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Contentid:
7829
Content Type: 1
Title: Workshop: Designing Online Language Teaching Materials with an Accompanying Online Assessment Portfolio
Body: From http://clear.msu.edu/clear/professionaldev/summerworkshops.php Designing Online Language Teaching Materials with an Accompanying Online Assessment Portfolio Workshop Leader: Dr. Paula Winke Workshop Dates: July 21-23, 2008 Workshop Time: Exact times TBA, but approximately 9:00 - 4:00 each day The goal of this workshop is for you to create computer-assisted language teaching materials and a complimentary online portfolio assessment program specifically for your classes and the language program at your school. This workshop has you use user-friendly, publicly-available technology and software that is either extremely low-cost or free. Software we will use includes CLEAR’s Rich Internet Applications technology, Audio Portfolios and Hot Potatoes. This workshop will provide you with the skills to create online assessment activities for reading, writing, listening and speaking. Special emphasis will be placed on aligning these materials with an online assessment portfolio that you can use with your students for formative and self-assessment. At the end of the workshop, you should have eight online tasks for language learning (two each for listening, speaking, reading, and writing) and one online portfolio plan with rubrics drafted. The online assessment activities will incorporate feedback that students can use to develop their language skills. There are no technical prerequisites other than basic familiarity with computers. For more information about this and other CLEAR workshops, visit http://clear.msu.edu/clear/professionaldev/summerworkshops.php .
Source: CLEAR
Inputdate: 2008-06-01 11:04:01
Lastmodifieddate: 2008-06-01 11:04:01
Expdate: 2008-07-31 00:00:00
Publishdate: 2008-06-02 00:00:00
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Title: Workshop: Designing Online Language Teaching Materials with an Accompanying Online Assessment Portfolio
Body: From http://clear.msu.edu/clear/professionaldev/summerworkshops.php Designing Online Language Teaching Materials with an Accompanying Online Assessment Portfolio Workshop Leader: Dr. Paula Winke Workshop Dates: July 21-23, 2008 Workshop Time: Exact times TBA, but approximately 9:00 - 4:00 each day The goal of this workshop is for you to create computer-assisted language teaching materials and a complimentary online portfolio assessment program specifically for your classes and the language program at your school. This workshop has you use user-friendly, publicly-available technology and software that is either extremely low-cost or free. Software we will use includes CLEAR’s Rich Internet Applications technology, Audio Portfolios and Hot Potatoes. This workshop will provide you with the skills to create online assessment activities for reading, writing, listening and speaking. Special emphasis will be placed on aligning these materials with an online assessment portfolio that you can use with your students for formative and self-assessment. At the end of the workshop, you should have eight online tasks for language learning (two each for listening, speaking, reading, and writing) and one online portfolio plan with rubrics drafted. The online assessment activities will incorporate feedback that students can use to develop their language skills. There are no technical prerequisites other than basic familiarity with computers. For more information about this and other CLEAR workshops, visit http://clear.msu.edu/clear/professionaldev/summerworkshops.php .
Source: CLEAR
Inputdate: 2008-06-01 11:04:01
Lastmodifieddate: 2008-06-01 11:04:01
Expdate: 2008-07-31 00:00:00
Publishdate: 2008-06-02 00:00:00
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Contentid:
7830
Content Type: 1
Title: NYC Public Schools Arabic Instructor Job
Body: ARABIC LANGUAGE INSTRUCTOR - full-time position available in a New York City public school. Duties & Responsibilities: Roles in small schools are varied and complex and serious consideration will be given to applicants who demonstrate through their resume and cover letter experience and/or willingness to become involved in these essential aspects: -Ability to work within a non-traditional school schedule and organizational structure that meets the needs of English Language Learners and students requiring special education services. -Ability to design and implement innovative curriculum. -Desire to collaborate in an inter-disciplinary planning and teaching team with an emphasis on course design using backwards planning models developed by Wiggens & McTighe. -Willingness to practice an open-door policy and developing best practice pedagogy to facilitate professional growth and collaboration. -Willingness to follow the Standards of Professional Teaching. -Ability to serve as role model. -Ability to create and maintain an effective environment for student learning. -Ability and availability to contribute to the development and growth of the school community. -Availability for summer planning and curriculum work -Availability to participate in after school/Saturday programs -Teaching license issued in New York State or a reciprocity-granting state. Selection Criteria: The successful candidate will demonstrate: -Fluency in Modern Standard Arabic. -Experience teaching Arabic as a Foreign Language, from the elementary to advanced levels. -Experience developing and implementing curriculum. -Ability to incorporate reading and writing strategies in daily routines and classroom instruction using the workshop model. -Ability to incorporate hands-on and cooperative learning activities. -Ability to develop and use project-based learning units, utilizing backwards planning model. -Familiarity with English as a Second Language (ESL) methodology, as well as English Language Learner (ELL) standards and strategies -Ability to integrate technology into the classroom -Excellent classroom management skills -Ability to communicate effectively with colleagues, parents, students, etc. -Ability to differentiate instruction to meet the needs of all learners In addition to interviewing, candidates must present a teaching portfolio, which may include a resume, evidence of philosophy of education, evidence of curriculum planning, such as a course outline or lesson plans, as well as any teaching artifacts collected throughout the teaching career. Teaching artifacts may include student work, images of student work and/or presentations and curriculum development examples. Applicants must provide three references. Work Schedule & Salary As per Collective Bargaining Agreement Please send resumes & cover letters to: danielle@aafscny.org .
Source: Arabic-L
Inputdate: 2008-06-01 11:05:04
Lastmodifieddate: 2008-06-01 11:05:04
Expdate: 2009-06-10 00:00:00
Publishdate: 2008-06-02 00:00:00
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Title: NYC Public Schools Arabic Instructor Job
Body: ARABIC LANGUAGE INSTRUCTOR - full-time position available in a New York City public school. Duties & Responsibilities: Roles in small schools are varied and complex and serious consideration will be given to applicants who demonstrate through their resume and cover letter experience and/or willingness to become involved in these essential aspects: -Ability to work within a non-traditional school schedule and organizational structure that meets the needs of English Language Learners and students requiring special education services. -Ability to design and implement innovative curriculum. -Desire to collaborate in an inter-disciplinary planning and teaching team with an emphasis on course design using backwards planning models developed by Wiggens & McTighe. -Willingness to practice an open-door policy and developing best practice pedagogy to facilitate professional growth and collaboration. -Willingness to follow the Standards of Professional Teaching. -Ability to serve as role model. -Ability to create and maintain an effective environment for student learning. -Ability and availability to contribute to the development and growth of the school community. -Availability for summer planning and curriculum work -Availability to participate in after school/Saturday programs -Teaching license issued in New York State or a reciprocity-granting state. Selection Criteria: The successful candidate will demonstrate: -Fluency in Modern Standard Arabic. -Experience teaching Arabic as a Foreign Language, from the elementary to advanced levels. -Experience developing and implementing curriculum. -Ability to incorporate reading and writing strategies in daily routines and classroom instruction using the workshop model. -Ability to incorporate hands-on and cooperative learning activities. -Ability to develop and use project-based learning units, utilizing backwards planning model. -Familiarity with English as a Second Language (ESL) methodology, as well as English Language Learner (ELL) standards and strategies -Ability to integrate technology into the classroom -Excellent classroom management skills -Ability to communicate effectively with colleagues, parents, students, etc. -Ability to differentiate instruction to meet the needs of all learners In addition to interviewing, candidates must present a teaching portfolio, which may include a resume, evidence of philosophy of education, evidence of curriculum planning, such as a course outline or lesson plans, as well as any teaching artifacts collected throughout the teaching career. Teaching artifacts may include student work, images of student work and/or presentations and curriculum development examples. Applicants must provide three references. Work Schedule & Salary As per Collective Bargaining Agreement Please send resumes & cover letters to: danielle@aafscny.org .
Source: Arabic-L
Inputdate: 2008-06-01 11:05:04
Lastmodifieddate: 2008-06-01 11:05:04
Expdate: 2009-06-10 00:00:00
Publishdate: 2008-06-02 00:00:00
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Contentid:
7831
Content Type: 1
Title: Language Project Manager, Wiyot Tribe
Body: From http://wiyot.us/employment.htm Under the supervision of the Cultural Director, the Language Program Coordinator is responsible for the Wiyot Tribe Language Program. This includes overseeing the compiling, organizing, disseminating, creating, and teaching of Sulótalak, the Wiyot traditional language. This also encompasses contemporary uses of Sulótalak, recognizing that language, as culture, is living and dynamic. Read the full job posting at http://wiyot.us/lpg042508.htm .
Source: Wiyot Tribe
Inputdate: 2008-06-01 11:05:56
Lastmodifieddate: 2008-06-01 11:05:56
Expdate: 2009-06-11 00:00:00
Publishdate: 2008-06-02 00:00:00
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Title: Language Project Manager, Wiyot Tribe
Body: From http://wiyot.us/employment.htm Under the supervision of the Cultural Director, the Language Program Coordinator is responsible for the Wiyot Tribe Language Program. This includes overseeing the compiling, organizing, disseminating, creating, and teaching of Sulótalak, the Wiyot traditional language. This also encompasses contemporary uses of Sulótalak, recognizing that language, as culture, is living and dynamic. Read the full job posting at http://wiyot.us/lpg042508.htm .
Source: Wiyot Tribe
Inputdate: 2008-06-01 11:05:56
Lastmodifieddate: 2008-06-01 11:05:56
Expdate: 2009-06-11 00:00:00
Publishdate: 2008-06-02 00:00:00
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Active: 1
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Contentid:
7832
Content Type: 1
Title: Chinese Job Listings
Body: From http://www.classk12.org A list of job opportunities is maintained on the Chinese Language Association of Secondary-Elementary Schools (CLASS) website at http://www.classk12.org/job.htm .
Source: CLASS
Inputdate: 2008-06-01 11:06:37
Lastmodifieddate: 2008-06-01 11:06:37
Expdate:
Publishdate: 2008-06-02 00:00:00
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Active: 1
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Content Type: 1
Title: Chinese Job Listings
Body: From http://www.classk12.org A list of job opportunities is maintained on the Chinese Language Association of Secondary-Elementary Schools (CLASS) website at http://www.classk12.org/job.htm .
Source: CLASS
Inputdate: 2008-06-01 11:06:37
Lastmodifieddate: 2008-06-01 11:06:37
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Publishdate: 2008-06-02 00:00:00
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Contentid:
7833
Content Type: 1
Title: Article: Italian Scientists Say Brain Activity Reveals Mother Tongue
Body: From http://www2.ljworld.com/news/2008/may/25/italian_scientists_say_brain_activity_reveals_moth Italian scientists say brain activity reveals mother tongue By Ariel David May 25, 2008 Before we utter a single word, experts can gauge our mother tongue and the level of proficiency in other languages by analyzing our brain activity while we read, scientists working with Italy’s National Research Council say. For more than a year, a team of scientists experimented on 15 interpreters, revealing what they say were surprising differences in brain activity when the subjects were shown words in their native language and in other languages they spoke. The findings show how differently the brain absorbs and recalls languages learned in early childhood and later in life, said Alice Mado Proverbio, a professor of cognitive electrophysiology at the Milano-Bicocca University in Milan. Read the entire article at http://www2.ljworld.com/news/2008/may/25/italian_scientists_say_brain_activity_reveals_moth .
Source: Lawrence Journal-World, Kansas
Inputdate: 2008-06-01 11:07:18
Lastmodifieddate: 2008-06-01 11:07:18
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Publishdate: 2008-06-02 00:00:00
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Content Type: 1
Title: Article: Italian Scientists Say Brain Activity Reveals Mother Tongue
Body: From http://www2.ljworld.com/news/2008/may/25/italian_scientists_say_brain_activity_reveals_moth Italian scientists say brain activity reveals mother tongue By Ariel David May 25, 2008 Before we utter a single word, experts can gauge our mother tongue and the level of proficiency in other languages by analyzing our brain activity while we read, scientists working with Italy’s National Research Council say. For more than a year, a team of scientists experimented on 15 interpreters, revealing what they say were surprising differences in brain activity when the subjects were shown words in their native language and in other languages they spoke. The findings show how differently the brain absorbs and recalls languages learned in early childhood and later in life, said Alice Mado Proverbio, a professor of cognitive electrophysiology at the Milano-Bicocca University in Milan. Read the entire article at http://www2.ljworld.com/news/2008/may/25/italian_scientists_say_brain_activity_reveals_moth .
Source: Lawrence Journal-World, Kansas
Inputdate: 2008-06-01 11:07:18
Lastmodifieddate: 2008-06-01 11:07:18
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Publishdate: 2008-06-02 00:00:00
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Contentid:
7834
Content Type: 1
Title: Support for University Programs in Peril
Body: From http://www.pamla.org/programs_in_peril.html Rising educational costs, increased technological demands, and constrained college and university budgets frequently place programs in the humanities in jeopardy--especially programs in languages and literature. The Pacific Ancient and Modern Language Association recognizes that faculty in imperiled programs need support. Should your faculty need an advocacy letter stressing to administrators how vital language and literature programs are, please write to PAMLA's president. Contact information and a recent statement in support of USC’s German Department are available at http://www.pamla.org/programs_in_peril.html .
Source: PAMLA
Inputdate: 2008-06-01 11:07:53
Lastmodifieddate: 2008-06-01 11:07:53
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Publishdate: 2008-06-02 00:00:00
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Content Type: 1
Title: Support for University Programs in Peril
Body: From http://www.pamla.org/programs_in_peril.html Rising educational costs, increased technological demands, and constrained college and university budgets frequently place programs in the humanities in jeopardy--especially programs in languages and literature. The Pacific Ancient and Modern Language Association recognizes that faculty in imperiled programs need support. Should your faculty need an advocacy letter stressing to administrators how vital language and literature programs are, please write to PAMLA's president. Contact information and a recent statement in support of USC’s German Department are available at http://www.pamla.org/programs_in_peril.html .
Source: PAMLA
Inputdate: 2008-06-01 11:07:53
Lastmodifieddate: 2008-06-01 11:07:53
Expdate:
Publishdate: 2008-06-02 00:00:00
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Contentid:
7835
Content Type: 1
Title: Expert Paper Submitted to the Permanent Forum on Indigenous Issues at the United Nations
Body: An expert paper submitted by Lars Anders-Baer, prepared in cooperation with Ole Henrik-Magga, Robert Dunbar and Tove Skutnabb-Kang, to the Permanent Forum on Indigenous Issues, Seventh session, in New York, 21 April -2 May 2008, is available for download from http://www.un.org/esa/socdev/unpfii/documents/E_C19_2008_7.pdf . Among the conclusions of the paper: It is clear that the various forms of subtractive education to which indigenous children have been and continue to be subject results in very serious and often permanent harmful mental and physical consequences. ...[S]such education is now at odds with and in clear violation of a range of human rights standards, and in our view amount to ongoing violations of fundamental rights. ... In spite of the narrowing of the Genocide Convention during the process of its negotiation and conclusion, it still makes reference to acts which, we have argued, certainly describe the experience of indigenous children subjected to various forms of subtractive education. In particular, we have argued that such education can result in “serious mental harm”, is often accompanied by “serious bodily harm”, and can involve the forcible transfer of indigenous children to another group. Download the entire paper from http://www.un.org/esa/socdev/unpfii/documents/E_C19_2008_7.pdf .
Source: ILR-INFO Discussion Group
Inputdate: 2008-06-01 11:08:56
Lastmodifieddate: 2008-06-01 11:08:56
Expdate:
Publishdate: 2008-06-02 00:00:00
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Content Type: 1
Title: Expert Paper Submitted to the Permanent Forum on Indigenous Issues at the United Nations
Body: An expert paper submitted by Lars Anders-Baer, prepared in cooperation with Ole Henrik-Magga, Robert Dunbar and Tove Skutnabb-Kang, to the Permanent Forum on Indigenous Issues, Seventh session, in New York, 21 April -2 May 2008, is available for download from http://www.un.org/esa/socdev/unpfii/documents/E_C19_2008_7.pdf . Among the conclusions of the paper: It is clear that the various forms of subtractive education to which indigenous children have been and continue to be subject results in very serious and often permanent harmful mental and physical consequences. ...[S]such education is now at odds with and in clear violation of a range of human rights standards, and in our view amount to ongoing violations of fundamental rights. ... In spite of the narrowing of the Genocide Convention during the process of its negotiation and conclusion, it still makes reference to acts which, we have argued, certainly describe the experience of indigenous children subjected to various forms of subtractive education. In particular, we have argued that such education can result in “serious mental harm”, is often accompanied by “serious bodily harm”, and can involve the forcible transfer of indigenous children to another group. Download the entire paper from http://www.un.org/esa/socdev/unpfii/documents/E_C19_2008_7.pdf .
Source: ILR-INFO Discussion Group
Inputdate: 2008-06-01 11:08:56
Lastmodifieddate: 2008-06-01 11:08:56
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Publishdate: 2008-06-02 00:00:00
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Contentid:
7836
Content Type: 1
Title: Information about Austria
Body: From http://www.austria.org The website of the Austrian Embassy in Washington, D.C. has numerous useful resources for German teachers, including information about Austrian history, facts and figures, cuisine, culture, famous Austrians, and an image gallery. Visit the embassy website at http://www.austria.org .
Source: Austrian Embassy
Inputdate: 2008-06-01 11:09:31
Lastmodifieddate: 2008-06-01 11:09:31
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Publishdate: 2008-06-02 00:00:00
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Title: Information about Austria
Body: From http://www.austria.org The website of the Austrian Embassy in Washington, D.C. has numerous useful resources for German teachers, including information about Austrian history, facts and figures, cuisine, culture, famous Austrians, and an image gallery. Visit the embassy website at http://www.austria.org .
Source: Austrian Embassy
Inputdate: 2008-06-01 11:09:31
Lastmodifieddate: 2008-06-01 11:09:31
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Publishdate: 2008-06-02 00:00:00
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Contentid:
7837
Content Type: 1
Title: Why Study Italian?
Body: A list of reasons to study Italian and related Internet links is available at http://www.ritornello.com/whyit.html .
Source: Ritornello
Inputdate: 2008-06-01 11:10:16
Lastmodifieddate: 2008-06-01 11:10:16
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Publishdate: 2008-06-02 00:00:00
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Title: Why Study Italian?
Body: A list of reasons to study Italian and related Internet links is available at http://www.ritornello.com/whyit.html .
Source: Ritornello
Inputdate: 2008-06-01 11:10:16
Lastmodifieddate: 2008-06-01 11:10:16
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Publishdate: 2008-06-02 00:00:00
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Contentid:
7838
Content Type: 1
Title: Roman Antiquity Resources and Gazetteer of Italy
Body: From http://penelope.uchicago.edu/Thayer/E/home.html Two websites of interest to language teachers are available: LacusCurtius: a major site on Roman antiquity, including a photogazetteer of Roman and Etruscan cities and monuments (with a very large site on the city of Rome); a site for teaching yourself to read Latin inscriptions; many complete and nearly complete Latin texts; some maps of the Roman Empire, and lots more. LacusCurtius is available at http://penelope.uchicago.edu/Thayer/E/Roman/home.html . A Gazetteer of Italy: currently a few hundred mostly non-Roman pages of churches, frescoes, etc. The Churches of Italy section covers 619 churches in 370 pages and 1390 photos; plus three entire books on the churches of Rome. The Gazetteer is available at http://penelope.uchicago.edu/Thayer/E/Gazetteer/Places/Europe/Italy/home.html . Mr. Thayer’s home page with other resources is available at http://penelope.uchicago.edu/Thayer/E/home.html .
Source: Bill Thayer's Website
Inputdate: 2008-06-01 11:11:09
Lastmodifieddate: 2008-06-01 11:11:09
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Publishdate: 2008-06-02 00:00:00
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Active: 1
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Content Type: 1
Title: Roman Antiquity Resources and Gazetteer of Italy
Body: From http://penelope.uchicago.edu/Thayer/E/home.html Two websites of interest to language teachers are available: LacusCurtius: a major site on Roman antiquity, including a photogazetteer of Roman and Etruscan cities and monuments (with a very large site on the city of Rome); a site for teaching yourself to read Latin inscriptions; many complete and nearly complete Latin texts; some maps of the Roman Empire, and lots more. LacusCurtius is available at http://penelope.uchicago.edu/Thayer/E/Roman/home.html . A Gazetteer of Italy: currently a few hundred mostly non-Roman pages of churches, frescoes, etc. The Churches of Italy section covers 619 churches in 370 pages and 1390 photos; plus three entire books on the churches of Rome. The Gazetteer is available at http://penelope.uchicago.edu/Thayer/E/Gazetteer/Places/Europe/Italy/home.html . Mr. Thayer’s home page with other resources is available at http://penelope.uchicago.edu/Thayer/E/home.html .
Source: Bill Thayer's Website
Inputdate: 2008-06-01 11:11:09
Lastmodifieddate: 2008-06-01 11:11:09
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Publishdate: 2008-06-02 00:00:00
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