Contents

Contentid: 966
Content Type: 1
Title: PROFESSOR OF EDUCATION: LITERACY IN ENGLISH LANGUAGE LEARNERS
Body: From: "Anselmo Villanueva" http://www.aera.net/jobposts/view.aspx?id=2793 PROFESSOR OF EDUCATION: LITERACY IN ENGLISH LANGUAGE LEARNERS University of California, Davis, Davis, CA Ph.D + exp. Tenure Track Positions Available: 1 Overview: The School of Education at the University of California, Davis, seeks an innovative scholar in the area of literacy learning, with an emphasis on reading within the larger context of oral and written language development in second language learners. We are particularly interested in candidates with a well grounded understanding of the implications of reading and literacy research for children in culturally and linguistically diverse classrooms. The position will be a tenure-track appointment at the Assistant Professor level. Responsibilities: Conducting and maintaining a productive research program; advising students and teaching doctoral, masters, and teacher education courses; developing connections with the K-12 teaching community and other campus faculty; and serving on School and University committees. Qualifications: Minimum Qualifications: Ph.D. in Education or an appropriate field; potential for a distinguished record of research in reading and literacy in English language learners at the K-6 level; background and research in psychological and/or linguistic perspectives on reading and reading processes within complex sociocultural contexts; evidence of excellence in teaching; graduate work and/or experience in teaching reading and literacy at the K-6 level. Preferred Qualifications: Research with particular relevance to the issues of California's large population of English language learners; ability to move beyond academic and policy controversies and communicate with multiple audiences in schools and policy arenas. Expertise in one or more of the following is also desirable: reading education for practicing and beginning teachers working in linguistically and culturally diverse settings; constructive and creative negotiation of literacy and language policies; multicultural children's literature; reading/writing connections; use of technology in literacy learning, foundations of educational psychology and/or linguistics. Compensation: Competitive and commensurate with experience and qualifications. To Apply: Applications are being accepted immediately and will be reviewed beginning December 1, 2003. The position will remain open until filled. Submit 1) a letter of interest outlining qualifications, experience and career goals, and 2) a curriculum vitae on-line at: http://education.ucdavis.edu/employment/positions.lasso Or mail the same materials to Literacy Search Committee, School of Education, UC Davis, One Shields Avenue, Davis, CA 95616. Please arrange to have at least three professional references mail letters of recommendation directly to the Search Committee at the address above. Contact: Literacy Search Committee, School of Education, UC Davis, One Shields Avenue, Davis, CA 95616. Deadline: Applications are being accepted immediately and will be reviewed beginning December 1, 2003. The position will remain open until filled.
Source: UC, Davis
Inputdate: 2003-12-15 12:53:00
Lastmodifieddate: 2003-12-15 12:53:00
Expdate: 2004-02-01 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 967
Content Type: 1
Title: UC Linguistic Minority Research Institute
Body: From: "Anselmo Villanueva" May 7-8, 2004 UCSB Campus, Santa Barbara, California UC Linguistic Minority Research Institute UC LMRI Annual Conference Information: Beverly Leaney Tel (805) 893-2250 http://www.lmri.ucsb.edu/ The University of California Linguistic Minority Research Institute (UC LMRI), is a multi-campus research unit of the University of California that was established in 1984, in response to the California Legislature's request that the University of California's Office of the President pursue "...knowledge applicable to educational policy and practice in the area of language minority students' academic achievement and knowledge," including their access to the University of California and other institutions of higher education. This website provides information to researchers, students, practitioners, and policymakers interested in issues of language, education, and public policy, especially as they relate to linguistic minorities.
Source: UC Santa Barbara, California
Inputdate: 2003-12-15 12:57:00
Lastmodifieddate: 2003-12-15 12:57:00
Expdate: 2004-05-08 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 968
Content Type: 1
Title: Standards Changed for Students with Disabilities
Body: From: "DENNIS Ed" Subject: Superintendent's Update #38 For the SUPERINTENDENT'S PIPELINE UPDATE Go To: 2. Standards Changed for Students with Disabilities Ben Feller, The Associated Press, Thursday, December 4, 2003 WASHINGTON - Education Department officials have decided children with the most severe learning problems can be held to a different academic standard than their peers - a move that will ease pressure on schools struggling to make yearly progress. The new department rule to be announced within days would affect a limited number of students deemed to have "significant cognitive disabilities" by their states. It would allow those students to be tested against standards appropriate for their intellectual development. And, more significantly, their scores would be counted as part of their school's performance. Currently, students who take tests based on different standards can't be considered "proficient." This penalizes schools as they add up yearly achievement, which is critical because schools that receive federal aid for the poor but fail to make adequate yearly progress face increasing sanctions from the government. Many schools have failed to make annual progress because their disabled students didn't score high enough on tests or because too few of those students participated. Ross Wiener, policy director for the advocacy group, The Education Trust, said the rule would offer clarity and put more focus on raising achievement. "That's important, because then you get into the hard work of, how do we do it?" he said. "That's the real challenge." Education Department officials said they tried to find balance, recognizing the call for different standards in limited cases without eroding school accountability for all students. The rule does not spell out which children meet the definition of having a significant cognitive disability, leaving that to the states with some narrow limits. The plan also requires that any alternative standards for students must be tied to state academic content. State leaders and education groups negotiated with department officials for months on the language, part of a long-standing, complex debate over how to fairly test disabled children. "Schools around the country will not be identified by their states as 'needing improvement' if their students with the most significant disabilities are unable to take the same tests as their peers," Education Secretary Rod Paige said. He said the rule also "protects children with disabilities from being wrongly excluded from accountability systems that provide valuable information to parents and educators." The rule targets kids with the most severe learning problems who are required to take tests in their grades. It would affect only 1 percent of students at the state and school district levels. That's about 10 percent of all special education students. States could appeal for a higher amount. Other children could take alternative tests, as they can now, but they would still be held to the same grade-level standards as other students. James Wendorf, executive director of the National Center for Learning Disabilities, generally embraced the rules. He said concerns raised about children's performance in special education should put additional focus on basic quality of education. By 2005-06, all states must test students in grades three though eight in math and reading annually and at least once during high school. The No Child Left Behind law of 2002 also requires a science test at least once in elementary, middle and high school by 2007-08. The goal is to ensure all children are proficient in reading and math by 2014.
Source: SUPERINTENDENT'S PIPELINE UPDATE
Inputdate: 2003-12-15 13:07:00
Lastmodifieddate: 2003-12-15 13:07:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 969
Content Type: 1
Title: Canada Research Chair in Indigenous Studies
Body: From Aliki Marinakis (aliki@uvic.ca) The Department of Linguistics at the University of Victoria seeks a candidate for a Chair in Indigenous Studies within the Canada Research Chair program. This position is designated as Tier II (emerging scholar) and will be filled by an active researcher whose profile meets the requirements of the CRC program (see http://www.chairs.gc.ca for details of the CRC program and necessary qualifications for those nominated). The person will provide leadership to the efforts centred in our Department and the Faculty of Humanities related to Indigenous language research, documentation, maintenance, and revitalization, and will contribute to interdisciplinary work through links across campus especially in the faculties of Social Sciences, Fine Arts and the newly approved Minor in Indigenous Studies. The Canada Research Chair will be filled by a person of indigenous origin who will examine First Nations languages and linguistic cultures within Canada as well as in an international context. We are looking for a person who will contribute to and participate in the linguistic and cultural aspects of the life of indigenous communities, preferably those in British Columbia or those with close connections to this province. The chair holder will add to the store of knowledge and understanding of languages, cultures and related issues of concern to First Nations peoples by developing scholarship in partnership with indigenous communities. In doing this, the chair holder will be involved in the process of both defining significant issues internal to the community and the definition of the academic field of study itself. Candidates should submit a letter of application indicating a research plan and priorities and a curriculum vitae by 1 February 2004. Names of referees will be requested at a later date. Applications should be submitted to: Dr. Leslie Saxon Chair, Department of Linguistics University of Victoria Box 3045 STN CSC Victoria, BC V8W 3P4 (saxon@uvic.ca)
Source: U of Victoria
Inputdate: 2003-12-15 13:13:00
Lastmodifieddate: 2003-12-15 13:13:00
Expdate: 2004-02-01 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 970
Content Type: 1
Title: Funding: FEL calls for proposals for 2004
Body: From Nicholas Ostler (nostler@chibcha.demon.co.uk) 25 Nov 2003: The Foundation for Endangered Languages (UK) is now accepting proposals for projects that will support, enable or assist the documentation, protection or promotion of one or more endangered languages. Form for Submissions -------------------- There is a form that defines the content of appropriate proposals, which is accessible at the Foundation's website: http://www.ogmios.org It may also be obtained from me at the address below. All proposals must be submitted in this form, to ensure comparability. Deadline -------- The time-limit for proposals in the current round will be 18 January 2004. By that date, proposals and supporting testimonials must reach FEL at the address below. The FEL Committee will announce its decision before March 31, 2004. Four points to note (the first two are new this year): 1. The form now contains a question about the potential for further work after completion of a first grant. This information serves both to support the current application and to provide the Foundation with arguments in their quest for further funds to supplement existing projects in the future. 2. Where possible, work undertaken within endangered language communities themselves will be preferred in the selection. FEL is prepared to comment on draft proposals from communities or community linguists, and suggest weaknesses and potential remedies (without prejudice) before the selection. Such draft proposals -- clearly marked "DRAFT" -- should reach FEL as soon as possible, and no later than December 31, 2003. 3. The Foundation's funds remain extremely limited and it is not anticipated that -- in the first instance -- any award will be greater than US$1,000. Smaller proposals stand a better chance of funding. 4. The Foundation for Endangered Languages (FEL) is separate from ELF, the Endangered Language Fund (www.haskins.yale.edu). It is possible (and has occurred in the past) that the same project can be partially funded by both FEL and ELF. Direct all correspondence to: Nicholas Ostler Foundation for Endangered Languages Batheaston Villa, 172 Bailbrook Lane Bath BA1 7AA UNITED KINGDOM nostler@chibcha.demon.co.uk
Source: FEL
Inputdate: 2003-12-15 13:17:00
Lastmodifieddate: 2003-12-15 13:17:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 971
Content Type: 1
Title: Alaska Anthropological Association
Body: From Roy Mitchell (roy.mitchell@sealaska.com) 25 Nov 2003: I am organizing a session on "Revitalizing Indigenous Circumpolar Languages" for the 31st Annual Meeting of the Alaska Anthropological Association, which will meet April 7-10, 2004, in Whitehorse, Yukon Territory. Indigenous communities in the North have been working actively since the 1960s to revitalize their languages, often through formal programs in schools or through direct tribal activities. This session is to consider which areas of language work actually are contributing to language revitalization (and, perhaps, which are not), why or why not, and to propose what further efforts are needed and why. Anyone interested in contributing to this session should contact me at the address below. Roy Mitchell Sealaska Heritage Institute One Sealaska Plaza, Suite 201 Juneau, Alaska 99801 roy.mitchell@sealaska.com
Source: Whitehorse, Yukon Territory
Inputdate: 2003-12-15 13:20:00
Lastmodifieddate: 2003-12-15 13:20:00
Expdate: 2004-04-09 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 972
Content Type: 1
Title: Friends of Uto-Aztecan Conference
Body: From Tom Givon (tgivon@uoregon.edu): This is a reminder that we would like to hear from those who seriously plan to attend the July 14-16 meeting of FOUA and present papers. In addition, please note that my e-mail address has been shortened to (mercifully): . I'd like to again remind you that Ignacio, CO is a one-motel town, the motel being part of the Sky-Ute Casino & Lodge complex (tel: 970-563-3000 or 800-876-7017; ask for motel desk). I again urge those of you who plan to stay at the Sky-Ute Lodge to make reservations early (by March). It is a 40-room place and the Sundance weekend is kinda over-booked. If you plan to fly in, this is your most realistic option, unless you rent a car at the Durango-La Plata airport. The Sky-Ute Lodge has a van to transport guests to and from the airport. If you drive, then there are many motels in Durango (20-25 miles away). But please bear in mind that July is in the midst of the (often busy) tourist season, so you're better off making reservations ahead of time. Again, let me hear from those who plan to attend and participate. Tom Givón University of Oregon tgivon@uoregon.edu
Source: Friends of Uto-Aztecan , Ignacio, CO
Inputdate: 2003-12-15 13:23:00
Lastmodifieddate: 2003-12-15 13:23:00
Expdate: 2004-07-14 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 973
Content Type: 1
Title: Linguistic Discovery": e-journal for endangered language research
Body: From: SSILA Dartmouth College linguists Lindsay Whaley and Lenore Grenoble have started a peer-reviewed on-line journal, "Linguistic Discovery", devoted to rarely-studied and endangered languages. Inaugurated in 2002, three issues of LD have so far been published, and several articles on indigenous American languages have appeared: 1.1 (2002) Stephen A. Marlett, "Reanalysis of Passive and Negative Prefixes in Seri" 1.2 (2002) George Aaron Broadwell & Lachlan Duncan, "A New Passive in Kaqchikel" 2.1 (2003) Daniel L. Everett, "Iambic Feet in Paumari and the Theory of Foot Structure" All articles are available in both searchable HTML text and as down- loadable PDF files. Whaley and Grenoble encourage submissions that include sound and video. The journal is fully accessible without charge, and will be archived for long-term access by the Dartmouth College Library's Digital Publishing Program. To read LD, visit: http://linguistic-discovery.dartmouth.edu
Source: Dartmouth College
Inputdate: 2003-12-15 13:26:00
Lastmodifieddate: 2003-12-15 13:26:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 974
Content Type: 1
Title: "Cultural Divesity & Language Education"
Body: From: "sm167" The National Foreign Language Resource Center (NFLRC) and the Center for Second Language Research (CSLR) are pleased to announce the Call for Proposals for their upcoming conference . . . "CULTURAL DIVERSITY AND LANGUAGE EDUCATION" Imin International Conference Center University of Hawaii at Manoa, Honolulu, HI September 24-26, 2004 http://nflrc.hawaii.edu/prodev/CDALE/ ** CALL FOR PROPOSALS ** (deadline: March 31, 2004) The conference will focus on theories, policies, and practices associated with cultural and language diversity in educational contexts and will provide a forum for examining a broad range of issues concerned with the potential and challenges of education that builds on diversity. The primary strands for exploring diversity in language education at the conference are: - Foreign/Heritage Language Education - Bilingual/Immersion Education - English Language Education - Language Education Planning and Policy - Literacy Education Proposals for presentations related to theory, research, practice, and policy in these strand areas are welcome and can be submitted online. ** PRESENTATION CATEGORIES ** - Individual papers: 20 minutes for presentation; 10 minutes for discussion - Colloquia: 3 & 1/2 hours - first 3 colloquia papers (20 minutes for presentation and 10 minutes for discussion each); 30- minute break; final 3 colloquia papers (20 minutes for presentation and 10 minutes for discussion each) - Workshops: 3 & 1/2 hours - 3 hour workshop with a 30-minute break in the middle ** ONLINE PROPOSAL SUBMISSION ** To submit a proposal online, visit http://nflrc.hawaii.edu/prodev/CDALE/ The deadline for proposal submission is March 31, 2004. Abstracts for all proposals are submitted for blind peer review. Need more information? Visit our website at: http://nflrc.hawaii.edu/prodev/CDALE/
Source: NFLRC, CSLR
Inputdate: 2003-12-15 13:30:00
Lastmodifieddate: 2003-12-15 13:30:00
Expdate: 2004-03-31 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 975
Content Type: 1
Title: HERITAGE LANGUAGE JOURNAL
Body: From: "sm167" The HERITAGE LANGUAGE JOURNAL (HLJ) has published its first issue, available on line at www.heritagelanguages.org. We hope you find it a useful resource and would appreciate your sharing our coordinates to anyone in the field. HLJ is accepting submissions for its next issue, to published in the first half of 2004. For more information on submissions, please go to the HLJ website and click on "How to sbumit an article", which describes both the form and content of submissions and the peer review process.
Source: HJL
Inputdate: 2003-12-15 13:32:00
Lastmodifieddate: 2003-12-15 13:32:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1