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614
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Title: Office of Indian Education Website
Body: From: Brad Victor FYI - the US Department of Education has "revamped" its website and some of the urls have changed. The URL for the Office of Indian Education is now: http://www.ed.gov/about/offices/list/ous/oie/index.html
Source: US Department of Education
Inputdate: 2003-09-30 10:13:00
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Title: Office of Indian Education Website
Body: From: Brad Victor FYI - the US Department of Education has "revamped" its website and some of the urls have changed. The URL for the Office of Indian Education is now: http://www.ed.gov/about/offices/list/ous/oie/index.html
Source: US Department of Education
Inputdate: 2003-09-30 10:13:00
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615
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Title: Assistants for Multi-level Intermediate ESL Class Needed
Body: From: "Indira Bakshi"
English as a Second Language Class
Held at Goodwill Industries Vocational Training Center at 32nd and Main Street in Springfield.
Tuesdays and Thursdays 6:30-8:50, starting September 30, 2003
Assistants needed to help ESL students at computers, read and correct student writing and work with small groups or individuals with instructor guidance.
This is a great opportunity to get experience working with people from other language backgrounds and cultures. It?s also lot of fun !!
*High school students earn community service hours.
Contact:
Indira Bakshi
ESL Instructor
Lane Community College
bakshii@lanecc.edu
Office:463-4969
Home; ( better!) 302-3991
Source: Lane Community College
Inputdate: 2003-09-30 13:09:00
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Title: Assistants for Multi-level Intermediate ESL Class Needed
Body: From: "Indira Bakshi"
Source: Lane Community College
Inputdate: 2003-09-30 13:09:00
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616
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Title: ESL Resource Guide Online
Body: From: ERIC Resources for Mainstream Teachers of English Language Learners, by Sally Morrison of the ERIC Clearinghouse on Languages and Linguistics (ERIC/CLL), offers links to articles, books, Web sites, and ERIC documents on teaching English language learners in mainstream classes. Included are the following ERIC Digests: * Arab American Students in Public Schools * Asian-American Children: What Teachers Should Know * The Biculturation of the Vietnamese Student * Bridging Identities Among Ethnic Minority Youth in Schools * Content-Centered Language Learning * Critical Behaviors and Strategies for Teaching Culturally Diverse Students * Educating Language Minority Children * Effective Approaches to Teaching Young Mexican-American Children * Enhancing the Communication Skills of Newly-Arrived Asian American Students * Integrating Language and Culture in Middle School American History Classes * Promoting Reading Among Mexican American Children * Promoting Successful Transition to the Mainstream: Effective Instructional * Strategies for Bilingual Students * Reforming Mathematics Instruction for ESL Literacy Students * Strategies for Success: Engaging Immigrant Students in Secondary Schools * Using Cognitive Strategies to Develop English Language and Literacy * What Early Childhood Teachers Need to Know About Language * What Elementary Teachers Need to Know About Language * Working with Culturally & Linguistically Diverse Families For more information, go to: http://www.cal.org/ericcll/faqs/RGOs/mainstream.html
Source: ERIC
Inputdate: 2003-09-30 13:23:00
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Title: ESL Resource Guide Online
Body: From: ERIC Resources for Mainstream Teachers of English Language Learners, by Sally Morrison of the ERIC Clearinghouse on Languages and Linguistics (ERIC/CLL), offers links to articles, books, Web sites, and ERIC documents on teaching English language learners in mainstream classes. Included are the following ERIC Digests: * Arab American Students in Public Schools * Asian-American Children: What Teachers Should Know * The Biculturation of the Vietnamese Student * Bridging Identities Among Ethnic Minority Youth in Schools * Content-Centered Language Learning * Critical Behaviors and Strategies for Teaching Culturally Diverse Students * Educating Language Minority Children * Effective Approaches to Teaching Young Mexican-American Children * Enhancing the Communication Skills of Newly-Arrived Asian American Students * Integrating Language and Culture in Middle School American History Classes * Promoting Reading Among Mexican American Children * Promoting Successful Transition to the Mainstream: Effective Instructional * Strategies for Bilingual Students * Reforming Mathematics Instruction for ESL Literacy Students * Strategies for Success: Engaging Immigrant Students in Secondary Schools * Using Cognitive Strategies to Develop English Language and Literacy * What Early Childhood Teachers Need to Know About Language * What Elementary Teachers Need to Know About Language * Working with Culturally & Linguistically Diverse Families For more information, go to: http://www.cal.org/ericcll/faqs/RGOs/mainstream.html
Source: ERIC
Inputdate: 2003-09-30 13:23:00
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617
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Title: THE BICULTURATION OF THE VIETNAMESE STUDENT
Body: From: ERIC THE BICULTURATION OF THE VIETNAMESE STUDENT Min Zhou, University of California, Los Angeles, and Carl L. Bankston III, Tulane University http://eric-web.tc.columbia.edu/digest/dig152.asp
Source: Min Zhou and Carl L. Bankston III
Inputdate: 2003-09-30 13:29:00
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Title: THE BICULTURATION OF THE VIETNAMESE STUDENT
Body: From: ERIC THE BICULTURATION OF THE VIETNAMESE STUDENT Min Zhou, University of California, Los Angeles, and Carl L. Bankston III, Tulane University http://eric-web.tc.columbia.edu/digest/dig152.asp
Source: Min Zhou and Carl L. Bankston III
Inputdate: 2003-09-30 13:29:00
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618
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Title: BRIDGING IDENTITIES AMONG ETHNIC MINORITY YOUTH IN SCHOOLS
Body: From: ERIC BRIDGING IDENTITIES AMONG ETHNIC MINORITY YOUTH IN SCHOOLS Christine J. Yeh and Christopher Drost Teachers College, Columbia University http://eric-web.tc.columbia.edu/digest/dig173.asp#lu85 " Learning to bridge and negotiate contrasting cultural identities is a fundamental concern for ethnic minority youth, especially since they often hold very different cultural values, communication styles, and interpersonal relationship norms (Carter, 1991) from those of the dominant white culture (native born Americans). For students of mixed race, developing this competency may be even more difficult because they are likely to embody cultural and social norms of more than one ethnic group. But, regardless of whether an individual claims a single or multiple ethnic heritage, many factors determine identity and sense of self: race, ethnicity, gender, social class, religion, generation, etc. It is essential for school professionals to recognize students who have problems with conflicting identities and to provide appropriate interventions, because unaddressed difficulties may evolve into significant mental health problems, such as psychopathology, depression, anxiety, and low self-esteem; social and relational concerns; academic failure; and gang involvement (Inose & Yeh, 2001)."
Source: Christine J. Yeh and Christopher Drost
Inputdate: 2003-09-30 13:42:00
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Title: BRIDGING IDENTITIES AMONG ETHNIC MINORITY YOUTH IN SCHOOLS
Body: From: ERIC BRIDGING IDENTITIES AMONG ETHNIC MINORITY YOUTH IN SCHOOLS Christine J. Yeh and Christopher Drost Teachers College, Columbia University http://eric-web.tc.columbia.edu/digest/dig173.asp#lu85 " Learning to bridge and negotiate contrasting cultural identities is a fundamental concern for ethnic minority youth, especially since they often hold very different cultural values, communication styles, and interpersonal relationship norms (Carter, 1991) from those of the dominant white culture (native born Americans). For students of mixed race, developing this competency may be even more difficult because they are likely to embody cultural and social norms of more than one ethnic group. But, regardless of whether an individual claims a single or multiple ethnic heritage, many factors determine identity and sense of self: race, ethnicity, gender, social class, religion, generation, etc. It is essential for school professionals to recognize students who have problems with conflicting identities and to provide appropriate interventions, because unaddressed difficulties may evolve into significant mental health problems, such as psychopathology, depression, anxiety, and low self-esteem; social and relational concerns; academic failure; and gang involvement (Inose & Yeh, 2001)."
Source: Christine J. Yeh and Christopher Drost
Inputdate: 2003-09-30 13:42:00
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Contentid:
619
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Title: DOE and OELA Working to Find Ways to Recruit Bilingual Teachers
Body: From: DOE The U.S. Department of Education and OELA are exploring ways to help school districts recruit teachers internationally and to standardize immigration procedures for teachers from foreign counties. A meeting between Eduardo Aguirre, Director of the Bureau of Citizenship and Immigration Services (BCIS) in the U.S. Department of Homeland Security, Dr. Maria Hernandez Ferrier, Deputy Under Secretary and Director of the Office of English Language Acquisition (OELA), other members of the BCIS and OELA staffs, and educators from around the U.S. regarding the International Teacher Recruitment Initiative took place on September 4,2003, at the OELA offices at the U.S. Department of Education. Participants explained that because the growth of English Language Learners (ELLs) in the last decade has been great and the number of teachers who speak a foreign language is so few, individual states, school districts, and organizations around the United States have had to recruit international teachers to teach students in dual language programs. OELA is spearheading recruitment efforts and the uniformity of regulations. Some of the challenges other programs have faced in recruiting international teachers are (1) finding a way to tap into the enormous pool of international teachers right here in the United States, (2) providing those teachers who know little about teaching ELLs or come from an altogether different field with a high intensity training program prior to the start of their service, (3) orienting international teachers to the American education system, and (4) sensitizing international teachers to classroom cultural issues in the United States. The Georgia Project is an example of a successful program. Teachers attending the University of Monterrey in Mexico take courses to prepare them to teach in the United States. Upon completion of these courses, the teachers travel to Georgia on a H1 Visa to teach American Spanish-speaking students. Participants also discussed potential methods to assist groups in need of international teachers with expediting the immigration application process. One possibility was some form of pre-certification that would certify an individual was pre-approved to teach in the United States. A representative from BCIS said that the best action states could take was to make certain they had a good understanding of the materials BCIS needs to approve an applicant before submitting applications. Another possibility discussed was getting international teachers placed on the Department of Labor's Schedule A list, for this would remove the need to prove international teachers were not taking the places of American workers. Other possible solutions were Congress' making a special Visa for international teachers and OELA's working to eradicate statutory barriers that slow up the process. OELA and BCIS will continue to work together in the future on this issue.
Source: DOE
Inputdate: 2003-09-30 13:45:00
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Title: DOE and OELA Working to Find Ways to Recruit Bilingual Teachers
Body: From: DOE The U.S. Department of Education and OELA are exploring ways to help school districts recruit teachers internationally and to standardize immigration procedures for teachers from foreign counties. A meeting between Eduardo Aguirre, Director of the Bureau of Citizenship and Immigration Services (BCIS) in the U.S. Department of Homeland Security, Dr. Maria Hernandez Ferrier, Deputy Under Secretary and Director of the Office of English Language Acquisition (OELA), other members of the BCIS and OELA staffs, and educators from around the U.S. regarding the International Teacher Recruitment Initiative took place on September 4,2003, at the OELA offices at the U.S. Department of Education. Participants explained that because the growth of English Language Learners (ELLs) in the last decade has been great and the number of teachers who speak a foreign language is so few, individual states, school districts, and organizations around the United States have had to recruit international teachers to teach students in dual language programs. OELA is spearheading recruitment efforts and the uniformity of regulations. Some of the challenges other programs have faced in recruiting international teachers are (1) finding a way to tap into the enormous pool of international teachers right here in the United States, (2) providing those teachers who know little about teaching ELLs or come from an altogether different field with a high intensity training program prior to the start of their service, (3) orienting international teachers to the American education system, and (4) sensitizing international teachers to classroom cultural issues in the United States. The Georgia Project is an example of a successful program. Teachers attending the University of Monterrey in Mexico take courses to prepare them to teach in the United States. Upon completion of these courses, the teachers travel to Georgia on a H1 Visa to teach American Spanish-speaking students. Participants also discussed potential methods to assist groups in need of international teachers with expediting the immigration application process. One possibility was some form of pre-certification that would certify an individual was pre-approved to teach in the United States. A representative from BCIS said that the best action states could take was to make certain they had a good understanding of the materials BCIS needs to approve an applicant before submitting applications. Another possibility discussed was getting international teachers placed on the Department of Labor's Schedule A list, for this would remove the need to prove international teachers were not taking the places of American workers. Other possible solutions were Congress' making a special Visa for international teachers and OELA's working to eradicate statutory barriers that slow up the process. OELA and BCIS will continue to work together in the future on this issue.
Source: DOE
Inputdate: 2003-09-30 13:45:00
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620
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Title: ESL MiniConference: O. Dean Gregory Festschrift
Body: From: "Robb Scott"
October 2003: "O. Dean Gregory Festschrift"
http://www.ESLminiconf.net/festschrift
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Friends, colleagues and students of Dr. O. Dean
Gregory have remembered the man, the teacher
and the scholar in this online tribute in his honor.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
O. Dean Gregory, 1927 - 2000
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
"Remembering Dr. Gregory," by John Brewer
http://www.ESLminiconf.net/festschrift/brewer.html
"Memories of O. Dean Gregory from John," by John Fanselow
http://www.ESLminiconf.net/festschrift/fanselow.html
"My Memories of Dr. O. Dean Gregory," by Kenji Kitao
http://www.ESLminiconf.net/festschrift/kitao.html
"In Memory of Dr. Dean Gregory," by Kazunori Nozawa
http://www.ESLminiconf.net/festschrift/nozawa.html
"Career Foundation," by Warren B. Roby
http://www.ESLminiconf.net/festschrift/roby.html
"Dr. Gregory's Example," by Robert Scott
http://www.ESLminiconf.net/festschrift/scott.html
"Not the Last Word," by Margaret Scheirman
http://www.ESLminiconf.net/festschrift/scheirman.html
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
ESL MiniConference dedicates the October edition
of the online newsletter to the life and work of Dr. O. Dean
Gregory, who influenced many ESL/EFL professionals.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
This e-mail was sent by
Robb Scott, Editor, ESL MiniConference Online
Robb@ESLminiconf.net
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
ESL MiniConference Board
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Stephen Krashen
krashen@usc.edu
Carmelita Ballesteros
carmeldyu@yahoo.com
Mike Garant
garant@kouvola.helsinki.fi
Melinda Gleeson
ozesl@bigpond.net.au
Dafne Gonzalez
dafne_gonzalez@yahoo.com
Caroline Gwatkin
theplace@sinectis.com.ar
Jack McLaughlin
drsmokeyjack@hotmail.com
Polly Richmond
polly_richman@hotmail.com
Margaret A. Scheirman
schei011@umn.edu
Source: ESLminiconf.net
Inputdate: 2003-09-30 17:45:00
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Title: ESL MiniConference: O. Dean Gregory Festschrift
Body: From: "Robb Scott"
Source: ESLminiconf.net
Inputdate: 2003-09-30 17:45:00
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Title: Grandma's Tortillas
Body: From: ESLminiconf "Grandma's Tortillas" Susan Felicia Martinez http://www.ESLminiconf.net/sept2003/tortillas.html Heritage and Context for Language Learning Reviewed by Robb Scott "...It would be a powerful book for new Spanish-speaking immigrants to learn how to read English by focusing on content which is relevant to their lives and their traditions. It is a practical way to give learners direct access to English. You can imagine teachers and students enjoying using the "Grandma's Tortillas" story as a classroom text, and perhaps even cooking tortillas together in the process." The book is available through World Association Publishers, 205 Fifth Avenue, Tarentum, Pennsylvania 15084. The ISBN number is 1-891231-93-6.
Source: Susan Felicia Martinez
Inputdate: 2003-09-30 17:53:00
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Title: Grandma's Tortillas
Body: From: ESLminiconf "Grandma's Tortillas" Susan Felicia Martinez http://www.ESLminiconf.net/sept2003/tortillas.html Heritage and Context for Language Learning Reviewed by Robb Scott "...It would be a powerful book for new Spanish-speaking immigrants to learn how to read English by focusing on content which is relevant to their lives and their traditions. It is a practical way to give learners direct access to English. You can imagine teachers and students enjoying using the "Grandma's Tortillas" story as a classroom text, and perhaps even cooking tortillas together in the process." The book is available through World Association Publishers, 205 Fifth Avenue, Tarentum, Pennsylvania 15084. The ISBN number is 1-891231-93-6.
Source: Susan Felicia Martinez
Inputdate: 2003-09-30 17:53:00
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Title: LANGUAGE IN DANGER
Body: From: FL TEACH LANGUAGE IN DANGER The Loss of Linguistic Diversity And the Threat to Our Future By Andrew Dalby Columbia Univ. 329 pp. $27.95 Read a review by By Michael Dirda at: http://www.washingtonpost.com/wp-dyn/articles/A28833-2003May22.html
Source: Andrew Dalby
Inputdate: 2003-09-30 18:03:00
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Title: LANGUAGE IN DANGER
Body: From: FL TEACH LANGUAGE IN DANGER The Loss of Linguistic Diversity And the Threat to Our Future By Andrew Dalby Columbia Univ. 329 pp. $27.95 Read a review by By Michael Dirda at: http://www.washingtonpost.com/wp-dyn/articles/A28833-2003May22.html
Source: Andrew Dalby
Inputdate: 2003-09-30 18:03:00
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Title: Gates Millennium Scholarship(GMS)
Body: From: Organization of Chinese Americans http://www.ocanatl.org For nomination materials and/or further information, contact: Catherine Domaoan, Director of Outreach 866-274-4677 x2 (toll-free), gmspinfo@ocanatl.org GATES MILLENNIUM SCHOLARSHIP (GMS) - APPLY ONLINE Washington, DC - The Gates Millennium Scholars program is pleased to announce the launching of its website for the 2004 - 2005 GMS awards. Apply online or download nomination materials from www.gmsp.org. General information, detailed instructions, and current scholar profiles can also be found on the website. Principals, teachers, guidance counselors, tribal higher education representatives, and other professional educators are invited to nominate students with outstanding academic records, strong leadership potential, and commitment to community service. Nominators and recommenders must act in their personal capacity. Institutional nominations will not be accepted. All completed nomination materials must be postmarked or submitted online no later than January 16, 2004.
Source: Gates Foundation
Inputdate: 2003-10-03 09:41:00
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Expdate: 2004-01-16 00:00:00
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Title: Gates Millennium Scholarship(GMS)
Body: From: Organization of Chinese Americans http://www.ocanatl.org For nomination materials and/or further information, contact: Catherine Domaoan, Director of Outreach 866-274-4677 x2 (toll-free), gmspinfo@ocanatl.org GATES MILLENNIUM SCHOLARSHIP (GMS) - APPLY ONLINE Washington, DC - The Gates Millennium Scholars program is pleased to announce the launching of its website for the 2004 - 2005 GMS awards. Apply online or download nomination materials from www.gmsp.org. General information, detailed instructions, and current scholar profiles can also be found on the website. Principals, teachers, guidance counselors, tribal higher education representatives, and other professional educators are invited to nominate students with outstanding academic records, strong leadership potential, and commitment to community service. Nominators and recommenders must act in their personal capacity. Institutional nominations will not be accepted. All completed nomination materials must be postmarked or submitted online no later than January 16, 2004.
Source: Gates Foundation
Inputdate: 2003-10-03 09:41:00
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