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Title: Bilingual Children's Books Grow in Numbers
Body: From: NCELA The article "Books crossing language barriers" in the Desert Sun explains that the growth of the Hispanic population in the United States has been recognized recently by many book publishers, making the selection of children's books in Spanish greater than ever. However, the author explains that bilingual books are growing in number and are usually of more interest to educators, because they * assist immigrant children in adjusting to the United States without losing the connection to their parents. * allow the children of immigrants to learn English while still paying respect to their heritage and their family's native language. * validate the identities of children of immigrants in a society that doesn?t usually depict their lives in books. The author also discusses the difficulties in translating books and gives several examples. To read the entire article, visit: http:// www.thedesertsun.com/news/stories2003/features/20030930022701.shtml
Source: The Desert Sun
Inputdate: 2003-10-09 11:50:00
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Title: Bilingual Children's Books Grow in Numbers
Body: From: NCELA The article "Books crossing language barriers" in the Desert Sun explains that the growth of the Hispanic population in the United States has been recognized recently by many book publishers, making the selection of children's books in Spanish greater than ever. However, the author explains that bilingual books are growing in number and are usually of more interest to educators, because they * assist immigrant children in adjusting to the United States without losing the connection to their parents. * allow the children of immigrants to learn English while still paying respect to their heritage and their family's native language. * validate the identities of children of immigrants in a society that doesn?t usually depict their lives in books. The author also discusses the difficulties in translating books and gives several examples. To read the entire article, visit: http:// www.thedesertsun.com/news/stories2003/features/20030930022701.shtml
Source: The Desert Sun
Inputdate: 2003-10-09 11:50:00
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665
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Title: Migrant and Immigrant Youth Conference
Body: From: NCELA The Bert Corona Leadership Institute (BCLI) will host its first ever-National Migrant and Immigrant Youth Conference on Capitol Hill from October 8 thru October 10, 2003. The conference will bring together migrant and immigrant youth from across the United States, members of Congress, regulatory, service, and U.S. government agencies to discuss issues affecting migrant and immigrant communities. The venue will provide migrant and immigrant youth the opportunity to voice their community issues to members of Congress and the national community, participate in leadership workshops, create a national migrant/immigrant youth agenda, and a national migrant/immigrant youth board. This year's conference will bring together over 150 youth from CA, TX, PA, GA, NC, FL, WA, MI, OR, and Washington, DC. For more information, contact: E. Francisco Lopez Bert Corona Leadership Institute 1500 Farragut Street NW, Washington, DC 20011 Tel: (202) 723-7241 Fax: (202) 723-7246 http://www.bcli.info Also, go to: http://www.bcli.info/NMIYC%20Registration.pdf
Source: The Bert Corona Leadership Institute
Inputdate: 2003-10-09 12:05:00
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Title: Migrant and Immigrant Youth Conference
Body: From: NCELA The Bert Corona Leadership Institute (BCLI) will host its first ever-National Migrant and Immigrant Youth Conference on Capitol Hill from October 8 thru October 10, 2003. The conference will bring together migrant and immigrant youth from across the United States, members of Congress, regulatory, service, and U.S. government agencies to discuss issues affecting migrant and immigrant communities. The venue will provide migrant and immigrant youth the opportunity to voice their community issues to members of Congress and the national community, participate in leadership workshops, create a national migrant/immigrant youth agenda, and a national migrant/immigrant youth board. This year's conference will bring together over 150 youth from CA, TX, PA, GA, NC, FL, WA, MI, OR, and Washington, DC. For more information, contact: E. Francisco Lopez Bert Corona Leadership Institute 1500 Farragut Street NW, Washington, DC 20011 Tel: (202) 723-7241 Fax: (202) 723-7246 http://www.bcli.info Also, go to: http://www.bcli.info/NMIYC%20Registration.pdf
Source: The Bert Corona Leadership Institute
Inputdate: 2003-10-09 12:05:00
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Expdate: 2003-10-10 00:00:00
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666
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Title: Brazilian Web Site Provides Articles on Language and Learning
Body: The Brazilian website Psicopedagogia on line offers articles on learning and language in Portuguese. Some examples are "There is room at school for dyslexic students" by Adriana Ferronato Parisolto and "How to develop the reading capacity" by Vicente Martins. To read the articles, visit: http://www.psicopedagogia.com.br/artigos/artigo.asp?entrID=451
Source: Psicopedagogia
Inputdate: 2003-10-09 12:07:00
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Title: Brazilian Web Site Provides Articles on Language and Learning
Body: The Brazilian website Psicopedagogia on line offers articles on learning and language in Portuguese. Some examples are "There is room at school for dyslexic students" by Adriana Ferronato Parisolto and "How to develop the reading capacity" by Vicente Martins. To read the articles, visit: http://www.psicopedagogia.com.br/artigos/artigo.asp?entrID=451
Source: Psicopedagogia
Inputdate: 2003-10-09 12:07:00
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667
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Title: Effects on L2 Vocabulary Acquisition through Reading
Body: From: NCELA In "Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition through Reading," researcher Diana Pulido discusses findings from her study of 99 adult learners of Spanish as a second language. Pulido asked participants to read four contrived narrative passages (two familiar to the learners and two unfamiliar) to measure the impact of topic familiarity, L2 reading proficiency, and L2 passage sight vocabulary on incidental vocabulary acquisition. Results indicate a significant effect for both L2 reading proficiency and L2 passage sight vocabulary, but no consistent effect for topic familiarity. This article appears in the June 2003 issue of "Language Learning," Volume 53 (2), 233-284. "Language Learning" is a publication of Blackwell Publishing. More information, including article abstracts, is available online at: http://www.blackwellpublishing.com/journal.asp?ref=0023-8333
Source: Language Learning
Inputdate: 2003-10-09 12:10:00
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Title: Effects on L2 Vocabulary Acquisition through Reading
Body: From: NCELA In "Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition through Reading," researcher Diana Pulido discusses findings from her study of 99 adult learners of Spanish as a second language. Pulido asked participants to read four contrived narrative passages (two familiar to the learners and two unfamiliar) to measure the impact of topic familiarity, L2 reading proficiency, and L2 passage sight vocabulary on incidental vocabulary acquisition. Results indicate a significant effect for both L2 reading proficiency and L2 passage sight vocabulary, but no consistent effect for topic familiarity. This article appears in the June 2003 issue of "Language Learning," Volume 53 (2), 233-284. "Language Learning" is a publication of Blackwell Publishing. More information, including article abstracts, is available online at: http://www.blackwellpublishing.com/journal.asp?ref=0023-8333
Source: Language Learning
Inputdate: 2003-10-09 12:10:00
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668
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Title: How L1 Affects L2 Reading
Body: "The Effects of First Language Orthographic Features on Second Language Reading in Text," by Nobuhiko Akamatsu, presents findings from a study of three groups of fluent second language (L2) readers. Forty-nine international graduate and post-graduate students from Iran, the People's Republic of China, and Japan participated by reading visually distorted (case-alternated) and normal English passages. A multivariate analysis of the data indicated "that the Chinese and the Japanese (nonalphabetic L1 groups) were more adversely affected by case alternation than was the Persian group (an alphabetic L1 group) in terms of reading speed" (p. 207). Akamatsu concludes that L1 orthography affects word recognition processing among L2 readers. This article appears in the June 2003 issue of "Language Learning," Volume 53 (2), 207-231. "Language Learning" is a publication of Blackwell Publishing. More information, including article abstracts, is available online at: http://www.blackwellpublishing.com/journal.asp?ref=0023-8333
Source: Language Learning
Inputdate: 2003-10-09 12:12:00
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Title: How L1 Affects L2 Reading
Body: "The Effects of First Language Orthographic Features on Second Language Reading in Text," by Nobuhiko Akamatsu, presents findings from a study of three groups of fluent second language (L2) readers. Forty-nine international graduate and post-graduate students from Iran, the People's Republic of China, and Japan participated by reading visually distorted (case-alternated) and normal English passages. A multivariate analysis of the data indicated "that the Chinese and the Japanese (nonalphabetic L1 groups) were more adversely affected by case alternation than was the Persian group (an alphabetic L1 group) in terms of reading speed" (p. 207). Akamatsu concludes that L1 orthography affects word recognition processing among L2 readers. This article appears in the June 2003 issue of "Language Learning," Volume 53 (2), 207-231. "Language Learning" is a publication of Blackwell Publishing. More information, including article abstracts, is available online at: http://www.blackwellpublishing.com/journal.asp?ref=0023-8333
Source: Language Learning
Inputdate: 2003-10-09 12:12:00
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669
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Title: "Every Child, Every School
Body: From: NCELA Council of Great City School's (CGCS) 47th Annual Conference "Every Child, Every School" October 22-26, 2003 Chicago, IL The CGCS's annual conference will address several critical issues associated with improving the educational opportunities of culturally and linguistically diverse children and youth. The following are examples of the concurrent sessions listed in the preliminary agenda: * "Innovative Dual Language Programs in Urban Schools" * "Strategic Approaches to Support Achievement of Students with Special Needs" * "Are We Really Reducing the Achievement Gap in Urban Schools?" * "The Impact of Financial Hardship on Student Achievement" For more information, visit: http://www.cgcs.org/
Source: Council of Great City School's
Inputdate: 2003-10-09 12:17:00
Lastmodifieddate: 2003-10-09 12:17:00
Expdate: 2003-10-24 00:00:00
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Title: "Every Child, Every School
Body: From: NCELA Council of Great City School's (CGCS) 47th Annual Conference "Every Child, Every School" October 22-26, 2003 Chicago, IL The CGCS's annual conference will address several critical issues associated with improving the educational opportunities of culturally and linguistically diverse children and youth. The following are examples of the concurrent sessions listed in the preliminary agenda: * "Innovative Dual Language Programs in Urban Schools" * "Strategic Approaches to Support Achievement of Students with Special Needs" * "Are We Really Reducing the Achievement Gap in Urban Schools?" * "The Impact of Financial Hardship on Student Achievement" For more information, visit: http://www.cgcs.org/
Source: Council of Great City School's
Inputdate: 2003-10-09 12:17:00
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Expdate: 2003-10-24 00:00:00
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670
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Title: Dual Immersion Pre-Conference Institute
Body: From: NCELA NABE 2004 Dual Immersion Pre-Conference Institute Deadline for submission: October 30th, 2003 February 4th, 2004 Hyatt Regency Hotel - -Downtown Plaza Albuquerque, NM For more information, contact: Marcia Vargas Email: 2way@bilingual.org Or Carla Herrera Email: Carlitabh@aol.com To submit a proposal, send to: Dual Immersion Pre-Conference Institute 600Central SE, Suite #206 Albuquerque,NM 87102 Fax: 505-243-0648
Source: NABE
Inputdate: 2003-10-09 12:19:00
Lastmodifieddate: 2003-10-09 12:19:00
Expdate: 2003-10-30 00:00:00
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Title: Dual Immersion Pre-Conference Institute
Body: From: NCELA NABE 2004 Dual Immersion Pre-Conference Institute Deadline for submission: October 30th, 2003 February 4th, 2004 Hyatt Regency Hotel - -Downtown Plaza Albuquerque, NM For more information, contact: Marcia Vargas Email: 2way@bilingual.org Or Carla Herrera Email: Carlitabh@aol.com To submit a proposal, send to: Dual Immersion Pre-Conference Institute 600Central SE, Suite #206 Albuquerque,NM 87102 Fax: 505-243-0648
Source: NABE
Inputdate: 2003-10-09 12:19:00
Lastmodifieddate: 2003-10-09 12:19:00
Expdate: 2003-10-30 00:00:00
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671
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Title: Partners in Learning
Body: National Council of Teachers of English Annual Conference "Partners in Learning" November 20-25, 2003 San Francisco, CA For more information, visit: http://www.ncte.org/profdev/conv Or contact: NCTE 1111 W. Kenyon Road Urbana, IL 61801-1096 Email: public_info@ncte.org http://www.ncte.org
Source: NCTE
Inputdate: 2003-10-09 12:20:00
Lastmodifieddate: 2003-10-09 12:20:00
Expdate: 2003-11-21 00:00:00
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Title: Partners in Learning
Body: National Council of Teachers of English Annual Conference "Partners in Learning" November 20-25, 2003 San Francisco, CA For more information, visit: http://www.ncte.org/profdev/conv Or contact: NCTE 1111 W. Kenyon Road Urbana, IL 61801-1096 Email: public_info@ncte.org http://www.ncte.org
Source: NCTE
Inputdate: 2003-10-09 12:20:00
Lastmodifieddate: 2003-10-09 12:20:00
Expdate: 2003-11-21 00:00:00
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672
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Title: No Child Left Behind State Conference
Body: From: NCELA NCLB: No Child Left Behind State Conference "Bringing Together Illinois Educators Associated with: Title I, Title II, Title III, Title IV and Title V" February 4, 5, 6, 2004 Sheraton Chicago Hotel and Towers For more information, contact: http://www.thecenterweb.org
Source: Illinois Educators
Inputdate: 2003-10-09 12:25:00
Lastmodifieddate: 2003-10-09 12:25:00
Expdate: 2004-02-06 00:00:00
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Title: No Child Left Behind State Conference
Body: From: NCELA NCLB: No Child Left Behind State Conference "Bringing Together Illinois Educators Associated with: Title I, Title II, Title III, Title IV and Title V" February 4, 5, 6, 2004 Sheraton Chicago Hotel and Towers For more information, contact: http://www.thecenterweb.org
Source: Illinois Educators
Inputdate: 2003-10-09 12:25:00
Lastmodifieddate: 2003-10-09 12:25:00
Expdate: 2004-02-06 00:00:00
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673
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Title: Gates Millenium Scholars
Body: From:NCELA Deadline: Postmarked on or before January 16, 2004 2004-2005 Eligibility and Nomination Guidelines Students are eligible to be considered for a GMS scholarship if they: * Are African American, American Indian/Alaska Native, Asian Pacific Islander American or Hispanic American, * Are a citizen/legal permanent resident or national of the United States, * Have attained a cumulative GPA of 3.3 on a 4.00 scale (unweighted) at the time of nomination. * Will be entering a U.S. accredited college or university as full-time, degree-seeking freshmen in the fall of 2004, * Have demonstrated leadership abilities through participation in community service, extracurricular or other activities, and * Meet the Federal Pell Grant eligibility criteria. For more information, visit: Gates Millennium Scholars P.O. Box 1434 Alexandria, Virginia 22313 Tel: (877) 690-GMSP (4677) http://www.gmsp.org
Source: Gates Foundation
Inputdate: 2003-10-09 12:27:00
Lastmodifieddate: 2003-10-09 12:27:00
Expdate: 2004-01-16 00:00:00
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Title: Gates Millenium Scholars
Body: From:NCELA Deadline: Postmarked on or before January 16, 2004 2004-2005 Eligibility and Nomination Guidelines Students are eligible to be considered for a GMS scholarship if they: * Are African American, American Indian/Alaska Native, Asian Pacific Islander American or Hispanic American, * Are a citizen/legal permanent resident or national of the United States, * Have attained a cumulative GPA of 3.3 on a 4.00 scale (unweighted) at the time of nomination. * Will be entering a U.S. accredited college or university as full-time, degree-seeking freshmen in the fall of 2004, * Have demonstrated leadership abilities through participation in community service, extracurricular or other activities, and * Meet the Federal Pell Grant eligibility criteria. For more information, visit: Gates Millennium Scholars P.O. Box 1434 Alexandria, Virginia 22313 Tel: (877) 690-GMSP (4677) http://www.gmsp.org
Source: Gates Foundation
Inputdate: 2003-10-09 12:27:00
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