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7969
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Title: Book: New Approaches to Teaching Italian Language and Culture
Body: From http://linguistlist.org/issues/19/19-1978.html New Approaches to Teaching Italian Language and Culture: Case Studies from an International Perspective By Emanuele Occhipinti Publisher: Cambridge Scholars Publishing Summary: This collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language methodology and language acquisition from Italy and four major countries where the study of Italian has a long tradition: Australia, Canada, Great Britain and the United States. The twenty four essays, divided into six main parts, offer a tremendous variety of up-to-date approaches to the teaching of Italian as a foreign language and L2, ranging from theoretical to more practical, hands-on strategies with essays on curricular innovations, technology, study abroad programs, culture, film and song use as effective pedagogical tools. Each case study introduces a systematic approach with an overview of theory, activities and assessment suggestions, collection of research data and syllabi. The book addresses the needs of instructors and teacher trainers, putting in perspective different examples that can be used for more effective teaching techniques according to the ACTFL guidelines and the Common European Framework of Reference for Languages. Visit the publisher’s website at http://www.c-s-p.org/Flyers/New-Approaches-to-Teaching-Italian-Language-and-Culture--Case-Studies-from-an-International-Perspect1-84718-638-6.htm .
Source: LINGUIST List
Inputdate: 2008-07-07 12:01:32
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Title: Book: New Approaches to Teaching Italian Language and Culture
Body: From http://linguistlist.org/issues/19/19-1978.html New Approaches to Teaching Italian Language and Culture: Case Studies from an International Perspective By Emanuele Occhipinti Publisher: Cambridge Scholars Publishing Summary: This collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language methodology and language acquisition from Italy and four major countries where the study of Italian has a long tradition: Australia, Canada, Great Britain and the United States. The twenty four essays, divided into six main parts, offer a tremendous variety of up-to-date approaches to the teaching of Italian as a foreign language and L2, ranging from theoretical to more practical, hands-on strategies with essays on curricular innovations, technology, study abroad programs, culture, film and song use as effective pedagogical tools. Each case study introduces a systematic approach with an overview of theory, activities and assessment suggestions, collection of research data and syllabi. The book addresses the needs of instructors and teacher trainers, putting in perspective different examples that can be used for more effective teaching techniques according to the ACTFL guidelines and the Common European Framework of Reference for Languages. Visit the publisher’s website at http://www.c-s-p.org/Flyers/New-Approaches-to-Teaching-Italian-Language-and-Culture--Case-Studies-from-an-International-Perspect1-84718-638-6.htm .
Source: LINGUIST List
Inputdate: 2008-07-07 12:01:32
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7970
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Title: Call for Article Submissions: JNCOLCTL
Body: From http://lucian.uchicago.edu/blogs/salrc The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication. The general editorial focus is on policy, education, programs, advocacy, and research in the field of less commonly taught languages (all foreign languages except English, French, German, and Spanish). The segmentation of the Journal is as follows: a. Methodology and Technology, b. Academia, c. Beyond Academia, d. Social Embeddedness The first section will include papers focusing on broader theoretical and technological issues in all fields of less commonly taught languages. The second section will encompass reports about research and teaching in academia, at both K-12 and collegiate levels. The third section shall comprise papers addressing research and teaching in government and industry. Finally, the fourth section will address the issues of a broader social environment, ranging from heritage communities to advancing LCTLs in federal initiatives and legislation. In preparing the manuscript, please use the latest edition of the Publication Manual of the American Psychological Association (APA), see http://www.apa.org/journals/authors/guide.pdf. Manuscripts should be a maximum of 25 pages (excluding references, charts, notes, etc.) and preferably submitted electronically via email attachment. Double-space the manuscript throughout, including notes, references, and tables, using 12-point font with a 1.5 inch left margin. The manuscript should be accompanied by a 150 word (or less) abstract and a cover sheet containing the manuscript title, name, address, office and home telephone numbers, fax number, email address, and full names and institutions of each author. Because the manuscript will be blind reviewed, identifying information should be on the title page only, and not appear in the manuscript. While submissions are accepted throughout the year, in order for a paper to be considered for the 2009 volume, it has to be received by October 1, 2008. Please send your manuscripts to: ncolctl@mailplus.wisc.edu NCOLCTL 4231 Humanities Building 455 N. Park Street Madison, WI 53706 Tel: 608-265-7903; FAX 608 265 7904. Hong Gang Jin, NCOLCTL President Danko Sipka, JNCOLCTL Editor
Source: South Asia Language Resource Center Blog
Inputdate: 2008-07-07 12:02:32
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Title: Call for Article Submissions: JNCOLCTL
Body: From http://lucian.uchicago.edu/blogs/salrc The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication. The general editorial focus is on policy, education, programs, advocacy, and research in the field of less commonly taught languages (all foreign languages except English, French, German, and Spanish). The segmentation of the Journal is as follows: a. Methodology and Technology, b. Academia, c. Beyond Academia, d. Social Embeddedness The first section will include papers focusing on broader theoretical and technological issues in all fields of less commonly taught languages. The second section will encompass reports about research and teaching in academia, at both K-12 and collegiate levels. The third section shall comprise papers addressing research and teaching in government and industry. Finally, the fourth section will address the issues of a broader social environment, ranging from heritage communities to advancing LCTLs in federal initiatives and legislation. In preparing the manuscript, please use the latest edition of the Publication Manual of the American Psychological Association (APA), see http://www.apa.org/journals/authors/guide.pdf. Manuscripts should be a maximum of 25 pages (excluding references, charts, notes, etc.) and preferably submitted electronically via email attachment. Double-space the manuscript throughout, including notes, references, and tables, using 12-point font with a 1.5 inch left margin. The manuscript should be accompanied by a 150 word (or less) abstract and a cover sheet containing the manuscript title, name, address, office and home telephone numbers, fax number, email address, and full names and institutions of each author. Because the manuscript will be blind reviewed, identifying information should be on the title page only, and not appear in the manuscript. While submissions are accepted throughout the year, in order for a paper to be considered for the 2009 volume, it has to be received by October 1, 2008. Please send your manuscripts to: ncolctl@mailplus.wisc.edu NCOLCTL 4231 Humanities Building 455 N. Park Street Madison, WI 53706 Tel: 608-265-7903; FAX 608 265 7904. Hong Gang Jin, NCOLCTL President Danko Sipka, JNCOLCTL Editor
Source: South Asia Language Resource Center Blog
Inputdate: 2008-07-07 12:02:32
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Contentid:
7971
Content Type: 1
Title: Call for Presentations: CLTA World Language Jamboree
Body: From http://clta.net California Language Teachers Association World Language Jamboree Saturday, November 1, 2008, 8:00 a.m. to 3:30 p.m. Esperanza High School 1830 N. Kellogg Dr., Anaheim, California 92807 CLTA invites you to submit proposals for one-hour interest sessions. Proposals are needed by Aug. 11, 2008. For more information, go to http://clta.net/jamboree .
Source: CLTA
Inputdate: 2008-07-07 12:03:18
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Expdate: 2008-08-14 00:00:00
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Title: Call for Presentations: CLTA World Language Jamboree
Body: From http://clta.net California Language Teachers Association World Language Jamboree Saturday, November 1, 2008, 8:00 a.m. to 3:30 p.m. Esperanza High School 1830 N. Kellogg Dr., Anaheim, California 92807 CLTA invites you to submit proposals for one-hour interest sessions. Proposals are needed by Aug. 11, 2008. For more information, go to http://clta.net/jamboree .
Source: CLTA
Inputdate: 2008-07-07 12:03:18
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Expdate: 2008-08-14 00:00:00
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Contentid:
7972
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Title: Call for Papers: Linguistic Interfaces & Language Acquisition Workshop
Body: From http://linguistlist.org/issues/19/19-1588.html The purpose of this workshop is to discuss current issues on the interfaces between phonology and syntax, syntax and semantics, syntax and discourse, syntax and the lexicon and their first, bilingual and second language acquisition. Questions to be addressed include, but are not restricted to, the following: How do children and L2 learners acquire the properties of lexical items (lexicon-syntax interface)? What role does prosody play in the acquisition of morphology (prosody-morphosyntax interface)? How are semantic concepts (e.g., definiteness, specificity, genericity, tense, aspect, among others) acquired, and how does this affect the use and interpretation of the dedicated morphological markers of these concepts (semantics-syntax and pragmatics-syntax interface)? Is context and discourse information (focus, topic) readily integrated and marked by language learners? In addition to focusing on these grammatical areas, which are starting to receive enhanced attention in language acquisition, the workshop will explore the following questions which are fundamental to the study of language development and ultimate attainment: Are there stages of development in acquisition at the interfaces? Does children's cognitive development make a difference with respect to such properties? What is the role of the L1 in the acquisition of the second language interfaces? How do L2 learners eventually converge on the complete grammar of the target language, if they ever do? Call Deadline: 01-Oct-2008 For more information, go to http://linguistlist.org/issues/19/19-1588.html .
Source: LINGUIST List
Inputdate: 2008-07-07 12:04:42
Lastmodifieddate: 2008-07-07 12:04:42
Expdate: 2008-10-01 00:00:00
Publishdate: 2008-07-07 00:00:00
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Title: Call for Papers: Linguistic Interfaces & Language Acquisition Workshop
Body: From http://linguistlist.org/issues/19/19-1588.html The purpose of this workshop is to discuss current issues on the interfaces between phonology and syntax, syntax and semantics, syntax and discourse, syntax and the lexicon and their first, bilingual and second language acquisition. Questions to be addressed include, but are not restricted to, the following: How do children and L2 learners acquire the properties of lexical items (lexicon-syntax interface)? What role does prosody play in the acquisition of morphology (prosody-morphosyntax interface)? How are semantic concepts (e.g., definiteness, specificity, genericity, tense, aspect, among others) acquired, and how does this affect the use and interpretation of the dedicated morphological markers of these concepts (semantics-syntax and pragmatics-syntax interface)? Is context and discourse information (focus, topic) readily integrated and marked by language learners? In addition to focusing on these grammatical areas, which are starting to receive enhanced attention in language acquisition, the workshop will explore the following questions which are fundamental to the study of language development and ultimate attainment: Are there stages of development in acquisition at the interfaces? Does children's cognitive development make a difference with respect to such properties? What is the role of the L1 in the acquisition of the second language interfaces? How do L2 learners eventually converge on the complete grammar of the target language, if they ever do? Call Deadline: 01-Oct-2008 For more information, go to http://linguistlist.org/issues/19/19-1588.html .
Source: LINGUIST List
Inputdate: 2008-07-07 12:04:42
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Expdate: 2008-10-01 00:00:00
Publishdate: 2008-07-07 00:00:00
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Contentid:
7973
Content Type: 1
Title: 1st Annual Conference on Spanish and Portuguese Studies
Body: From http://www.linguistlist.org/issues/19/19-1485.html 1st World Symposium in Portuguese Language Studies Date: 01-Sep-2008 - 05-Sep-2008 Location: São Paulo - Universidade de S. Paulo, Brazil Visit the Portuguese-language conference site at http://www.fflch.usp.br/eventos/simelp/resumo.php .
Source: Universidade de São Paulo
Inputdate: 2008-07-07 12:10:18
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Expdate: 2008-09-05 00:00:00
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Title: 1st Annual Conference on Spanish and Portuguese Studies
Body: From http://www.linguistlist.org/issues/19/19-1485.html 1st World Symposium in Portuguese Language Studies Date: 01-Sep-2008 - 05-Sep-2008 Location: São Paulo - Universidade de S. Paulo, Brazil Visit the Portuguese-language conference site at http://www.fflch.usp.br/eventos/simelp/resumo.php .
Source: Universidade de São Paulo
Inputdate: 2008-07-07 12:10:18
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Expdate: 2008-09-05 00:00:00
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Contentid:
7974
Content Type: 1
Title: The 13th Symposium on Japanese Language Education in Europe
Body: From http://www.eaje.eu/index.php?option=com_content&view=article&id=96&Itemid=85 The 13th Symposium on Japanese Language Education in Europe Theme: Multicultural Harmony and Japanese Language Education Date: August 27th - 29th, 2008 Venue: Troy Culture Centre, Canakkale Onsekiz Mart University, Turkey For more information, go to http://www.eaje.eu/index.php?option=com_content&view=article&id=96&Itemid=85 .
Source: Association of Japanese Language Teachers in Europe
Inputdate: 2008-07-07 12:11:10
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Expdate: 2008-08-30 00:00:00
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Title: The 13th Symposium on Japanese Language Education in Europe
Body: From http://www.eaje.eu/index.php?option=com_content&view=article&id=96&Itemid=85 The 13th Symposium on Japanese Language Education in Europe Theme: Multicultural Harmony and Japanese Language Education Date: August 27th - 29th, 2008 Venue: Troy Culture Centre, Canakkale Onsekiz Mart University, Turkey For more information, go to http://www.eaje.eu/index.php?option=com_content&view=article&id=96&Itemid=85 .
Source: Association of Japanese Language Teachers in Europe
Inputdate: 2008-07-07 12:11:10
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Expdate: 2008-08-30 00:00:00
Publishdate: 2008-07-07 00:00:00
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Contentid:
7975
Content Type: 1
Title: Developing and Assessing Intercultural Competence
Body: From http://cercll.arizona.edu/events_intercultural.php Developing and Assessing Intercultural Competence October 10-11, 2008 Professional Development for K-16 Educators University of Arizona Participants will examine how to develop and assess Intercultural Competence within four disciplines (Foreign Languages, Social Studies, Language Arts, and Fine Arts) with a focus on two regional areas: Latin America and the Middle East. The schedule culminates in discipline-based workshops in which participants can begin to create curriculum units and lesson plans using the materials presented in the keynote and plenary talks. For more information, go to http://cercll.arizona.edu/events_intercultural.php .
Source: CERCLL
Inputdate: 2008-07-07 12:12:34
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Expdate: 2008-10-16 00:00:00
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Title: Developing and Assessing Intercultural Competence
Body: From http://cercll.arizona.edu/events_intercultural.php Developing and Assessing Intercultural Competence October 10-11, 2008 Professional Development for K-16 Educators University of Arizona Participants will examine how to develop and assess Intercultural Competence within four disciplines (Foreign Languages, Social Studies, Language Arts, and Fine Arts) with a focus on two regional areas: Latin America and the Middle East. The schedule culminates in discipline-based workshops in which participants can begin to create curriculum units and lesson plans using the materials presented in the keynote and plenary talks. For more information, go to http://cercll.arizona.edu/events_intercultural.php .
Source: CERCLL
Inputdate: 2008-07-07 12:12:34
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Expdate: 2008-10-16 00:00:00
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Contentid:
7976
Content Type: 1
Title: Videos of Exemplary Teaching- Elementary Immersion
Body: From http://www.cal.org/earlylang/teaching/videos.html Here are two video examples of good language teaching in the elementary school immersion classroom. Both video clips, one in Spanish and one in French, are from language immersion classes, where the subject matter is taught in the foreign language. The excellent techniques used by the teachers are ones that can be used in any type of language program for children. The videos and points for what to notice are available at http://www.cal.org/earlylang/teaching/videos.html .
Source: Ñandutí
Inputdate: 2008-07-07 12:14:26
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Title: Videos of Exemplary Teaching- Elementary Immersion
Body: From http://www.cal.org/earlylang/teaching/videos.html Here are two video examples of good language teaching in the elementary school immersion classroom. Both video clips, one in Spanish and one in French, are from language immersion classes, where the subject matter is taught in the foreign language. The excellent techniques used by the teachers are ones that can be used in any type of language program for children. The videos and points for what to notice are available at http://www.cal.org/earlylang/teaching/videos.html .
Source: Ñandutí
Inputdate: 2008-07-07 12:14:26
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Contentid:
7977
Content Type: 1
Title: Arabic Workshop on Integrated Approach at Cornell
Body: The Arabic Program at Cornell University will be holding a one-day workshop on Friday, August 15, for its instructors on the implementation of the Integrated Approach (introducing MSA and a spoken Arabic dialect simultaneously) in the classroom. The workshop will be open to a limited number of Arabic teachers from other institutions who are interested in this approach, and will consist mainly of informal discussions and exchanges of ideas among the participants on the most effective and practical ways to prepare Arabic students to function in the two language varieties. The discussions will take place mostly in spoken Arabic, so proficiency (and comfort) in speaking an Arabic dialect is essential. The workshop will be free, and limited funding will be available for travel and lodging for participants from other institutions on a first-come-first-served basis. If interested in joining us, please email Munther Younes at may2@cornell.edu .
Source: Arabic-L
Inputdate: 2008-07-07 12:15:42
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Title: Arabic Workshop on Integrated Approach at Cornell
Body: The Arabic Program at Cornell University will be holding a one-day workshop on Friday, August 15, for its instructors on the implementation of the Integrated Approach (introducing MSA and a spoken Arabic dialect simultaneously) in the classroom. The workshop will be open to a limited number of Arabic teachers from other institutions who are interested in this approach, and will consist mainly of informal discussions and exchanges of ideas among the participants on the most effective and practical ways to prepare Arabic students to function in the two language varieties. The discussions will take place mostly in spoken Arabic, so proficiency (and comfort) in speaking an Arabic dialect is essential. The workshop will be free, and limited funding will be available for travel and lodging for participants from other institutions on a first-come-first-served basis. If interested in joining us, please email Munther Younes at may2@cornell.edu .
Source: Arabic-L
Inputdate: 2008-07-07 12:15:42
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Expdate: 2008-08-16 00:00:00
Publishdate: 2008-07-07 00:00:00
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Contentid:
7978
Content Type: 1
Title: Article: 4 Prince George's County Schools to Convert to Immersion Schools
Body: From http://www.washingtonpost.com/wp-dyn/content/article/2008/07/02/AR2008070201603.html Conversion Plan Would Meet Demand for Specialty Schools By Nelson Hernandez July 3, 2008 The Prince George's County Board of Education endorsed a plan last week to convert five underenrolled schools into specialized academies to create more space for its popular language immersion and Montessori programs. The move is an attempt to relieve pressure on the long waiting lists that have formed for admission to academically successful programs such as the Robert Goddard and John Hanson French immersion and Montessori programs. In a presentation Thursday night, Superintendent John E. Deasy said the school system was able to meet 25 percent of the demand for language immersion programs and 10 percent of the demand for studio, visual and performing arts programs. Deasy's plan would turn Columbia Park and Fort Washington Forest elementary schools into Spanish immersion schools, Thomas Claggett Elementary into a French immersion program, Matthew Henson Elementary into a Chinese immersion program and Benjamin D. Foulois Elementary into a performing and creative arts school. Read the entire article at http://www.washingtonpost.com/wp-dyn/content/article/2008/07/02/AR2008070201603.html .
Source: Washington Post
Inputdate: 2008-07-07 12:16:56
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Title: Article: 4 Prince George's County Schools to Convert to Immersion Schools
Body: From http://www.washingtonpost.com/wp-dyn/content/article/2008/07/02/AR2008070201603.html Conversion Plan Would Meet Demand for Specialty Schools By Nelson Hernandez July 3, 2008 The Prince George's County Board of Education endorsed a plan last week to convert five underenrolled schools into specialized academies to create more space for its popular language immersion and Montessori programs. The move is an attempt to relieve pressure on the long waiting lists that have formed for admission to academically successful programs such as the Robert Goddard and John Hanson French immersion and Montessori programs. In a presentation Thursday night, Superintendent John E. Deasy said the school system was able to meet 25 percent of the demand for language immersion programs and 10 percent of the demand for studio, visual and performing arts programs. Deasy's plan would turn Columbia Park and Fort Washington Forest elementary schools into Spanish immersion schools, Thomas Claggett Elementary into a French immersion program, Matthew Henson Elementary into a Chinese immersion program and Benjamin D. Foulois Elementary into a performing and creative arts school. Read the entire article at http://www.washingtonpost.com/wp-dyn/content/article/2008/07/02/AR2008070201603.html .
Source: Washington Post
Inputdate: 2008-07-07 12:16:56
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