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Contentid:
9511
Content Type: 1
Title: Perspectives: California Capital Foreign Language Project’s Summer Seminar
Body: From http://flagsteacher.ning.com Once again, the Capital Foreign Language Project will be offering a local professional development opportunity: a 40-hour high-level immersion seminar for Spanish and French teachers in summer 2009. Both seminars will focus on aspects of language and culture that are relevant to teachers of the language and may also be applicable to their students. Because the focus is on professional development for the teachers, both seminars will be conducted in the language (Spanish or French) in order to provide an immersion opportunity for area teachers. Continuing Education Units from Sacramento State University will be available for an extra fee to those teachers who attend the entire 40 hours and complete the final project. Download a flier from http://api.ning.com/files/d-hw0QwgR5irz8LWC96titJhhxjNT0U-6E0sjF**ye5myTj7-0XSzyu8RltB0uz9GPqk7syZNY6ICpRPszyOsxblh5F1TvRm/CapFLPperspectives09flyer.pdf . More details are available at http://flagsteacher.ning.com/events/perspectives-2009 .
Source: FLAGS
Inputdate: 2009-05-24 09:10:15
Lastmodifieddate: 2009-05-24 09:10:15
Expdate: 2009-09-16 00:00:00
Publishdate: 2009-05-25 00:00:00
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Title: Perspectives: California Capital Foreign Language Project’s Summer Seminar
Body: From http://flagsteacher.ning.com Once again, the Capital Foreign Language Project will be offering a local professional development opportunity: a 40-hour high-level immersion seminar for Spanish and French teachers in summer 2009. Both seminars will focus on aspects of language and culture that are relevant to teachers of the language and may also be applicable to their students. Because the focus is on professional development for the teachers, both seminars will be conducted in the language (Spanish or French) in order to provide an immersion opportunity for area teachers. Continuing Education Units from Sacramento State University will be available for an extra fee to those teachers who attend the entire 40 hours and complete the final project. Download a flier from http://api.ning.com/files/d-hw0QwgR5irz8LWC96titJhhxjNT0U-6E0sjF**ye5myTj7-0XSzyu8RltB0uz9GPqk7syZNY6ICpRPszyOsxblh5F1TvRm/CapFLPperspectives09flyer.pdf . More details are available at http://flagsteacher.ning.com/events/perspectives-2009 .
Source: FLAGS
Inputdate: 2009-05-24 09:10:15
Lastmodifieddate: 2009-05-24 09:10:15
Expdate: 2009-09-16 00:00:00
Publishdate: 2009-05-25 00:00:00
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Contentid:
9512
Content Type: 1
Title: German Summer School of the Atlantic
Body: From http://www.uri.edu/artsci/ml/german/summerschool/index.html 29th annual Deutsche Sommerschule Am Atlantik June 21-July 31, 2009 University of Rhode Island Adult learners from all walks of life and of all ages - from upper high school years to senior citizens - come to Rhode Island every summer to learn German in a German-only learning environment. Some of our participants are actively preparing to study or work abroad, some are taking German for their under- graduate or graduate program. Some are German teachers here to strengthen their skills. All participants share an interest in German and the culture of the German-speaking countries. Learn more at http://www.uri.edu/artsci/ml/german/summerschool/index.html .
Source: University of Rhode Island
Inputdate: 2009-05-24 09:11:11
Lastmodifieddate: 2009-05-24 09:11:11
Expdate: 2009-07-31 00:00:00
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Title: German Summer School of the Atlantic
Body: From http://www.uri.edu/artsci/ml/german/summerschool/index.html 29th annual Deutsche Sommerschule Am Atlantik June 21-July 31, 2009 University of Rhode Island Adult learners from all walks of life and of all ages - from upper high school years to senior citizens - come to Rhode Island every summer to learn German in a German-only learning environment. Some of our participants are actively preparing to study or work abroad, some are taking German for their under- graduate or graduate program. Some are German teachers here to strengthen their skills. All participants share an interest in German and the culture of the German-speaking countries. Learn more at http://www.uri.edu/artsci/ml/german/summerschool/index.html .
Source: University of Rhode Island
Inputdate: 2009-05-24 09:11:11
Lastmodifieddate: 2009-05-24 09:11:11
Expdate: 2009-07-31 00:00:00
Publishdate: 2009-05-25 00:00:00
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Contentid:
9513
Content Type: 1
Title: 1st International Summer School on Generative Studies in Second Language Acquisition
Body: From http://linguistlist.org/issues/20/20-1625.html 1st Summer School on Generative Studies in Second Language Acquisition The announced summer school presents approaches to and views on Second Language Acquisition from a generative perspective. The lecturers will discuss and present fundamental issues on child and adult SLA, quantitative work and data analysis in this field and several other related issues. Date: 27-Jul-2009 - 07-Aug-2009 Location: University of Cologne, Germany Learn more at http://www.linguisticresearch.org/gessla .
Source: LINGUIST List
Inputdate: 2009-05-24 09:12:01
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Expdate: 2009-08-07 00:00:00
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Title: 1st International Summer School on Generative Studies in Second Language Acquisition
Body: From http://linguistlist.org/issues/20/20-1625.html 1st Summer School on Generative Studies in Second Language Acquisition The announced summer school presents approaches to and views on Second Language Acquisition from a generative perspective. The lecturers will discuss and present fundamental issues on child and adult SLA, quantitative work and data analysis in this field and several other related issues. Date: 27-Jul-2009 - 07-Aug-2009 Location: University of Cologne, Germany Learn more at http://www.linguisticresearch.org/gessla .
Source: LINGUIST List
Inputdate: 2009-05-24 09:12:01
Lastmodifieddate: 2009-05-24 09:12:01
Expdate: 2009-08-07 00:00:00
Publishdate: 2009-05-25 00:00:00
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Contentid:
9514
Content Type: 1
Title: Institute: Developing Materials for Less Commonly Taught Languages
Body: Developing Materials for Less Commonly Taught Languages (LCTLs) July 20–24, 2009 Presenters: Bill Johnston and Louis Janus This summer institute will provide LCTL teachers with practical tools and hands-on experience in designing a wide range of materials that will improve their students' abilities to use the language for communicative purposes. A special rebate will be available to teachers who submit satisfactory curricular material to the LCTL website. For more information, go to http://www.carla.umn.edu/institutes .
Source: CARLA
Inputdate: 2009-05-24 09:13:09
Lastmodifieddate: 2009-05-24 09:13:09
Expdate: 2009-07-24 00:00:00
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Title: Institute: Developing Materials for Less Commonly Taught Languages
Body: Developing Materials for Less Commonly Taught Languages (LCTLs) July 20–24, 2009 Presenters: Bill Johnston and Louis Janus This summer institute will provide LCTL teachers with practical tools and hands-on experience in designing a wide range of materials that will improve their students' abilities to use the language for communicative purposes. A special rebate will be available to teachers who submit satisfactory curricular material to the LCTL website. For more information, go to http://www.carla.umn.edu/institutes .
Source: CARLA
Inputdate: 2009-05-24 09:13:09
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Expdate: 2009-07-24 00:00:00
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Contentid:
9515
Content Type: 1
Title: Job: Test Development Specialist
Body: Test Development Specialist, Center for Applied Linguistics Division: Language Testing Division (LTD) Hours per week: Full time (35) Salary: $36,000 - $50,000 FTE pay commensurate with education and experience DESCRIPTION OF DUTIES: Assist with research and test development for a large-scale English language assessment for Grades 6 – 8 English language learners. PRIMARY RESPONSIBILITIES: *Review grades 6 – 8 text and graphics for content accuracy and grade-level appropriateness according to test specifications *Create test items for this grade cluster using test specifications as well as evaluate and revise items drafted by others *Coordinate item development tasks of external consultants to ensure timely delivery of test items *Prepare and maintain a variety of files and records (research summary reports, bibliographies, etc.) in support of research efforts *Write and review test materials and documents (charts, forms, schedules, etc.) *Assist in the coordination of cognitive labs and the logistics of a large scale field test *Write graphics descriptions, request graphics, request graphics revisions *Review, edit, proof, and prepare test forms and ancillary materials *Perform key checks * Other tasks as assigned NOTE: Limited travel is required. QUALIFICATIONS: Education: Minimum B.A /B.S. degree in Linguistics, Education, or related discipline. Master's (in ESOL, Teaching, or Reading) preferred. Experience: Successful candidate will have 3 or more years of experience working with English language learners (ELLs) in grades 6 – 12. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. A commitment to improving education, particularly for ELLs, is essential. Ability to prioritize work, give attention to detail while meeting deadlines, and strong written and oral communication skills are essential. 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 09-05 Or respond by e-mail to: jobs@cal.org, Attn: 09-05
Source: CAL
Inputdate: 2009-05-24 09:15:26
Lastmodifieddate: 2009-05-24 09:15:26
Expdate: 2010-05-11 00:00:00
Publishdate: 2009-05-25 00:00:00
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Title: Job: Test Development Specialist
Body: Test Development Specialist, Center for Applied Linguistics Division: Language Testing Division (LTD) Hours per week: Full time (35) Salary: $36,000 - $50,000 FTE pay commensurate with education and experience DESCRIPTION OF DUTIES: Assist with research and test development for a large-scale English language assessment for Grades 6 – 8 English language learners. PRIMARY RESPONSIBILITIES: *Review grades 6 – 8 text and graphics for content accuracy and grade-level appropriateness according to test specifications *Create test items for this grade cluster using test specifications as well as evaluate and revise items drafted by others *Coordinate item development tasks of external consultants to ensure timely delivery of test items *Prepare and maintain a variety of files and records (research summary reports, bibliographies, etc.) in support of research efforts *Write and review test materials and documents (charts, forms, schedules, etc.) *Assist in the coordination of cognitive labs and the logistics of a large scale field test *Write graphics descriptions, request graphics, request graphics revisions *Review, edit, proof, and prepare test forms and ancillary materials *Perform key checks * Other tasks as assigned NOTE: Limited travel is required. QUALIFICATIONS: Education: Minimum B.A /B.S. degree in Linguistics, Education, or related discipline. Master's (in ESOL, Teaching, or Reading) preferred. Experience: Successful candidate will have 3 or more years of experience working with English language learners (ELLs) in grades 6 – 12. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. A commitment to improving education, particularly for ELLs, is essential. Ability to prioritize work, give attention to detail while meeting deadlines, and strong written and oral communication skills are essential. 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 09-05 Or respond by e-mail to: jobs@cal.org, Attn: 09-05
Source: CAL
Inputdate: 2009-05-24 09:15:26
Lastmodifieddate: 2009-05-24 09:15:26
Expdate: 2010-05-11 00:00:00
Publishdate: 2009-05-25 00:00:00
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Contentid:
9516
Content Type: 1
Title: Job: Goethe-Institut / Transatlantic Outreach Program - Textbook Authoring Project
Body: +++ NOW ACCEPTING APPLICATIONS +++ THE PROJECT A full-time, contractual project, estimated to last at least six months, with the goal of completely re-writing the Social Studies educator kits / textbooks used by the Transatlantic Outreach Program. The selected author / authors will need to simultaneously research, plan, and write three (3) textbooks. One textbook will be designed for elementary classrooms while two will be designed for middle/secondary classrooms. The page count for each book, including teacher resources, handouts, worksheets, graphics, and pictures, is anticipated to be 150 pages or less. More information about the four textbooks currently used by “TOP” is available at www.goethe.de/top. DESIRED AUTHOR QUALIFICATIONS The goal of “TOP” is to encourage cross-cultural dialogue, to provide information about contemporary Germany, and to “internationalize” Social Studies curriculum by using modern Germany as the case study. In keeping with this goal, the successful applicant should keep the following desired qualifications in mind: - Previous U.S. classroom teaching experience (preferably Social Studies in some form) - Current and comprehensive understanding of modern German culture and events - Thorough understanding of U.S. Social Studies (K-12) Curriculum Standards - Knowledge of “Understanding by Design” (UbD) best practices - Knowledge of the American education system - Ability to comfortably research contemporary German issues (even German language sources) - Be a team player, willing to work closely with TOP staff throughout the process - Previous authorship experience is preferred but not required - Previous (or present) experience living in Germany for an extended period is preferred but not required - Knowledge of the German language is preferred but not required PROPOSED PROJECT TIMELINE - July 2009: Contract(s) signed with Author(s) - July 2009-October 2009: Primary Outline & Research/Documentation Phase - November 2009: First “section” of each of the three textbook drafts is written/submitted/reviewed by staff - December 2009-March 2010: Remaining draft sections of each textbook completed - April-May 2010: All three completed drafts are reviewed by focus group - June 2010: Focus group reviews considered / final edits made / final product delivered - July 2010: Work begins with graphics designers to design textbook “look and feel”, graphics, etc. - August 2010-October 2010: Graphics work completed APPLICATION PROCESS Please submit the following documentation: - Cover Letter / Letter of Intent - Résumé / Curriculum Vitae - Writing Sample (max. 1,000 words) - References - Previous books / textbooks (if applicable) APPLICATION DEADLINE - Friday, June 12, 2009 APPLICATION SUBMISSION Please email or mail your application to the following contact: Attn: Wood Powell TOP Author Application Goethe-Institut Washington 812 7th Street NW Washington, DC 20001 Email: wpowell@washington.goethe.org ADDITIONAL INFORMATION - Phone: (202) 289-1200 x140 - Website: www.goethe.de/top ABOUT TOP The Transatlantic Outreach Program (TOP) is a public/private partnership between the Federal Foreign Office of the Federal Republic of Germany, the Goethe-Institut, Deutsche Bank, and the Robert Bosch Stiftung. Program oversight is accomplished by a Board of Overseers comprised of members of the aforementioned organizations with the President of the Board being the German Ambassador to the United States, Klaus Scharioth. The offices of TOP are located at the Goethe-Institut Washington, and the program director is Stefan Brunner.
Source: AATG-L
Inputdate: 2009-05-24 09:16:26
Lastmodifieddate: 2009-05-24 09:16:26
Expdate: 2010-05-10 00:00:00
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Title: Job: Goethe-Institut / Transatlantic Outreach Program - Textbook Authoring Project
Body: +++ NOW ACCEPTING APPLICATIONS +++ THE PROJECT A full-time, contractual project, estimated to last at least six months, with the goal of completely re-writing the Social Studies educator kits / textbooks used by the Transatlantic Outreach Program. The selected author / authors will need to simultaneously research, plan, and write three (3) textbooks. One textbook will be designed for elementary classrooms while two will be designed for middle/secondary classrooms. The page count for each book, including teacher resources, handouts, worksheets, graphics, and pictures, is anticipated to be 150 pages or less. More information about the four textbooks currently used by “TOP” is available at www.goethe.de/top. DESIRED AUTHOR QUALIFICATIONS The goal of “TOP” is to encourage cross-cultural dialogue, to provide information about contemporary Germany, and to “internationalize” Social Studies curriculum by using modern Germany as the case study. In keeping with this goal, the successful applicant should keep the following desired qualifications in mind: - Previous U.S. classroom teaching experience (preferably Social Studies in some form) - Current and comprehensive understanding of modern German culture and events - Thorough understanding of U.S. Social Studies (K-12) Curriculum Standards - Knowledge of “Understanding by Design” (UbD) best practices - Knowledge of the American education system - Ability to comfortably research contemporary German issues (even German language sources) - Be a team player, willing to work closely with TOP staff throughout the process - Previous authorship experience is preferred but not required - Previous (or present) experience living in Germany for an extended period is preferred but not required - Knowledge of the German language is preferred but not required PROPOSED PROJECT TIMELINE - July 2009: Contract(s) signed with Author(s) - July 2009-October 2009: Primary Outline & Research/Documentation Phase - November 2009: First “section” of each of the three textbook drafts is written/submitted/reviewed by staff - December 2009-March 2010: Remaining draft sections of each textbook completed - April-May 2010: All three completed drafts are reviewed by focus group - June 2010: Focus group reviews considered / final edits made / final product delivered - July 2010: Work begins with graphics designers to design textbook “look and feel”, graphics, etc. - August 2010-October 2010: Graphics work completed APPLICATION PROCESS Please submit the following documentation: - Cover Letter / Letter of Intent - Résumé / Curriculum Vitae - Writing Sample (max. 1,000 words) - References - Previous books / textbooks (if applicable) APPLICATION DEADLINE - Friday, June 12, 2009 APPLICATION SUBMISSION Please email or mail your application to the following contact: Attn: Wood Powell TOP Author Application Goethe-Institut Washington 812 7th Street NW Washington, DC 20001 Email: wpowell@washington.goethe.org ADDITIONAL INFORMATION - Phone: (202) 289-1200 x140 - Website: www.goethe.de/top ABOUT TOP The Transatlantic Outreach Program (TOP) is a public/private partnership between the Federal Foreign Office of the Federal Republic of Germany, the Goethe-Institut, Deutsche Bank, and the Robert Bosch Stiftung. Program oversight is accomplished by a Board of Overseers comprised of members of the aforementioned organizations with the President of the Board being the German Ambassador to the United States, Klaus Scharioth. The offices of TOP are located at the Goethe-Institut Washington, and the program director is Stefan Brunner.
Source: AATG-L
Inputdate: 2009-05-24 09:16:26
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Expdate: 2010-05-10 00:00:00
Publishdate: 2009-05-25 00:00:00
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Contentid:
9517
Content Type: 1
Title: Article: Exposure To Two Languages Carries Far-reaching Benefits
Body: From http://www.sciencedaily.com/releases/2009/05/090519172157.htm Exposure To Two Languages Carries Far-reaching Benefits May 20, 2009 People who can speak two languages are more adept at learning a new foreign language than their monolingual counterparts, according to research conducted at Northwestern University. And their bilingual advantage persists even when the new language they study is completely different from the languages they already know. Read the full article at http://www.sciencedaily.com/releases/2009/05/090519172157.htm .
Source: Science Daily
Inputdate: 2009-05-24 09:17:07
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Title: Article: Exposure To Two Languages Carries Far-reaching Benefits
Body: From http://www.sciencedaily.com/releases/2009/05/090519172157.htm Exposure To Two Languages Carries Far-reaching Benefits May 20, 2009 People who can speak two languages are more adept at learning a new foreign language than their monolingual counterparts, according to research conducted at Northwestern University. And their bilingual advantage persists even when the new language they study is completely different from the languages they already know. Read the full article at http://www.sciencedaily.com/releases/2009/05/090519172157.htm .
Source: Science Daily
Inputdate: 2009-05-24 09:17:07
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Contentid:
9518
Content Type: 1
Title: Article: End Is Near in a Fight on Teaching of English
Body: From http://www.nytimes.com/2009/05/20/education/20flores.html?_r=1 End Is Near in a Fight on Teaching of English By TAMAR LEWIN May 19, 2009 Next month, after 17 years of litigation, the United States Supreme Court will rule on the Flores case, deciding whether Arizona is complying with federal laws requiring public schools to teach children to speak English. The case has been long and tangled, splitting state officials along party lines. In 2000, a district court ruled that the state’s financing for English language learners was not “reasonably calculated” to cover the extra costs of educating them, and ordered the district to come up with a better plan. Last year, the United States Court of Appeals for the Ninth Circuit upheld the lower court, ruling that despite improvement, the state was still not in compliance. Read the full article at http://www.nytimes.com/2009/05/20/education/20flores.html?_r=1 .
Source: New York Times
Inputdate: 2009-05-24 09:18:26
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Title: Article: End Is Near in a Fight on Teaching of English
Body: From http://www.nytimes.com/2009/05/20/education/20flores.html?_r=1 End Is Near in a Fight on Teaching of English By TAMAR LEWIN May 19, 2009 Next month, after 17 years of litigation, the United States Supreme Court will rule on the Flores case, deciding whether Arizona is complying with federal laws requiring public schools to teach children to speak English. The case has been long and tangled, splitting state officials along party lines. In 2000, a district court ruled that the state’s financing for English language learners was not “reasonably calculated” to cover the extra costs of educating them, and ordered the district to come up with a better plan. Last year, the United States Court of Appeals for the Ninth Circuit upheld the lower court, ruling that despite improvement, the state was still not in compliance. Read the full article at http://www.nytimes.com/2009/05/20/education/20flores.html?_r=1 .
Source: New York Times
Inputdate: 2009-05-24 09:18:26
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Contentid:
9519
Content Type: 1
Title: Article: Adult English Courses Declining
Body: From http://www.chicagotribune.com/news/local/chi-esl-studymay12,0,3745978.story English as a Second Language: Adult English courses declining, study says: Steady drop in funding forces cutbacks By Antonio Olivo May 12, 2009 From 2002 to 2008, the number of English as a Second Language slots funded by the state dropped by 20 percent to 69,700, according to the report by the Illinois Coalition of Immigrant and Refugee Rights. The findings tap into long-standing concerns over integrating non-English-speaking immigrants, many of whom gravitate to ethnic enclaves and remain in unskilled jobs because of their lack of English. Read the full article at http://www.chicagotribune.com/news/local/chi-esl-studymay12,0,3745978.story .
Source: Chicago Tribune
Inputdate: 2009-05-24 09:19:18
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Title: Article: Adult English Courses Declining
Body: From http://www.chicagotribune.com/news/local/chi-esl-studymay12,0,3745978.story English as a Second Language: Adult English courses declining, study says: Steady drop in funding forces cutbacks By Antonio Olivo May 12, 2009 From 2002 to 2008, the number of English as a Second Language slots funded by the state dropped by 20 percent to 69,700, according to the report by the Illinois Coalition of Immigrant and Refugee Rights. The findings tap into long-standing concerns over integrating non-English-speaking immigrants, many of whom gravitate to ethnic enclaves and remain in unskilled jobs because of their lack of English. Read the full article at http://www.chicagotribune.com/news/local/chi-esl-studymay12,0,3745978.story .
Source: Chicago Tribune
Inputdate: 2009-05-24 09:19:18
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Contentid:
9520
Content Type: 1
Title: Article: Budget Woes May Dim a Bilingual Beacon
Body: http://www.boston.com/news/education/k_12/articles/2009/05/13/budget_woes_may_dim_a_bilingual_beacon Budget woes may dim a bilingual beacon: Hernández school could lose citywide status By James Vaznis May 13, 2009 For more than 30 years, the Rafael Hernández School has taught science, math, and other subjects in Spanish and English, drawing parents from across the city with its track record of helping students who speak one of those languages become fluent in both while maintaining high test scores. But much of the city, including many children already enrolled at the Hernández, could be blocked from this multicultural experience a year from September. To save on busing costs, Superintendent Carol R. Johnson has proposed restricting access to the Hernández to only a few neighborhoods. Read the full article at http://www.boston.com/news/education/k_12/articles/2009/05/13/budget_woes_may_dim_a_bilingual_beacon .
Source: Boston Globe
Inputdate: 2009-05-24 09:19:59
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Title: Article: Budget Woes May Dim a Bilingual Beacon
Body: http://www.boston.com/news/education/k_12/articles/2009/05/13/budget_woes_may_dim_a_bilingual_beacon Budget woes may dim a bilingual beacon: Hernández school could lose citywide status By James Vaznis May 13, 2009 For more than 30 years, the Rafael Hernández School has taught science, math, and other subjects in Spanish and English, drawing parents from across the city with its track record of helping students who speak one of those languages become fluent in both while maintaining high test scores. But much of the city, including many children already enrolled at the Hernández, could be blocked from this multicultural experience a year from September. To save on busing costs, Superintendent Carol R. Johnson has proposed restricting access to the Hernández to only a few neighborhoods. Read the full article at http://www.boston.com/news/education/k_12/articles/2009/05/13/budget_woes_may_dim_a_bilingual_beacon .
Source: Boston Globe
Inputdate: 2009-05-24 09:19:59
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