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Contentid:
8413
Content Type: 1
Title: GLoCALL Conference
Body: From http://glocall.org GloCALL 2008 Jakarta — November 7-9, 2008 Yogyakarta — November 10-12, 2008 The GLoCALL Conference aims to share knowledge, research and experience on how to use computer technology to make language learning more effective and pleasant; to explore how the technology can be adapted to better meet the local needs of students and teachers, while at the same time providing global perspectives on computer-assisted language learning (CALL); and to bring the technology within the reach of local teachers who wish to develop their professionalism in CALL. For more information, go to http://glocall.org .
Source: GLoCALL
Inputdate: 2008-10-12 05:46:35
Lastmodifieddate: 2008-10-12 05:46:35
Expdate: 2008-11-13 00:00:00
Publishdate: 2008-10-13 00:00:00
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Title: GLoCALL Conference
Body: From http://glocall.org GloCALL 2008 Jakarta — November 7-9, 2008 Yogyakarta — November 10-12, 2008 The GLoCALL Conference aims to share knowledge, research and experience on how to use computer technology to make language learning more effective and pleasant; to explore how the technology can be adapted to better meet the local needs of students and teachers, while at the same time providing global perspectives on computer-assisted language learning (CALL); and to bring the technology within the reach of local teachers who wish to develop their professionalism in CALL. For more information, go to http://glocall.org .
Source: GLoCALL
Inputdate: 2008-10-12 05:46:35
Lastmodifieddate: 2008-10-12 05:46:35
Expdate: 2008-11-13 00:00:00
Publishdate: 2008-10-13 00:00:00
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Contentid:
8414
Content Type: 1
Title: ACTFL Heritage Languages Special Interest Group (SIG)
Body: The National Heritage Language Resource Center is pleased to announce that ACTFL has approved a proposal for a Special Interest Group (SIG) for Heritage Languages. The mission of this SIG will be to promote best teaching practices when working with heritage language speakers across all languages, through the sharing of research findings, effective pedagogy, and the development of well-designed materials. The first meeting of the new SIG will take place at the 2008 ACTFL Conference in Orlando, Florida. Date: Sunday, Nov 23 Time: 10:00 - 11:15 Location: Swan Hotel / Dove If you have any questions please contact cwl@international.ucla.edu .
Source: Heritage List
Inputdate: 2008-10-12 05:47:35
Lastmodifieddate: 2008-10-12 05:47:35
Expdate:
Publishdate: 2008-10-13 00:00:00
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Title: ACTFL Heritage Languages Special Interest Group (SIG)
Body: The National Heritage Language Resource Center is pleased to announce that ACTFL has approved a proposal for a Special Interest Group (SIG) for Heritage Languages. The mission of this SIG will be to promote best teaching practices when working with heritage language speakers across all languages, through the sharing of research findings, effective pedagogy, and the development of well-designed materials. The first meeting of the new SIG will take place at the 2008 ACTFL Conference in Orlando, Florida. Date: Sunday, Nov 23 Time: 10:00 - 11:15 Location: Swan Hotel / Dove If you have any questions please contact cwl@international.ucla.edu .
Source: Heritage List
Inputdate: 2008-10-12 05:47:35
Lastmodifieddate: 2008-10-12 05:47:35
Expdate:
Publishdate: 2008-10-13 00:00:00
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Contentid:
8415
Content Type: 1
Title: Critical Language Scholarships
Body: The United States Department of State and the Council of American Overseas Research Centers (CAORC) are pleased to announce the availability of overseas scholarships for intensive summer language institutes in eleven critical need foreign languages for summer 2009. ARABIC * AZERBAIJANI * BANGLA/BENGALI * CHINESE * HINDI * KOREAN * PERSIAN * PUNJABI * RUSSIAN * TURKISH * URDU Countries may include: Azerbaijan, Bangladesh, China, Egypt, India, Jordan, Morocco, Oman, Russia, South Korea, Tajikistan, Tunisia, Turkey, or others where the target languages are spoken. Critical Language Scholarships (CLS) provide seven to ten week group-based intensive language instruction and extensive cultural enrichment experiences at the beginning, intermediate and advanced levels (beginning not offered for Azerbaijani, Russian, Chinese or Persian). The CLS Program is part of the National Security Language Initiative (NSLI), a U.S. government interagency effort to expand dramatically the number of Americans studying and mastering critical need foreign languages. Students of diverse disciplines and majors are encouraged to apply. Deadline to Apply: On-line application must be submitted by 11:59pm Eastern Standard Time Friday, November 14, 2008. For full program details, go to https://clscholarship.org/home.php .
Source: OFLA
Inputdate: 2008-10-12 05:49:03
Lastmodifieddate: 2008-10-12 05:49:03
Expdate: 2008-11-18 00:00:00
Publishdate: 2008-10-13 00:00:00
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Title: Critical Language Scholarships
Body: The United States Department of State and the Council of American Overseas Research Centers (CAORC) are pleased to announce the availability of overseas scholarships for intensive summer language institutes in eleven critical need foreign languages for summer 2009. ARABIC * AZERBAIJANI * BANGLA/BENGALI * CHINESE * HINDI * KOREAN * PERSIAN * PUNJABI * RUSSIAN * TURKISH * URDU Countries may include: Azerbaijan, Bangladesh, China, Egypt, India, Jordan, Morocco, Oman, Russia, South Korea, Tajikistan, Tunisia, Turkey, or others where the target languages are spoken. Critical Language Scholarships (CLS) provide seven to ten week group-based intensive language instruction and extensive cultural enrichment experiences at the beginning, intermediate and advanced levels (beginning not offered for Azerbaijani, Russian, Chinese or Persian). The CLS Program is part of the National Security Language Initiative (NSLI), a U.S. government interagency effort to expand dramatically the number of Americans studying and mastering critical need foreign languages. Students of diverse disciplines and majors are encouraged to apply. Deadline to Apply: On-line application must be submitted by 11:59pm Eastern Standard Time Friday, November 14, 2008. For full program details, go to https://clscholarship.org/home.php .
Source: OFLA
Inputdate: 2008-10-12 05:49:03
Lastmodifieddate: 2008-10-12 05:49:03
Expdate: 2008-11-18 00:00:00
Publishdate: 2008-10-13 00:00:00
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Contentid:
8416
Content Type: 1
Title: Funding: Promoting Diffusion of Innovation (FLAGSHIP)
Body: The Language Flagship, an initiative of the National Security Education Program, provides funding for U.S. institutions of higher education and organizational partners to develop advanced critical language programs to meet the future needs of the United States. The Language Flagship has created thirteen innovative programs at leading U.S. universities to teach critical less commonly taught languages to the professional level of proficiency. The Institute of International Education (IIE) is pleased to announce the competition for new award under the Flagship institutional grants program, "Promoting Diffusion of Innovation." The purpose of this program is to expand the effectiveness, scope, and scale of The Language Flagship funding efforts to establish partnerships between the existing Flagship Centers and new institutions and organizations interested in Flagship focused instruction. Proposals are sought for projects that replicate the effective and innovative Flagship practices and diffuse those practices through instruction at their institutions and/or organizations. The deadline for submission of proposals to IIE is Thursday, December 19, 2008. Proposals must be submitted with the signature of a Flagship Center Director currently receiving funding from The Language Flagship. Partners may include academic institutions, public sector and non-profit sector agencies, school districts, businesses, or private sector organizations. The application should identify the role of each of the partners, which may consist of a group of Flagship Centers, institutions and/or organizations. This application booklet and additional information about The Language Flagship may be found at http://www.thelanguageflagship.org/institutional_funding.html. You can access application directly at http://www.thelanguageflagship.org/downloads/FY2009_Promoting_the_Diffusion_of_Innovation.pdf. All applicants are strongly encouraged to visit this website. Please direct questions about this new funding opportunity to Ed McDermott - mcdermottg@ndu.edu . The Language Flagship Fellowships and Grants National Security Education Program Institute of International Education 1400 K St., NW Washington, DC 20005
Source: LCTL-T
Inputdate: 2008-10-12 05:50:07
Lastmodifieddate: 2008-10-12 05:50:07
Expdate: 2008-12-25 00:00:00
Publishdate: 2008-10-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Funding: Promoting Diffusion of Innovation (FLAGSHIP)
Body: The Language Flagship, an initiative of the National Security Education Program, provides funding for U.S. institutions of higher education and organizational partners to develop advanced critical language programs to meet the future needs of the United States. The Language Flagship has created thirteen innovative programs at leading U.S. universities to teach critical less commonly taught languages to the professional level of proficiency. The Institute of International Education (IIE) is pleased to announce the competition for new award under the Flagship institutional grants program, "Promoting Diffusion of Innovation." The purpose of this program is to expand the effectiveness, scope, and scale of The Language Flagship funding efforts to establish partnerships between the existing Flagship Centers and new institutions and organizations interested in Flagship focused instruction. Proposals are sought for projects that replicate the effective and innovative Flagship practices and diffuse those practices through instruction at their institutions and/or organizations. The deadline for submission of proposals to IIE is Thursday, December 19, 2008. Proposals must be submitted with the signature of a Flagship Center Director currently receiving funding from The Language Flagship. Partners may include academic institutions, public sector and non-profit sector agencies, school districts, businesses, or private sector organizations. The application should identify the role of each of the partners, which may consist of a group of Flagship Centers, institutions and/or organizations. This application booklet and additional information about The Language Flagship may be found at http://www.thelanguageflagship.org/institutional_funding.html. You can access application directly at http://www.thelanguageflagship.org/downloads/FY2009_Promoting_the_Diffusion_of_Innovation.pdf. All applicants are strongly encouraged to visit this website. Please direct questions about this new funding opportunity to Ed McDermott - mcdermottg@ndu.edu . The Language Flagship Fellowships and Grants National Security Education Program Institute of International Education 1400 K St., NW Washington, DC 20005
Source: LCTL-T
Inputdate: 2008-10-12 05:50:07
Lastmodifieddate: 2008-10-12 05:50:07
Expdate: 2008-12-25 00:00:00
Publishdate: 2008-10-13 00:00:00
Displaydate:
Active: 1
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Contentid:
8417
Content Type: 1
Title: Job: Denver Language School Seeks Principal
Body: Principal The Denver Language School offers the exciting opportunity for a dynamic school leader to launch a new school that will be the first of its kind in an urban district that is steadily improving and poised for continued success. The School: The Denver Language School is a full Mandarin Chinese/Spanish immersion ECE-8 school scheduled to open in 2009 in central northeast Denver. The DLS is the first immersion school in Denver Public Schools whose mission is to achieve academic excellence through language immersion. The DLS plans to start with kindergarten to second grade; DLS plans to add a grade annually till grade 8, and early childhood education (ECE) in 2010; eventual total enrollment in the 600 range. The DLS will be an autonomous school which will free it from many district and union policies -- more control over hiring procedures, budget, schedule, calendar and professional development. The entire school community – principal, teachers, staff, parents, students and community members – will contribute to its governance and be accountable for its success. The Program: From ECE through second grade, students will be fully immersed in their second language. At third grade, students begin direct instruction in English and reading strategies. The amount of English language arts instruction increases at the upper elementary grades; however, 80 percent of the immersion language will be maintained through fifth grade. The DLS will serve a diverse student population that is reflective of the district which is two thirds low income. The DLS intends to capitalize on language immersion’s proven effectiveness to improve achievement of disadvantaged students. The Leader: The Denver Language School is seeking a leader who strongly believes in those approaches and ambitions. DLS also seeks an individual who is energetic and respectful with a gift for motivating others. The principal will be the school’s instructional leader, experienced with language education and dedicated to maintaining the integrity of the DLS full immersion model. In addition, the principal will be passionate about implementing and maintaining the school culture that is based on a set of core values. The principal will need an entrepreneurial spirit and skills while also being adept at key administrative, budgeting and personnel management duties. The Process: Recruitment is on an accelerated pace; hiring decision expected by November. Preferred start date in early 2009; some flexibility on start date. Candidates must have a Colorado Principal License (or ability to obtain license by July 2009). Preferred Qualifications and Characteristics • Experience as a principal, or position with comparable authority and responsibilities. • Thorough knowledge and experience with the language immersion model, preferably several recent years in a senior (administrative or faculty) position at an immersion school. • Bachelors degree; masters a plus. • A proven instructional leader with curriculum and professional development experience. • Experience opening a new school or similar process. • Committed to an intentional school culture that focuses on academic achievement and character development. • Strong appreciation and familiarity with other cultures and customs, as well as foreign languages. • Able to make tough decisions to ensure the integrity of the school’s mission. • Belief in high content standards and use of various data sources to improve instruction. Direct questions to Brian Weber, Project Manager, Denver Language School, bweber@stapletonfoundation.org; 303-468-3224.
Source: Improving Early Language Programs
Inputdate: 2008-10-12 05:51:15
Lastmodifieddate: 2008-10-12 05:51:15
Expdate: 2009-10-14 00:00:00
Publishdate: 2008-10-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Job: Denver Language School Seeks Principal
Body: Principal The Denver Language School offers the exciting opportunity for a dynamic school leader to launch a new school that will be the first of its kind in an urban district that is steadily improving and poised for continued success. The School: The Denver Language School is a full Mandarin Chinese/Spanish immersion ECE-8 school scheduled to open in 2009 in central northeast Denver. The DLS is the first immersion school in Denver Public Schools whose mission is to achieve academic excellence through language immersion. The DLS plans to start with kindergarten to second grade; DLS plans to add a grade annually till grade 8, and early childhood education (ECE) in 2010; eventual total enrollment in the 600 range. The DLS will be an autonomous school which will free it from many district and union policies -- more control over hiring procedures, budget, schedule, calendar and professional development. The entire school community – principal, teachers, staff, parents, students and community members – will contribute to its governance and be accountable for its success. The Program: From ECE through second grade, students will be fully immersed in their second language. At third grade, students begin direct instruction in English and reading strategies. The amount of English language arts instruction increases at the upper elementary grades; however, 80 percent of the immersion language will be maintained through fifth grade. The DLS will serve a diverse student population that is reflective of the district which is two thirds low income. The DLS intends to capitalize on language immersion’s proven effectiveness to improve achievement of disadvantaged students. The Leader: The Denver Language School is seeking a leader who strongly believes in those approaches and ambitions. DLS also seeks an individual who is energetic and respectful with a gift for motivating others. The principal will be the school’s instructional leader, experienced with language education and dedicated to maintaining the integrity of the DLS full immersion model. In addition, the principal will be passionate about implementing and maintaining the school culture that is based on a set of core values. The principal will need an entrepreneurial spirit and skills while also being adept at key administrative, budgeting and personnel management duties. The Process: Recruitment is on an accelerated pace; hiring decision expected by November. Preferred start date in early 2009; some flexibility on start date. Candidates must have a Colorado Principal License (or ability to obtain license by July 2009). Preferred Qualifications and Characteristics • Experience as a principal, or position with comparable authority and responsibilities. • Thorough knowledge and experience with the language immersion model, preferably several recent years in a senior (administrative or faculty) position at an immersion school. • Bachelors degree; masters a plus. • A proven instructional leader with curriculum and professional development experience. • Experience opening a new school or similar process. • Committed to an intentional school culture that focuses on academic achievement and character development. • Strong appreciation and familiarity with other cultures and customs, as well as foreign languages. • Able to make tough decisions to ensure the integrity of the school’s mission. • Belief in high content standards and use of various data sources to improve instruction. Direct questions to Brian Weber, Project Manager, Denver Language School, bweber@stapletonfoundation.org; 303-468-3224.
Source: Improving Early Language Programs
Inputdate: 2008-10-12 05:51:15
Lastmodifieddate: 2008-10-12 05:51:15
Expdate: 2009-10-14 00:00:00
Publishdate: 2008-10-13 00:00:00
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Contentid:
8418
Content Type: 1
Title: Job: Research Associate, Language Education and Academic Development
Body: Division/Program: Language Education and Academic Development (LEAD), Language in Society Hours per week: A full-time commitment of 35 hours per week (negotiable) Salary: $46,000 to $60,000 FTE per annum, depending upon qualifications Position Available: Immediately DESCRIPTION OF DUTIES: Work as part of a team on technical assistance and professional development projects in the areas of bilingual language and literacy learning in Ghana and education of English learners K-12 in the U.S. PRIMARY RESPONSIBILITIES: *Participate in developing language and literacy curriculum and reading materials for early childhood education in Ghana *Participate in developing training on early literacy for teachers and teacher educators in Ghana *Plan and conduct professional development workshops for teachers related to sheltered instruction *Assist in proposal development *Respond to inquiries about projects *Carry out other tasks as assigned NOTE: Some travel will be required. QUALIFICATIONS: Education: Must have at least a master’s degree in ESL or related discipline. Ph.D. preferred. Experience: Must have at least five years of teaching experience in the U.S.; must be knowledgeable about the development of language and literacy in second-language learners in K-12 classrooms in the U.S.; must have experience working in a developing country, preferably in West Africa; must have good writing skills (in English), organizational, and computer skills; and must be able to work both independently and with colleagues. CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line. The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment. In accordance with INS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States. IF INTERESTED, SEND RESUME AND COVER LETTER TO: CENTER FOR APPLIED LINGUISTICS 4646 40th Street NW Washington, D.C. 20016-1859 ATTN: Phyllis Tate, Recruitment 08-20 Or respond by e-mail to: jobs@cal.org, Attn: 08-20
Source: CAL
Inputdate: 2008-10-12 05:52:21
Lastmodifieddate: 2008-10-12 05:52:21
Expdate: 2009-10-20 00:00:00
Publishdate: 2008-10-13 00:00:00
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Active: 1
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Content Type: 1
Title: Job: Research Associate, Language Education and Academic Development
Body: Division/Program: Language Education and Academic Development (LEAD), Language in Society Hours per week: A full-time commitment of 35 hours per week (negotiable) Salary: $46,000 to $60,000 FTE per annum, depending upon qualifications Position Available: Immediately DESCRIPTION OF DUTIES: Work as part of a team on technical assistance and professional development projects in the areas of bilingual language and literacy learning in Ghana and education of English learners K-12 in the U.S. PRIMARY RESPONSIBILITIES: *Participate in developing language and literacy curriculum and reading materials for early childhood education in Ghana *Participate in developing training on early literacy for teachers and teacher educators in Ghana *Plan and conduct professional development workshops for teachers related to sheltered instruction *Assist in proposal development *Respond to inquiries about projects *Carry out other tasks as assigned NOTE: Some travel will be required. QUALIFICATIONS: Education: Must have at least a master’s degree in ESL or related discipline. Ph.D. preferred. Experience: Must have at least five years of teaching experience in the U.S.; must be knowledgeable about the development of language and literacy in second-language learners in K-12 classrooms in the U.S.; must have experience working in a developing country, preferably in West Africa; must have good writing skills (in English), organizational, and computer skills; and must be able to work both independently and with colleagues. CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line. The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment. In accordance with INS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States. IF INTERESTED, SEND RESUME AND COVER LETTER TO: CENTER FOR APPLIED LINGUISTICS 4646 40th Street NW Washington, D.C. 20016-1859 ATTN: Phyllis Tate, Recruitment 08-20 Or respond by e-mail to: jobs@cal.org, Attn: 08-20
Source: CAL
Inputdate: 2008-10-12 05:52:21
Lastmodifieddate: 2008-10-12 05:52:21
Expdate: 2009-10-20 00:00:00
Publishdate: 2008-10-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Contentid:
8419
Content Type: 1
Title: Press Release: National Academy of Sciences Awarded Contract to Study How to Improve Distribution of English Language Acquisition Funds
Body: NATIONAL ACADEMY OF SCIENCES TO STUDY HOW TO IMPROVE DISTRIBUTION OF EDUCATION DEPARTMENT TITLE III ENGLISH LANGUAGE ACQUISITION FUNDS The U.S. Department of Education announced today that it has awarded a $754,415 contract to the National Academy of Sciences to study how best to distribute Title III English Language Acquisition state grant funds. The award follows a 2006 recommendation by the Government Accountability Office that the Education Department examine its method of allotting Title III state grants in order to ensure that the funding goes to areas with the highest concentrations of students with limited English proficiency. In particular, the study will examine the relative accuracy of the two allowable sources of data permitted under Title III for allocating funds to states and make recommendations to the department on whether and how current allocation practices should be changed. A summary is posted at http://www.gao.gov/products/GAO-07-140.
Source: NCELA List
Inputdate: 2008-10-12 05:53:32
Lastmodifieddate: 2008-10-12 05:53:32
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Publishdate: 2008-10-13 00:00:00
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Content Type: 1
Title: Press Release: National Academy of Sciences Awarded Contract to Study How to Improve Distribution of English Language Acquisition Funds
Body: NATIONAL ACADEMY OF SCIENCES TO STUDY HOW TO IMPROVE DISTRIBUTION OF EDUCATION DEPARTMENT TITLE III ENGLISH LANGUAGE ACQUISITION FUNDS The U.S. Department of Education announced today that it has awarded a $754,415 contract to the National Academy of Sciences to study how best to distribute Title III English Language Acquisition state grant funds. The award follows a 2006 recommendation by the Government Accountability Office that the Education Department examine its method of allotting Title III state grants in order to ensure that the funding goes to areas with the highest concentrations of students with limited English proficiency. In particular, the study will examine the relative accuracy of the two allowable sources of data permitted under Title III for allocating funds to states and make recommendations to the department on whether and how current allocation practices should be changed. A summary is posted at http://www.gao.gov/products/GAO-07-140.
Source: NCELA List
Inputdate: 2008-10-12 05:53:32
Lastmodifieddate: 2008-10-12 05:53:32
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Publishdate: 2008-10-13 00:00:00
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Active: 1
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Contentid:
8420
Content Type: 1
Title: Linguistics Experts Compile Database to Compare International Sign Languages
Body: From http://www.advance.uconn.edu/2008/081006/08100609.htm Linguistics experts compile database to compare international sign languages by Elizabeth Omara-Otunnu October 6, 2008 Two researchers in the Department of Linguistics are engaged in a comparative study of sign languages from around the world. With support from a two-year, $200,000 grant from the National Science Foundation, Professor Harry van der Hulst and Rachel Channon, a research specialist, have compiled a database that contains information on nearly 12,000 signs from six different sign languages. The information recorded includes hand shape, movement, location of the movement, and other characteristics for each sign. The database, known as SignTyp, uses Excel software and will be posted to the Web as a resource available to any researcher interested in sign language. Read more about this project at http://www.advance.uconn.edu/2008/081006/08100609.htm .
Source: University of Connecticut
Inputdate: 2008-10-12 05:54:36
Lastmodifieddate: 2008-10-12 05:54:36
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Publishdate: 2008-10-13 00:00:00
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Content Type: 1
Title: Linguistics Experts Compile Database to Compare International Sign Languages
Body: From http://www.advance.uconn.edu/2008/081006/08100609.htm Linguistics experts compile database to compare international sign languages by Elizabeth Omara-Otunnu October 6, 2008 Two researchers in the Department of Linguistics are engaged in a comparative study of sign languages from around the world. With support from a two-year, $200,000 grant from the National Science Foundation, Professor Harry van der Hulst and Rachel Channon, a research specialist, have compiled a database that contains information on nearly 12,000 signs from six different sign languages. The information recorded includes hand shape, movement, location of the movement, and other characteristics for each sign. The database, known as SignTyp, uses Excel software and will be posted to the Web as a resource available to any researcher interested in sign language. Read more about this project at http://www.advance.uconn.edu/2008/081006/08100609.htm .
Source: University of Connecticut
Inputdate: 2008-10-12 05:54:36
Lastmodifieddate: 2008-10-12 05:54:36
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Publishdate: 2008-10-13 00:00:00
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Active: 1
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Contentid:
8421
Content Type: 1
Title: Article: North Slope Inupiaq Language Teachers Stress Oral Fluency
Body: From http://thearcticsounder.com/news/show/3433 North Slope Inupiaq language teachers stress oral fluency JANA HARCHAREK October 02, 2008 Residents of the North Slope have long been concerned with the continuing loss of Inupiaq language. The youngest Inupiaq speakers on the North Slope today are in their late 40s and early 50s, a complete reversal of the norm of the 70s and 80s, when children spoke the language as their first language. The strength and vitality of Inupiaq is dependent on the Inupiaq speaking community. It is reliant upon the willingness of speakers to share their knowledge of language and upon the determination of learners to keep at it. To do their part, Inupiaq language teachers at schools in the North Slope Borough School District have shifted the focus of the Inupiaq language program to one of doing what they can in the limited time they have with children to cultivate their speaking ability. Read the entire article at http://thearcticsounder.com/news/show/3433 .
Source: The Arctic Sounder
Inputdate: 2008-10-12 05:55:28
Lastmodifieddate: 2008-10-12 05:55:28
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Publishdate: 2008-10-13 00:00:00
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Content Type: 1
Title: Article: North Slope Inupiaq Language Teachers Stress Oral Fluency
Body: From http://thearcticsounder.com/news/show/3433 North Slope Inupiaq language teachers stress oral fluency JANA HARCHAREK October 02, 2008 Residents of the North Slope have long been concerned with the continuing loss of Inupiaq language. The youngest Inupiaq speakers on the North Slope today are in their late 40s and early 50s, a complete reversal of the norm of the 70s and 80s, when children spoke the language as their first language. The strength and vitality of Inupiaq is dependent on the Inupiaq speaking community. It is reliant upon the willingness of speakers to share their knowledge of language and upon the determination of learners to keep at it. To do their part, Inupiaq language teachers at schools in the North Slope Borough School District have shifted the focus of the Inupiaq language program to one of doing what they can in the limited time they have with children to cultivate their speaking ability. Read the entire article at http://thearcticsounder.com/news/show/3433 .
Source: The Arctic Sounder
Inputdate: 2008-10-12 05:55:28
Lastmodifieddate: 2008-10-12 05:55:28
Expdate:
Publishdate: 2008-10-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Contentid:
8422
Content Type: 1
Title: Article: Shifting Winds in Arabic Teaching
Body: From http://www.insidehighered.com/news/2008/10/01/arabic Shifting Winds in Arabic Teaching By Elizabeth Redden October 1, 2008 Teaching conversation skills in an Arabic classroom may seem like an uncontroversial thing. It would be standard, after all, in many introductory courses for other languages. But when Munther Younes started integrating instruction of the formal written language with a spoken dialect in Cornell University classrooms 18 years ago, he was a pioneer. Arabic is characterized by a so-called “diglossic” situation, in which the formal, uniform written language (Modern Standard Arabic) differs considerably from the various spoken dialects. Traditionally, and still, the former has been privileged in foreign language classrooms — in some cases to the total exclusion of the latter. Read the entire article at http://www.insidehighered.com/news/2008/10/01/arabic .
Source: Inside Higher Ed
Inputdate: 2008-10-12 05:56:12
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Publishdate: 2008-10-13 00:00:00
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Content Type: 1
Title: Article: Shifting Winds in Arabic Teaching
Body: From http://www.insidehighered.com/news/2008/10/01/arabic Shifting Winds in Arabic Teaching By Elizabeth Redden October 1, 2008 Teaching conversation skills in an Arabic classroom may seem like an uncontroversial thing. It would be standard, after all, in many introductory courses for other languages. But when Munther Younes started integrating instruction of the formal written language with a spoken dialect in Cornell University classrooms 18 years ago, he was a pioneer. Arabic is characterized by a so-called “diglossic” situation, in which the formal, uniform written language (Modern Standard Arabic) differs considerably from the various spoken dialects. Traditionally, and still, the former has been privileged in foreign language classrooms — in some cases to the total exclusion of the latter. Read the entire article at http://www.insidehighered.com/news/2008/10/01/arabic .
Source: Inside Higher Ed
Inputdate: 2008-10-12 05:56:12
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Publishdate: 2008-10-13 00:00:00
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