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594
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Title: Testing Second Language Speaking
Body: From: http://www.dundee.ac.uk/languagestudies/ltest/ltrfile/gf/gf.html Testing Second Language Speaking by Glenn Fulcher London: Longman/Pearson Education Applied Linguistics and Language Study. ISBN: 0582-472709. 312 pages. Published September, 2003.
Source: Glenn Fulcher
Inputdate: 2003-09-25 13:50:00
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Title: Testing Second Language Speaking
Body: From: http://www.dundee.ac.uk/languagestudies/ltest/ltrfile/gf/gf.html Testing Second Language Speaking by Glenn Fulcher London: Longman/Pearson Education Applied Linguistics and Language Study. ISBN: 0582-472709. 312 pages. Published September, 2003.
Source: Glenn Fulcher
Inputdate: 2003-09-25 13:50:00
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595
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Title: Test of Spoken English Changes
Body: From: http://www.toefl.org/tse/changes.html The TSE is changing... for the better! The Test of Spoken English ® (TSE) is experiencing changes in its testing format and delivery. These improvements will make it easier to take the test, and provide an opportunity for test takers to better demonstrate their oral language ability. Changes in Format Beginning in September 2003, the format of the TSE will change and some new kinds of questions will be included in your TSE administration. For more information see: http://www.toefl.org/tse/changes.html
Source: TSE
Inputdate: 2003-09-25 13:55:00
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Title: Test of Spoken English Changes
Body: From: http://www.toefl.org/tse/changes.html The TSE is changing... for the better! The Test of Spoken English ® (TSE) is experiencing changes in its testing format and delivery. These improvements will make it easier to take the test, and provide an opportunity for test takers to better demonstrate their oral language ability. Changes in Format Beginning in September 2003, the format of the TSE will change and some new kinds of questions will be included in your TSE administration. For more information see: http://www.toefl.org/tse/changes.html
Source: TSE
Inputdate: 2003-09-25 13:55:00
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596
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Title: The Future of TOEFL Testing
Body: From : TOEFL ETS is committed to building assessments that promote learning for all people worldwide. The English Language Learning program is meeting that goal by offering a new series of educational tools and services. 1). On the Horizon.........Next Generation TOEFL A comprehensive assessment of communicative competence that integrates all four language skills: Reading, Listening, Writing, and now, SPEAKING! Learn more now! 2) TAST Evaulate Academic English Speaking Skills Evaluate Academic English Speaking Skills! TAST assesses the academic English speaking proficiency of students whose native language is not English. All you need is a computer and telephone! Learn more now! 3) LanguEdge Courseware LanguEdgeTM Courseware Introducing a CD-ROM instructional tool for use in the ESL classroom that makes it easier for teachers to build and assess the communicative skills of their students. Find out more. 4) Measure English Skills in the Global Workplace The Test of English for International Communication (TOEIC) measures the everyday English skills of people working in a business environment. Find out more about TOEIC. For More Information see: http://www.toefl.org/
Source: TOEFL
Inputdate: 2003-09-25 14:03:00
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Title: The Future of TOEFL Testing
Body: From : TOEFL ETS is committed to building assessments that promote learning for all people worldwide. The English Language Learning program is meeting that goal by offering a new series of educational tools and services. 1). On the Horizon.........Next Generation TOEFL A comprehensive assessment of communicative competence that integrates all four language skills: Reading, Listening, Writing, and now, SPEAKING! Learn more now! 2) TAST Evaulate Academic English Speaking Skills Evaluate Academic English Speaking Skills! TAST assesses the academic English speaking proficiency of students whose native language is not English. All you need is a computer and telephone! Learn more now! 3) LanguEdge Courseware LanguEdgeTM Courseware Introducing a CD-ROM instructional tool for use in the ESL classroom that makes it easier for teachers to build and assess the communicative skills of their students. Find out more. 4) Measure English Skills in the Global Workplace The Test of English for International Communication (TOEIC) measures the everyday English skills of people working in a business environment. Find out more about TOEIC. For More Information see: http://www.toefl.org/
Source: TOEFL
Inputdate: 2003-09-25 14:03:00
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597
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Title: Assessment Products
Body: From: CARLA CARLA Assessment Products Assessment of Second Language Proficiency The development of high-quality proficiency-based second language assessment tools has long been a priority at CARLA. The Assessment Team developed instruments for assessing reading, writing, speaking, and listening proficiency at the Intermediate-Low level (on the scale defined by ACTFL, the American Council on the Teaching of Foreign Languages) in French, German, and Spanish, which are now available for purchase. Complementing its work with large-scale assessments and in connection with its annual summer institute, the CARLA Assessment Team is now focused on the creation of a Virtual Assessment Center for teachers. Through web-based learning modules and an accessible array of classroom-based assessment resources the Virtual Assessment Center will meet the day-to-day assessment needs of language teachers. To access these products, go to: http://carla.acad.umn.edu/bibliography.html
Source: CARLA
Inputdate: 2003-09-25 14:15:00
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Title: Assessment Products
Body: From: CARLA CARLA Assessment Products Assessment of Second Language Proficiency The development of high-quality proficiency-based second language assessment tools has long been a priority at CARLA. The Assessment Team developed instruments for assessing reading, writing, speaking, and listening proficiency at the Intermediate-Low level (on the scale defined by ACTFL, the American Council on the Teaching of Foreign Languages) in French, German, and Spanish, which are now available for purchase. Complementing its work with large-scale assessments and in connection with its annual summer institute, the CARLA Assessment Team is now focused on the creation of a Virtual Assessment Center for teachers. Through web-based learning modules and an accessible array of classroom-based assessment resources the Virtual Assessment Center will meet the day-to-day assessment needs of language teachers. To access these products, go to: http://carla.acad.umn.edu/bibliography.html
Source: CARLA
Inputdate: 2003-09-25 14:15:00
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598
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Title: Superintendent's Update #27
Body: From: "HUGGLER Nick"
Superintendent's Update #27
September 26, 2003
1. Highly Qualified Teachers
2. NULITES Conference
3. New Director of Business Services
4. Susan's Schedule
A message from Superintendent Susan Castillo:
Each week, I will be sending you an update to provide an agency-wide
perspective on our important endeavors. I hope that this update and other actions will increase communication as we move forward on initiatives for Oregon's children.
1. Highly Qualified Teachers
Susan Castillo
In September, the Oregon Department of Education announced "82% of all
classes taught in Oregon's public schools have a highly qualified teacher, according to the new federally required definition under the No Child Left
Behind Act."
Of course, the announcement received wide media attention, and I have
received many comments and e-mails from teachers and administrators across the state. I understand your frustration. The federal designation of highly qualified is given only when a teacher's
assignment matches their area of expertise and preparation. It is very possible for a teacher to meet all the qualifications and still not meet the highly qualified definition if the class assignment is outside the teacher's academic certification.
Let me be very clear about my position on this issue. I know that teachers in Oregon classrooms are "highly qualified," and I am working to ensure that Washington, DC understands that, too.
On September 3, the U.S. Department of Education sent its Highly Qualified Teacher Assistance Team to meet with the Oregon Department. We were the first state in the nation to request a meeting, and ODE and our partners (State Board of Education, Teacher Standards and Practices Commission, Oregon Education Association, Confederation of Oregon School Administrators, Oregon School Boards Association, Oregon School Employees Association, and others) spent the entire day "pushing back" on the definition, especially as
it relates to middle school teachers.
I am continuing to work with our partners to streamline requirements, to build in more flexibility, to strengthen professional development, and to recognize the high level of competence of Oregon's teachers. We also need to build more support for the things we know make teaching attractive as a career, especially adequate compensation, well-equipped classrooms, and reasonable class sizes.
I will continue to deliver our message that Oregon teachers are well
prepared and the current federal definition needs to be adjusted to fit the real world. I am confident that we are making progress -- and that Washington, DC is finally listening.
Source: ODE
Inputdate: 2003-09-26 12:00:00
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Title: Superintendent's Update #27
Body: From: "HUGGLER Nick"
Source: ODE
Inputdate: 2003-09-26 12:00:00
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599
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Title: Collection Marges Linguistiques-L'Harmattan (French & English)
Body: From: "margeslng"
Thierry Bulot (Université de Rouen et Université de Rennes II,
France) et Michel Santacroce (Université de Provence, Cnrs, France) ont le plaisir de vous annoncer la parution effective en librairie des deux premiers volumes de la Collection Marges Linguistiques-L'Harmattan.
Thierry Bulot (University of Rouen and University of Rennes II,
France) and Michel Santacroce (University of Provence, Cnrs, France) are pleased to announce that the first 2 volumes of the series « Marges Linguistiques-L'Harmattan » are now available in print at booksellers.
- Santacroce (M.), (ed.). 2003. Faits de Langue Faits de
Discours. Données, processus et modèles. Qu'est-ce qu'un fait Linguistique ?
Paris : L'Harmattan, Collection « Marges Linguistiques ».
Volume 1 : 257 pages- Prix/Price : 22 Euros
Volume 2 : 232 pages Prix/Price : 20 Euros
ISBN : 2-7475-3183-X
Frais de port :
3,40 Euros le premier volume, 0,80 Euro le ou les suivant(s)
Dispatch :
3,40 Euros for the first volume + 0,80 Euro per additional volume
Ces ouvrages peuvent être commandés en ligne à partir de la page d'accueil du site de Marges Linguistiques (http://www.marges-linguistiques.com)
The books can be ordered on line from the home page
of Marges Linguistiques (http://www.marges-linguistiques.com)
Vous pouvez également télécharger le bon de commande (bilingue) en cliquant directement ici :
http://marg.lng4.free.fr/documents/div0025/bon_commande_ml-lharmattan.pdf
The order form (partly in English) can be downloaded by clicking here :
http://marg.lng4.free.fr/documents/div0025/bon_commande_ml-lharmattan.pdf
Ou encore commander en ligne à partir du nouveau site des Editions
L'Harmattan (Paris) : http://www.editions-harmattan.fr
Or be ordered on line from the website of Editions L'Harmattan
(Paris) : http://www.editions-harmattan.fr
Ont participé à cet ouvrage William Labov de l'Université de Pennsylvanie (Etats-Unis) ; Jacques Guillaumou, de l'Ecole Normale Supérieure de Fontenay-Saint-Cloud (Paris, France) ;
Louis-Jean Calvet, de l'Université de Provence (France) ; Jacques Moeschler, de l'Université de Genève (Suisse) ; Michel Santacroce, de l'Université de Provence (France) ;
Frédéric François de l'Université de Paris V (France), Yong-Ho Choi, Hankuk University of Foreign Studies (Corée du sud) ; Guy Achard-Bayle, de l'Université de Paris VI (France) ;
Lorenza Mondada de l'Université de Bâle (Suisse) et Didier de Robillard, de l'Université de Tours (France).
Contributors to the volume are : William Labov, University of Pennsylvania (U.S.A) ; Jacques Guillaumou, Ecole Normale Supérieure, Fontenay-Saint-Cloud (Paris, France) ; Louis-Jean Calvet, de l'Université de Provence (France) ; Jacques Moeschler, University
of Geneva (Switzerland) ; Michel Santacroce, University of Provence (France) ; Frédéric François, University of Paris V (France), Yong-Ho Choi, Hankuk University of Foreign Studies (South Korea) ; Guy Achard-Bayle, University of Paris VI (France) ; Lorenza Mondada, University of Basel (Switzerland) and Didier de Robillard, University of Tours
(France).
Université de Provence - chercheur associé Cnrs, UMR 6057, France
University of Provence - Researcher Cnrs, UMR 6057, France
dirpubl@marges-linguistiques.com
Septembre / September 2003
Tous les textes sont également disponibles sur cédéroms, pour commander aller à :
http://marg.lng4.free.fr/commandes/commande_cd_f.pdf (français)
http://marg.lng4.free.fr/commandes/commande_cd_e.pdf (anglais)
All the texts are also available on CD-ROMs, to order go to :
http://marg.lng4.free.fr/commandes/commande_cd_f.pdf (French)
http://marg.lng4.free.fr/commandes/commande_cd_e.pdf (English)
Source: Marges Linguistiques
Inputdate: 2003-09-26 12:13:00
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Title: Collection Marges Linguistiques-L'Harmattan (French & English)
Body: From: "margeslng"
Source: Marges Linguistiques
Inputdate: 2003-09-26 12:13:00
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600
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Title: 2003 NASILP Annual Conference
Body: From: NASILP The 2003 Annual Conference is scheduled for Friday, October 31st and Saturday, November 1st at Hilton Crystal City at National Airport. The Association's annual meeting will feature presentations reflecting current research on issues pertinent to academically-based self-accessed programs for LCTLs. The meeting provides access to nationally-recognized scholars in the fields of pedagogy, design, materials development, instructional technologies, program administration, and establishes channels through which the special concerns and expertise of NASILP's institutional members are shared. Conference Registration The NASILP Conference is North America's oldest national forum for LCTLs features.... Practical workshops and presentations by national figures in.... * courseware development * funding opportunities * program administration * second language pedagogy New Frontiers in..... * distance learning & examinations * expansion of NASILP web services * NASILP service recognition * program growth opportunities * utilizing Language Resource Centers Networking with..... * NASILP colleagues & presenters For more information please go to: http://www.nasilp.org/Conference.html
Source: NASILP
Inputdate: 2003-09-26 12:31:00
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Title: 2003 NASILP Annual Conference
Body: From: NASILP The 2003 Annual Conference is scheduled for Friday, October 31st and Saturday, November 1st at Hilton Crystal City at National Airport. The Association's annual meeting will feature presentations reflecting current research on issues pertinent to academically-based self-accessed programs for LCTLs. The meeting provides access to nationally-recognized scholars in the fields of pedagogy, design, materials development, instructional technologies, program administration, and establishes channels through which the special concerns and expertise of NASILP's institutional members are shared. Conference Registration The NASILP Conference is North America's oldest national forum for LCTLs features.... Practical workshops and presentations by national figures in.... * courseware development * funding opportunities * program administration * second language pedagogy New Frontiers in..... * distance learning & examinations * expansion of NASILP web services * NASILP service recognition * program growth opportunities * utilizing Language Resource Centers Networking with..... * NASILP colleagues & presenters For more information please go to: http://www.nasilp.org/Conference.html
Source: NASILP
Inputdate: 2003-09-26 12:31:00
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601
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Title: Critical Languages Program (CLP)
Body: From: NASILP http://clp.arizona.edu/cls/ Despite the fact that they are spoken by millions of people, languages such as Korean or Turkish are not usually offered in schools or colleges. The Critical Languages Program (CLP) at the University of Arizona was created to meet the need for interactive instruction in these less commonly taught languages. In order to meet the needs of a wide variety of learners who wish to gain proficiency in these languages, CLP* has developed a series of CD-ROM courseware beginning with Brazilian Portuguese, Cantonese, Kazakh, Korean, Mandarin Chinese and Turkish. CD-ROMs for other less commonly taught languages are now under development.
Source: NASILP
Inputdate: 2003-09-26 12:35:00
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Title: Critical Languages Program (CLP)
Body: From: NASILP http://clp.arizona.edu/cls/ Despite the fact that they are spoken by millions of people, languages such as Korean or Turkish are not usually offered in schools or colleges. The Critical Languages Program (CLP) at the University of Arizona was created to meet the need for interactive instruction in these less commonly taught languages. In order to meet the needs of a wide variety of learners who wish to gain proficiency in these languages, CLP* has developed a series of CD-ROM courseware beginning with Brazilian Portuguese, Cantonese, Kazakh, Korean, Mandarin Chinese and Turkish. CD-ROMs for other less commonly taught languages are now under development.
Source: NASILP
Inputdate: 2003-09-26 12:35:00
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602
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Title: Russian, East European and Central Asian Studies
Body: From: Russian, East European and Central Asian Studies ...is funded by the US Department of Education to help teachers and students learn about Russia, Central Asia, Afghanistan, and Eastern Europe. For information: Just email nrc@fas.harvard.edu, or telephone 617/495-8095. or go to: http://www.fas.harvard.edu/~nrc/index.html http://www.fas.harvard.edu/~nrc/teacherresources/teacherresources.html
Source: Harvard University
Inputdate: 2003-09-26 12:49:00
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Title: Russian, East European and Central Asian Studies
Body: From: Russian, East European and Central Asian Studies ...is funded by the US Department of Education to help teachers and students learn about Russia, Central Asia, Afghanistan, and Eastern Europe. For information: Just email nrc@fas.harvard.edu, or telephone 617/495-8095. or go to: http://www.fas.harvard.edu/~nrc/index.html http://www.fas.harvard.edu/~nrc/teacherresources/teacherresources.html
Source: Harvard University
Inputdate: 2003-09-26 12:49:00
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603
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Title: Lecturer in Japanese
Body: From: ATJ Job Line http://www.colorado.edu/ealld/atj/job.html Stanford University The Language Center at Stanford University invites applications for a full-time position of Lecturer in Japanese beginning September, 2004. The position is annually renewable. Minimum qualifications are an MA in linguistics, applied linguistics, and/or foreign language education, Ph.D. preferable. Applicants should have experience teaching Japanese as an instructor at the college level. Candidates should be able to teach Japanese language courses at all levels and should possess native or near-native fluency in Japanese with an excellent command of English. The salary is competitive. Applications, including current vita, three letters of recommendation, and a brief description of teaching methods that you have found to be successful, should be sent to Japanese Language Search Committee, Stanford Language Center, Stanford University, Stanford, CA 94305-2015. The deadline for receipt of applications is no later than November 10, 2003. Stanford University is an equal opportunity, affirmative action employer. Applications from minority and women candidates are especially encouraged.
Source: Stanford University
Inputdate: 2003-09-26 12:53:00
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Title: Lecturer in Japanese
Body: From: ATJ Job Line http://www.colorado.edu/ealld/atj/job.html Stanford University The Language Center at Stanford University invites applications for a full-time position of Lecturer in Japanese beginning September, 2004. The position is annually renewable. Minimum qualifications are an MA in linguistics, applied linguistics, and/or foreign language education, Ph.D. preferable. Applicants should have experience teaching Japanese as an instructor at the college level. Candidates should be able to teach Japanese language courses at all levels and should possess native or near-native fluency in Japanese with an excellent command of English. The salary is competitive. Applications, including current vita, three letters of recommendation, and a brief description of teaching methods that you have found to be successful, should be sent to Japanese Language Search Committee, Stanford Language Center, Stanford University, Stanford, CA 94305-2015. The deadline for receipt of applications is no later than November 10, 2003. Stanford University is an equal opportunity, affirmative action employer. Applications from minority and women candidates are especially encouraged.
Source: Stanford University
Inputdate: 2003-09-26 12:53:00
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