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Title: OELA NEWSLINE - December 2, 2003
Body: From: "OELA Newsline"
Read this online at:
http://www.ncela.gwu.edu/newsline
OELA NEWSLINE - December 2, 2003
Items in this issue:
I. No Child Left Behind Update
- OELA 2003 Summit
- National Stakeholder Teleconference with U.S. Department of
Education: Office for Civil Rights, U.S. Department of Health and Human Services Office for Civil Rights and U.S. Department of Justice
Coordination and Review Section
- Recent U.S. Department of Education Announcements
II. News in the Nation
- Bilingual Asian Students Perform Better
- Colleges Collaborate to Aid Local Community with Teachers
- District Aides Hispanic Families with Everyday Needs
- Embedding Hmong Culture into the K-3 Social Studies Curriculum
- Houston Task Force to Increase Hispanic Graduation Rate
- Pablo Man Hopes To Revive Salish Language
- Studying Languages Across the Curriculum
III. Research, Publications, and Resources
- A Guide to Grammar and Writing on the Internet
- ESL Blues Gotcha' Down?
- New Articles on Stephen Krashen Web Site
- Web Site Provides Information About College-Planning
Process in Spanish
IV. Education Conferences and Institutes
V. Job Opportunities
- MD: University of Maryland Baltimore County (UMBC)
- TX: University of Texas at Austin
Source: OELA Newsline
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Title: OELA NEWSLINE - December 2, 2003
Body: From: "OELA Newsline"
Source: OELA Newsline
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Title: The National Stakeholder Teleconference
Body: From: OELA newsline Important Update! The National Stakeholder Teleconference teleconference on December 9 has been expanded to address the provision of competent interpretation and translation services in programs and activities funded by the Department of Justice, Department of Health and Human Services and the Department of Education. To learn more about this topic, please go to http://www.lep.gov.
There has been an overwhelming response to this conference already, subsequently, it is likely an additional teleconference will have to be scheduled at this point.
To view a model of what larger school districts with significant LEP
numbers should have in place for effective communication, please look at the Tucson Unified School District (TUSD) Office for Civil Rights
Agreements //www.ed.gov/about/offices/list/ocr/letters/tucsonusd08011157.html)
and the TUSD Web site
(http://www.tusd.k12.az.us/contents/depart/interpreter/ma.html).
School districts can also use the Self-Assessment Tool found at
http://lep.gov/selfassesstool.htm.
For more information, contact:
Kathy Poulos-Minott
National LEP Advocacy Task Force
Tel: (207) 878-5196
Email: lep@maine.rr.com
http://www.leptaskforce.org
Source: OELA
Inputdate: 2003-12-05 13:00:00
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Title: The National Stakeholder Teleconference
Body: From: OELA newsline Important Update! The National Stakeholder Teleconference teleconference on December 9 has been expanded to address the provision of competent interpretation and translation services in programs and activities funded by the Department of Justice, Department of Health and Human Services and the Department of Education. To learn more about this topic, please go to http://www.lep.gov
Source: OELA
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Title: Bilingual Asian Students Perform Better
Body: From: OELA Dominic Casciani reports for the BBC that researchers in England studying 5,000 Asian children enrolled in community classes which are meant to assist them in retaining a sense of their heritage have found that the "ad hoc system strengthens communities and reinforces the importance of education in the minds of the young." Researchers examined students' experiences in 70 classes in Leicester, an ethnically diverse city. Activities in these classes included everything from religious teaching to afterschool language study groups. Researchers also concluded that when a student maintained his/her native language, the language spoken at home, it "could improve a student's performance because it gave them a greater understanding and more subtle use of language and communication." To read the entire article, visit: http://news.bbc.co.uk/1/hi/education/3236188.stm
Source: OELA Newsline
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Title: Bilingual Asian Students Perform Better
Body: From: OELA Dominic Casciani reports for the BBC that researchers in England studying 5,000 Asian children enrolled in community classes which are meant to assist them in retaining a sense of their heritage have found that the "ad hoc system strengthens communities and reinforces the importance of education in the minds of the young." Researchers examined students' experiences in 70 classes in Leicester, an ethnically diverse city. Activities in these classes included everything from religious teaching to afterschool language study groups. Researchers also concluded that when a student maintained his/her native language, the language spoken at home, it "could improve a student's performance because it gave them a greater understanding and more subtle use of language and communication." To read the entire article, visit: http://news.bbc.co.uk/1/hi/education/3236188.stm
Source: OELA Newsline
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Title: Embedding Hmong Culture into the K-3 Social Studies Curriculum
Body: From: OELA Newsline In order to help students improve their academic performance, Saint Paul Public Schools in Minnesota is launching a new project, "Embedding Hmong Culture into the K-3 Social Studies Curriculum." The goal of this project is to encourage mainstream classroom teachers to support and increase student performance through better cultural understanding and appreciation. Saint Paul Public Schools recognizes that, in general, students learn best when instruction incorporates students' prior knowledge and celebrates their ethnic and cultural heritage. In addition, students who understand and take pride in their heritage perform better in school and show a higher level of commitment to complete graduation requirements. Saint Paul Public Schools educates approximately 14,000 Hmong students, the largest number of Hmong students in the nation. The Hmong come from Southeast Asia. When the Vietnam War ended in 1975, they began to migrate, mostly from Laos, to other countries. Now Hmong families have settled in such countries as Argentina, Australia, Canada, France, French Guiana, Germany, Thailand and the United States. Minnesota currently has the largest Hmong population in the United States. The new curriculum will provide elementary classroom teachers with professional development opportunities and cultural resources that embed the rich Hmong culture into the current Saint Paul Public Schools' social studies curriculum as part of the Minnesota Social Studies Standards. This will create a learning environment that recognizes and values cultural differences and similarities as a way to enrich lifelong learning for all students. Multicultural education leads to greater understanding and appreciation of diversity among students and staff. The first professional development phase includes approximately 120 mainstream classroom teachers in grades K-3 who are receiving training in Hmong culture. The first session of the professional development started on November 3, 2003. For more information on the program, visit: http://ell.spps.org/index.asp?SEC={258EFDF0-8686-45B6-9A8F-B8142DF8D01E} &Type=B_BASIC For more information about the mission and vision of the program, visit: http://ell.spps.org/index.asp?Type=B_BASIC&SEC={C2D4E1C6-5BD5-4091-88AB-23E288FAFA4E}
Source: OELA Newsline
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Title: Embedding Hmong Culture into the K-3 Social Studies Curriculum
Body: From: OELA Newsline In order to help students improve their academic performance, Saint Paul Public Schools in Minnesota is launching a new project, "Embedding Hmong Culture into the K-3 Social Studies Curriculum." The goal of this project is to encourage mainstream classroom teachers to support and increase student performance through better cultural understanding and appreciation. Saint Paul Public Schools recognizes that, in general, students learn best when instruction incorporates students' prior knowledge and celebrates their ethnic and cultural heritage. In addition, students who understand and take pride in their heritage perform better in school and show a higher level of commitment to complete graduation requirements. Saint Paul Public Schools educates approximately 14,000 Hmong students, the largest number of Hmong students in the nation. The Hmong come from Southeast Asia. When the Vietnam War ended in 1975, they began to migrate, mostly from Laos, to other countries. Now Hmong families have settled in such countries as Argentina, Australia, Canada, France, French Guiana, Germany, Thailand and the United States. Minnesota currently has the largest Hmong population in the United States. The new curriculum will provide elementary classroom teachers with professional development opportunities and cultural resources that embed the rich Hmong culture into the current Saint Paul Public Schools' social studies curriculum as part of the Minnesota Social Studies Standards. This will create a learning environment that recognizes and values cultural differences and similarities as a way to enrich lifelong learning for all students. Multicultural education leads to greater understanding and appreciation of diversity among students and staff. The first professional development phase includes approximately 120 mainstream classroom teachers in grades K-3 who are receiving training in Hmong culture. The first session of the professional development started on November 3, 2003. For more information on the program, visit: http://ell.spps.org/index.asp?SEC={258EFDF0-8686-45B6-9A8F-B8142DF8D01E} &Type=B_BASIC For more information about the mission and vision of the program, visit: http://ell.spps.org/index.asp?Type=B_BASIC&SEC={C2D4E1C6-5BD5-4091-88AB-23E288FAFA4E}
Source: OELA Newsline
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Title: Pablo Man Hopes To Revive Salish Language
Body: From: OELA Newsline John Stromnes writes in the The Missoulian about Joshua Brown and his quest to revive Salish, a Native American language that has less than a hundred tribal members remaining who are fluent in it. Mr. Brown, who has a degree in public administration from the University of Montana, originally founded the Salish language-immersion school, Nk(w)usm (One Fire) in Arlee, Montana for this purpose. Now, using the $60,000 award he recently received from Echoing Green, a non-profit organization in New York that provides social entrepreneurs with seed money, Mr. Brown plans on organizing a non-profit that will "expand and elaborate on the mission of the school, working in tandem with it...to revive Salish as a spoken, used and useful language and as a tool for cultural revival." The competition for the Echoing Green fellowship was tough: Mr. Brown faced 100 competitors and went through a number of formal interviews before landing the award. To read more about Mr. Brown's struggle to save the Salish language, visit: http://www.montanaforum.com/rednews/2003/11/25/build/tribal/salish.php?nnn=5
Source: OELA Newsline
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Title: Pablo Man Hopes To Revive Salish Language
Body: From: OELA Newsline John Stromnes writes in the The Missoulian about Joshua Brown and his quest to revive Salish, a Native American language that has less than a hundred tribal members remaining who are fluent in it. Mr. Brown, who has a degree in public administration from the University of Montana, originally founded the Salish language-immersion school, Nk(w)usm (One Fire) in Arlee, Montana for this purpose. Now, using the $60,000 award he recently received from Echoing Green, a non-profit organization in New York that provides social entrepreneurs with seed money, Mr. Brown plans on organizing a non-profit that will "expand and elaborate on the mission of the school, working in tandem with it...to revive Salish as a spoken, used and useful language and as a tool for cultural revival." The competition for the Echoing Green fellowship was tough: Mr. Brown faced 100 competitors and went through a number of formal interviews before landing the award. To read more about Mr. Brown's struggle to save the Salish language, visit: http://www.montanaforum.com/rednews/2003/11/25/build/tribal/salish.php?nnn=5
Source: OELA Newsline
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Title: Studying Languages Across the Curriculum
Body: From: OELA Newsline Kezia McKeague reports in Ogb.online about "Languages Across the Curriculum," an interdisciplinary program at Wake Forest University meant to "internationalize the campus" by integrating a foreign language component into a wide variety of courses. The idea is, with growing numbers studying abroad, to give students an opportunity to use their knowledge of a foreign language while taking a course within their major. Development of these courses has been made possible by a grant from the Andrew Mellon Foundation. To read the entire article, visit: http://ogb.wfu.edu/news/news_more.php?id=1008_0_9_0_C
Source: OELA Newsline
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Title: Studying Languages Across the Curriculum
Body: From: OELA Newsline Kezia McKeague reports in Ogb.online about "Languages Across the Curriculum," an interdisciplinary program at Wake Forest University meant to "internationalize the campus" by integrating a foreign language component into a wide variety of courses. The idea is, with growing numbers studying abroad, to give students an opportunity to use their knowledge of a foreign language while taking a course within their major. Development of these courses has been made possible by a grant from the Andrew Mellon Foundation. To read the entire article, visit: http://ogb.wfu.edu/news/news_more.php?id=1008_0_9_0_C
Source: OELA Newsline
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Title: New Articles on Stephen Krashen Web Site
Body: From: OELA Newsline Stephen D. Krashen has placed four new articles on his Web site. These articles are: * "What Do We Know about Heritage Languages? What Do We Need to Learn About Them?" by Grace Cho, Fay Shin, and Stephen Krashen (http://www.sdkrashen.com/articles/heritage_languages/index.html) * "Second Language 'Standards For Success': Out Of Touch With Language Acquisition Research" by Stephen Krashen (http://www.sdkrashen.com/articles/standards/index.html) * "The Lexile Framework: The Controversy Continues" (2002) by Stephen Krashen (http://www.sdkrashen.com/articles/lexile2/index.html) * "The Lexile Framework: Unnecessary and Potentially Harmful" (2001) by Stephen Krashen (http://www.sdkrashen.com/articles/lexile_framework/index.html) To view his Web site, visit: http://www.sdkrashen.com
Source: OELA Newsline
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Title: New Articles on Stephen Krashen Web Site
Body: From: OELA Newsline Stephen D. Krashen has placed four new articles on his Web site. These articles are: * "What Do We Know about Heritage Languages? What Do We Need to Learn About Them?" by Grace Cho, Fay Shin, and Stephen Krashen (http://www.sdkrashen.com/articles/heritage_languages/index.html) * "Second Language 'Standards For Success': Out Of Touch With Language Acquisition Research" by Stephen Krashen (http://www.sdkrashen.com/articles/standards/index.html) * "The Lexile Framework: The Controversy Continues" (2002) by Stephen Krashen (http://www.sdkrashen.com/articles/lexile2/index.html) * "The Lexile Framework: Unnecessary and Potentially Harmful" (2001) by Stephen Krashen (http://www.sdkrashen.com/articles/lexile_framework/index.html) To view his Web site, visit: http://www.sdkrashen.com
Source: OELA Newsline
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Title: Assistant/Associate Professor of Language and Literacy Education
Body: From: OELA Newsline The University of Maryland Baltimore County (UMBC) Department of Education Baltimore, MD Assistant/Associate Professor of Language and Literacy Education Deadline 12/15 Duties: The position involves teaching undergraduate and graduate courses in elementary level language and literacy, within a Professional Development School-based teacher preparation program, as well as opportunities to mentor Doctoral students in the Language, Literacy, and Culture Ph.D. Program. Qualifications: The successful candidate will have: 1) a doctorate in literacy, reading, sociolinguistics, or a related area; 2) a minimum of 3 years of successful teaching experience in elementary schools; and 3) a strong research agenda with a focus on school-based, teacher, or action research. An interest in multiculturalism and multilingualism is also desirable. Review of applications will begin December 15, 2004 and continue until the position is filled. The Application Process: Applicants should submit a letter addressing teaching, administrative and research experience; a curriculum vita; evidence of successful teaching experience; and have three letters of reference sent by mail to: Dr. JoAnn (Jodi) Crandall, Chair Search Committee Education Department UMBC 1000 Hilltop Circle Baltimore, MD 21250 Candidates may also submit the cover letter and curriculum vita electronically to: Pat Gist Tel: (410) 455-2465 Fax: (410) 455-1880 Email:gist@umbc.edu Review of applications will begin January 15, 2004 and continue until the position is filled.
Source: The University of Maryland Baltimore County
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Title: Assistant/Associate Professor of Language and Literacy Education
Body: From: OELA Newsline The University of Maryland Baltimore County (UMBC) Department of Education Baltimore, MD Assistant/Associate Professor of Language and Literacy Education Deadline 12/15 Duties: The position involves teaching undergraduate and graduate courses in elementary level language and literacy, within a Professional Development School-based teacher preparation program, as well as opportunities to mentor Doctoral students in the Language, Literacy, and Culture Ph.D. Program. Qualifications: The successful candidate will have: 1) a doctorate in literacy, reading, sociolinguistics, or a related area; 2) a minimum of 3 years of successful teaching experience in elementary schools; and 3) a strong research agenda with a focus on school-based, teacher, or action research. An interest in multiculturalism and multilingualism is also desirable. Review of applications will begin December 15, 2004 and continue until the position is filled. The Application Process: Applicants should submit a letter addressing teaching, administrative and research experience; a curriculum vita; evidence of successful teaching experience; and have three letters of reference sent by mail to: Dr. JoAnn (Jodi) Crandall, Chair Search Committee Education Department UMBC 1000 Hilltop Circle Baltimore, MD 21250 Candidates may also submit the cover letter and curriculum vita electronically to: Pat Gist Tel: (410) 455-2465 Fax: (410) 455-1880 Email:gist@umbc.edu Review of applications will begin January 15, 2004 and continue until the position is filled.
Source: The University of Maryland Baltimore County
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Title: Lecturer/Clinical Assistant Professor of ESOL/Bilingual Education
Body: From: OELA Newsline The University of Maryland Baltimore County (UMBC) Department of Education Baltimore, MD Lecturer/Clinical Assistant Professor of ESOL/Bilingual Education Deadline: January 15, 2004 Duties: The position involves co-directing an established MA Program in ESOL/Bilingual Education; teaching courses in areas such as ESL/EFL methodology, testing, cross-cultural communication, language structure, and/or second language literacy; working in professional development schools; and helping to infuse ESOL content and strategies in other teacher education programs. The successful candidate also has the opportunity to be involved in the interdisciplinary Ph.D. program in Language, Literacy, and Culture. Qualifications: The successful candidate will have 1) a master's or doctorate in applied linguistics, TESOL, or related area; 2) teaching experience in K-12, adult, and/or university ESL/EFL in the U.S. or other countries; and 3) a promising research agenda. The Application Process: Applicants should submit a letter addressing teaching, administrative and research experience; a curriculum vita; evidence of successful teaching experience; and have three letters of reference sent by mail to: Dr. JoAnn (Jodi) Crandall, Chair Search Committee Education Department UMBC 1000 Hilltop Circle Baltimore, MD 21250 Candidates may also submit the cover letter and curriculum vita electronically to: Pat Gist Tel: (410) 455-2465 Fax: (410) 455-1880 Email:gist@umbc.edu Review of applications will begin January 15, 2004 and continue until the position is filled.
Source: The University of Maryland Baltimore County
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Title: Lecturer/Clinical Assistant Professor of ESOL/Bilingual Education
Body: From: OELA Newsline The University of Maryland Baltimore County (UMBC) Department of Education Baltimore, MD Lecturer/Clinical Assistant Professor of ESOL/Bilingual Education Deadline: January 15, 2004 Duties: The position involves co-directing an established MA Program in ESOL/Bilingual Education; teaching courses in areas such as ESL/EFL methodology, testing, cross-cultural communication, language structure, and/or second language literacy; working in professional development schools; and helping to infuse ESOL content and strategies in other teacher education programs. The successful candidate also has the opportunity to be involved in the interdisciplinary Ph.D. program in Language, Literacy, and Culture. Qualifications: The successful candidate will have 1) a master's or doctorate in applied linguistics, TESOL, or related area; 2) teaching experience in K-12, adult, and/or university ESL/EFL in the U.S. or other countries; and 3) a promising research agenda. The Application Process: Applicants should submit a letter addressing teaching, administrative and research experience; a curriculum vita; evidence of successful teaching experience; and have three letters of reference sent by mail to: Dr. JoAnn (Jodi) Crandall, Chair Search Committee Education Department UMBC 1000 Hilltop Circle Baltimore, MD 21250 Candidates may also submit the cover letter and curriculum vita electronically to: Pat Gist Tel: (410) 455-2465 Fax: (410) 455-1880 Email:gist@umbc.edu Review of applications will begin January 15, 2004 and continue until the position is filled.
Source: The University of Maryland Baltimore County
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Title: Gila River Reservation charter school honored
Body: From: Denny Hurtado [mailto:DHurtado@ospi.wednet.edu] http://www.azcentral.com/arizonarepublic/local/articles/1201local people01.html The Herberger College of Fine Arts at Arizona State University has awarded its 2003 Community Partnership Award to the Ira H. Hayes Memorial Applied Learning Center, a charter school on the Gila River Indian Reservation in Pinal County. The annual award recognizes a local organization for achievement in community-oriented programming that blends the arts and education. The program, "Place: Vision and Voice," is dedicated to creating discussions between young people and adults through the performing arts, including the use of digital media. The program is now in its second year. As part of the program, Gila River teenagers at the Hayes center enroll in an elective course in which they create a collaborative multimedia performance. In its first year, the program resulted in a documentary video, The River People, which was screened this fall at the CinemaTexas International Short Film Festival in Austin; and at the Atlatl Native Voices Film Festival at Arizona State University. Herberger College theater Professor Stephanie Etheridge Woodson, together with graduate student Megan Alrutz, oversaw the program at the Hayes center. "The project's goal was to focus on identity issues," Woodson said. "This resulted in the realization that the teens learn about Indian traditions almost entirely by oral customs passed through their families. Some of the teens had never been taught the Pima culture and really hungered for information about what it means to be Akimel O'otham." If you know a person who has done something interesting or has been honored in some way, we want to know about it. Send a note to The Arizona Republic, Local People Section, 200 E. Van Buren St., Phoenix, AZ 85004. Or send e-mail to localpeople@arizonarepublic.com.
Source: The Herberger College of Fine Arts at Arizona State University
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Title: Gila River Reservation charter school honored
Body: From: Denny Hurtado [mailto:DHurtado@ospi.wednet.edu] http://www.azcentral.com/arizonarepublic/local/articles/1201local people01.html The Herberger College of Fine Arts at Arizona State University has awarded its 2003 Community Partnership Award to the Ira H. Hayes Memorial Applied Learning Center, a charter school on the Gila River Indian Reservation in Pinal County. The annual award recognizes a local organization for achievement in community-oriented programming that blends the arts and education. The program, "Place: Vision and Voice," is dedicated to creating discussions between young people and adults through the performing arts, including the use of digital media. The program is now in its second year. As part of the program, Gila River teenagers at the Hayes center enroll in an elective course in which they create a collaborative multimedia performance. In its first year, the program resulted in a documentary video, The River People, which was screened this fall at the CinemaTexas International Short Film Festival in Austin; and at the Atlatl Native Voices Film Festival at Arizona State University. Herberger College theater Professor Stephanie Etheridge Woodson, together with graduate student Megan Alrutz, oversaw the program at the Hayes center. "The project's goal was to focus on identity issues," Woodson said. "This resulted in the realization that the teens learn about Indian traditions almost entirely by oral customs passed through their families. Some of the teens had never been taught the Pima culture and really hungered for information about what it means to be Akimel O'otham." If you know a person who has done something interesting or has been honored in some way, we want to know about it. Send a note to The Arizona Republic, Local People Section, 200 E. Van Buren St., Phoenix, AZ 85004. Or send e-mail to localpeople@arizonarepublic.com.
Source: The Herberger College of Fine Arts at Arizona State University
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