizations include institutions of higher education (IHEs) in consortia with State educational agencies (SEAs) or local educational agencies (LEAs). The Administration has requested $38,100,000 for new awards for this program for FY 2007, and the estimated average size of each award is $257,000. (...For more information about the National Professional Development Program, including application details and priorities, download the announcement in the Federal Register at http://www.ed.gov/legislation/FedRegister/announcements/2006-4/121506d.html .)
Source: OELA
Inputdate: 2006-12-31 01:02:10
Lastmodifieddate: 2006-12-31 01:02:10
Expdate: 2007-02-02 00:00:00
Publishdate: 2007-01-01 00:00:00
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Title: LEP Professional Development Program
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/12/national_profes.html Applications Invited for the National Professional Development Program U.S. Department of Education Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) Applications Available: December 15, 2006 Deadline for Notice of Intent to Apply: February 1, 2007 Deadline for Transmittal of Applications: March 1, 2007 The U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) seeks applications for fiscal year 2007 awards of the National Professional Development Program. The purpose of the program is to provide for professional development activities that will improve classroom instruction for limited English proficient (LEP) children and assist educational personnel working with such children to meet high professional standards. Eligible organizations include institutions of higher education (IHEs) in consortia with State educational agencies (SEAs) or local educational agencies (LEAs). The Administration has requested $38,100,000 for new awards for this program for FY 2007, and the estimated average size of each award is $257,000. (...For more information about the National Professional Development Program, including application details and priorities, download the announcement in the Federal Register at http://www.ed.gov/legislation/FedRegister/announcements/2006-4/121506d.html .)
Source: OELA
Inputdate: 2006-12-31 01:02:10
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Expdate: 2007-02-02 00:00:00
Publishdate: 2007-01-01 00:00:00
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Contentid:
5523
Content Type: 1
Title: Goldman Sachs Elementary/Middle School Prize
Body: From http://www.internationaled.org/prizes/K8-application.htm 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. 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 is eligible. APPLICATIONS DUE January 12, 2007. For more information, visit http://www.internationaled.org/prizes/K8-application.htm .
Source: The Goldman Sachs Foundation
Inputdate: 2006-12-31 01:03:27
Lastmodifieddate: 2006-12-31 01:03:27
Expdate: 2007-01-13 00:00:00
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Title: Goldman Sachs Elementary/Middle School Prize
Body: From http://www.internationaled.org/prizes/K8-application.htm 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. 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 is eligible. APPLICATIONS DUE January 12, 2007. For more information, visit http://www.internationaled.org/prizes/K8-application.htm .
Source: The Goldman Sachs Foundation
Inputdate: 2006-12-31 01:03:27
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Expdate: 2007-01-13 00:00:00
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Contentid:
5524
Content Type: 1
Title: Goldman Sachs High School Prize
Body: 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. Any public or private high school with a clear focus on raising American awareness of the world and bridging the international knowledge gap. APPLICATIONS DUE January 12, 2007. For more information, visit http://www.internationaled.org/prizes/highschool-application.htm .
Source: Goldman Sachs Foundation
Inputdate: 2006-12-31 01:05:10
Lastmodifieddate: 2006-12-31 01:05:10
Expdate: 2007-01-13 00:00:00
Publishdate: 2007-01-01 00:00:00
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Title: Goldman Sachs High School Prize
Body: 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. Any public or private high school with a clear focus on raising American awareness of the world and bridging the international knowledge gap. APPLICATIONS DUE January 12, 2007. For more information, visit http://www.internationaled.org/prizes/highschool-application.htm .
Source: Goldman Sachs Foundation
Inputdate: 2006-12-31 01:05:10
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Expdate: 2007-01-13 00:00:00
Publishdate: 2007-01-01 00:00:00
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Contentid:
5525
Content Type: 1
Title: Job: Assistant Professor in Chinese
Body: From http://linguistlist.org/issues/17/17-3693.html Grove City College announces a faculty opening in Chinese in the Department of Modern Languages beginning in August 2007. Ph.D. preferred and native/near-native fluency required. Responsibilities include teaching introductory to advanced-level undergraduate Chinese classes in a challenging curriculum, helping to shape a new minor program and making recommendations about its further development and expansion. Application Deadline: (Open until filled) View the full posting at http://linguistlist.org/issues/17/17-3693.html .
Source: LINGUIST List
Inputdate: 2006-12-31 01:07:53
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Expdate: 2007-06-24 00:00:00
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Title: Job: Assistant Professor in Chinese
Body: From http://linguistlist.org/issues/17/17-3693.html Grove City College announces a faculty opening in Chinese in the Department of Modern Languages beginning in August 2007. Ph.D. preferred and native/near-native fluency required. Responsibilities include teaching introductory to advanced-level undergraduate Chinese classes in a challenging curriculum, helping to shape a new minor program and making recommendations about its further development and expansion. Application Deadline: (Open until filled) View the full posting at http://linguistlist.org/issues/17/17-3693.html .
Source: LINGUIST List
Inputdate: 2006-12-31 01:07:53
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Expdate: 2007-06-24 00:00:00
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Contentid:
5526
Content Type: 1
Title: Faculty Research Assistant in Arabic and Language Acquisition
Body: From http://linguistlist.org/issues/17/17-3784.html Description: The National Foreign Language Center at UMCP has an immediate need for a Faculty Research Assistant to support the Center's "Arabic Variants Identification" project - a multimedia training course intended for use by government foreign language professionals. Research duties include: assisting instructional designers in conducting Arabic dialect research, coordinating results with the project staff, reviewing content for accuracy, providing audio narration and/or production support in Modern Standard Arabic or other dialects as known, providing status and documentation on technological impacts of fonts, script and language specifics for each dialect, assisting with the final stages of multimedia production and other duties to support the project and deliverables. BA required, MA preferred. Fluency in Arabic is required, native speaker or equivalent is preferred. Written and spoken expertise in Modern Standard Arabic required. Excellent research and organizational skills required. Ability to type accurately in Arabic, to translate Arabic into English and vice-versa is required. Teaching experience with adults, knowledge of language pedagogy and strong English writing skills are highly desirable. Salary is $50-60K depending upon qualifications. Full UMD benefits included. Send letter, CV & 3 references to resumesnflc.org, attn: Faculty Research Assistant Search. For more information, go to http://linguistlist.org/issues/17/17-3784.html .
Source: LINGUIST List
Inputdate: 2006-12-31 01:09:02
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Expdate: 2007-06-24 00:00:00
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Title: Faculty Research Assistant in Arabic and Language Acquisition
Body: From http://linguistlist.org/issues/17/17-3784.html Description: The National Foreign Language Center at UMCP has an immediate need for a Faculty Research Assistant to support the Center's "Arabic Variants Identification" project - a multimedia training course intended for use by government foreign language professionals. Research duties include: assisting instructional designers in conducting Arabic dialect research, coordinating results with the project staff, reviewing content for accuracy, providing audio narration and/or production support in Modern Standard Arabic or other dialects as known, providing status and documentation on technological impacts of fonts, script and language specifics for each dialect, assisting with the final stages of multimedia production and other duties to support the project and deliverables. BA required, MA preferred. Fluency in Arabic is required, native speaker or equivalent is preferred. Written and spoken expertise in Modern Standard Arabic required. Excellent research and organizational skills required. Ability to type accurately in Arabic, to translate Arabic into English and vice-versa is required. Teaching experience with adults, knowledge of language pedagogy and strong English writing skills are highly desirable. Salary is $50-60K depending upon qualifications. Full UMD benefits included. Send letter, CV & 3 references to resumesnflc.org, attn: Faculty Research Assistant Search. For more information, go to http://linguistlist.org/issues/17/17-3784.html .
Source: LINGUIST List
Inputdate: 2006-12-31 01:09:02
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Expdate: 2007-06-24 00:00:00
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