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Contentid: 986
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Title: Release of the 2003 Brown Center Report on American Education
Body: From: Germany in Class e-mail: schwan@germany.info Release of the 2003 Brown Center Report on American Education The latest Brown Center Report on American Education has been released. The survey uses national and state test scores and survey data to evaluate student achievement. This year’s report examines national trends in math and reading, debunks the popular notion that students are being overwhelmed with homework, offers a shapshot of rural schools and updates a 2002 Brown Center study of charter schools. Copies of the report are available at the Brookings Institution or at: Brookings Institution 1775 Massachusetts Ave, NW Washington, DC 20036 Phone: 202-7976105
Source: Brookings Institution
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Contentid: 987
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Title: Bulletin of the German Historical Institute
Body: From: Germany in Class e-mail: schwan@germany.info Fall 2003 edition of the “Bulletin of the German Historical Institute” is out Entrance of the GHI in Washington, DC Twice a year, the German Historical Institute (GHI) in Washington, DC issues its bulletin, a summary of latest developments in German history and policy research. The Fall 2003 issues features among others a paper by former Bundestag president Rita Süssmuth on “The Challenges of Migration”, a special view on the educational repercussions of the modernization of West Germany in the 1950 by GHI research scholar Dirk Schumann and a study on “Perceptions of Security in Germany and the United States from 1945 to the present” by Georg Schild. The Bulletin can be received through the German Historical Institute and is free of charge upon request. German Historical Institute Richard Wetzell, Editor 1607 New Hampshire Ave., NW Washington, DC 20009-2562 eMail: info@ghi-dc.org
Source: GHI
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Contentid: 988
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Title: OELA Newsline-December 16, 2003
Body: From: "OELA Newsline" Read this online at: http://www.ncela.gwu.edu/newsline OELA NEWSLINE - December 16, 2003 Items in this issue: I. No Child Left Behind Update - OELA 2003 Summit a Success - Recent U.S. Department of Education Announcements II. News in the Nation - CWCC Offers Bilingual Computer Class - Educators Respond to Growth of ELLs - Florida/Spain Programs Promote Spanish Language and Culture - Funding Opportunities from the U.S. Department of Education - Hmong Literacy Program Piloted in Three Elementary Schools - Israeli Educator Named Finalist for ASCD Outstanding Young Educator Award - Korean Americans Find Care Only a Phone Call Away - Literacy Programs Get Parents Involved - Weekend Classes Aid English Language Learners III. Research, Publications, and Resources - Directory of Two-Way Immersion Programs - Fall Bilingual Research Journal Published - Free Masters Degree at Morgan State University - Guide to Data on Immigrants in U.S. Communities - Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide - National Center for Early Development and Learning - New CD Highlights GW's Training for All Teachers Project - New Curriculum: Promoting Higher Education among Hispanic Youth - New Grants.gov Web Site Offers One-Stop Shopping for Information on Applying for all Federal Grants - The Kindersite Project - The Threads of Reading: Strategies for Literacy Development IV. Education Conferences and Institutes - 2004 Middle Level Essentials Conference - McREL's Winter Teaching and Learning Academies - NASDTEC's 76th Annual Conference V. Education Opportunities - "Funds for Inspirational K-12 Teachers" - HLJ Accepting Submissions VI. Job Opportunities - VA: The George Washington University (GW) - GA: The University of Georgia
Source: OELA
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Contentid: 989
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Title: Hmong Literacy Program Piloted in Three Elementary Schools
Body: From: OELA Newsline Hmong Literacy Program Piloted in Three Elementary Schools Saint Paul Public Schools in Minnesota recently launched a Hmong Literacy Program designed to give third through sixth grade students whospeak Hmong an opportunity to become bi-literate in Hmong and English. Three teachers, Pa Houa Lee, from Jackson Elementary, Shoua Lee, from World Cultures and Languages Magnet School, and Yong Thew Yang, from Webster Elementary School, completed the first part of the training and began applying their knowledge in the classroom on Monday, December 1, 2003. About 14,000 Hmong students in the Saint Paul School District are learning to speak, read and write English, but many do not know how to read and write in Hmong. Bee Lee, Hmong Literacy Project Specialist, hopes that teaching those students literacy in their native language will make the transition to reading and writing English easier. He also hopes it will make the students more marketable after graduation and give them confidence, cultural understanding and strong language foundations. To read the entire article, visit: http://ell.spps.org/index.asp?Type=B_BASIC&SEC={FC6D6926-E906-4820-877E-0072B3A0192F}
Source: OELA
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Contentid: 990
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Title: Israeli Educator Named Finalist for ASCD Outstanding Young Educator Award
Body: From: OELA Newsline Israeli Educator Named Finalist for ASCD Outstanding Young Educator Award Karen Eini, an English as a foreign language (EFL) educator in Israel, has been named a finalist for the 2003 Outstanding Young Educator Award (OYEA) by the Association for Supervision and Curriculum Development (ASCD). ASCD, in its ongoing search for what works in schools, created OYEA to celebrate the accomplishments of a young educator who achieves excellence and equity in teaching and learning. A panel of diverse education professionals evaluated nominees submitted by ASCD members to select Eini as the third-quarter finalist for the 2003 award. To read the entire article, visit: http://www.ascd.org/cms/index.cfm?TheViewID=2257
Source: OELA Newsline
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Contentid: 991
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Title: Fall Bilingual Research Journal Published
Body: The fall 2003 issue of the Bilingual Research Journal (volume 27, no. 3)is online at http://brj.asu.edu/. Featured are the following articles on the education of English language learners. * Improving High School English Language Learners' Second Language Listening Through Strategy Instruction, by Karen A. Carrier (http://brj.asu.edu/content/vol27_no3/art2.pdf) * The Use of High School Exit Examinations in Four Southwestern States, by Paula García (http://brj.asu.edu/content/vol27_no3/art4.pdf) * Effects of the Learning Together Model of Cooperative Learning on English as a Foreign Language Reading Achievement, Academic Self-Esteem, and Feelings of School Alienation, by Ghazi Ghaith (http://brj.asu.edu/content/vol27_no3/art5.pdf) * Tapping a Valuable Source for Prospective ESOL Teachers: Northern Virginia's Bilingual Paraeducator Career-Ladder School- University Partnership, by Jorge P. Osterling and Keith Buchanan (http://brj.asu.edu/content/vol27_no3/art7.pdf) * Stepping Out of the Conversation: Giving Students a Space to Co-Construct Writing, by Lucy K. Spence (http://brj.asu.edu/content/vol27_no3/art8.pdf) * Book Review: Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings by Nancy H. Hornberger. Reviewed by Hélice Szecsy (http://brj.asu.edu/content/vol27_no3/art9.pdf) Go directly to abstracts of each article, with links to the full text at: http://brj.asu.edu/content/vol27_no3/abstracts.html NCELA posts selected issues of BRJ online at: http://www.ncela.gwu.edu/miscpubs/nabe/brj/index.htm The Bilingual Research Journal is a joint project of the National Association for Bilingual Education and the Southwest Center for Education Equity and Language Diversity, College of Education, Arizona State University. For more information, contact: Southwest Center for Education Equity and Language Diversity College of Education, Arizona State University, PO Box 871511 Tempe, AZ 85287-1511 Tel: (480) 965-7134
Source: OELA Newsline
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Contentid: 992
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Title: HR 3676 (with commissioned research study on heritage learners)
Body: From: "sm167" On December 8, 2003, Representative Rush Holt (D-NJ) introduced legislation, the National Security Language Act, HR 3676, which would increase federal investment in foreign language education, specifically in languages of critical need to national security. Of the five major components of the legislation, one calls for the commissioning of a "National Study of Foreign Language Heritage Communities and Federal Marketing Campaign." The purpose of this study would be to "identify heritage communities here in the US with native speakers of critical foreign languages and make them targets of a federal marketing campaign encouraging students to pursue those degrees." This is NOT the same study that has been included as part of the Title VI reauthorization bill (HR 3077), first reported on this list on 8 October of this year. HR 3676 has 35 bi-partisan original cosponsors and has been referred to the House Education and Workforce Committee, and the Select Committees on theArmed Services and Intelligence. Further information, including a complete copy of the bill, may be found at Representative Holt's website of http://www.holt.house.gov/issues2.cfm?id=7633
Source: Representative Rush Holt
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Contentid: 993
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Title: EXTENDED call for proposals: NCOLCTL 2004
Body: From: "sm167" Deadline Extension The final deadline for receipt of proposals is extended into January 15, 2004. Applicants will be notified by email within one week of the receipt of their submissions. They will be notified by the Program Committee by January 30, 2004 whether their proposal has been accepted. 2nd CALL FOR PROPOSALS National Council of Organizations of Less Commonly Taught Languages Seventh National Conference Madison, Wisconsin April 30 - May 2, 2004 Identifying Individual and National Needs in the Less Commonly Taught Languages. The Seventh National Conference of the National Council of Organizations of Less Commonly Taught Languages (NCOLCTL) is scheduled for April 30- May 2, at the University of Wisconsin- Madison. Proposals are solicited for individual papers, colloquia and poster sessions. The formats are described below. Proposals should fall broadly within the Conference theme of "Identifying Individual and National Needs in the Less Commonly Taught Languages." Although proposed presentations may focus on individual languages, each should address issues that clearly relate to more than just that one language. The focus of session topics might include: Bilingual education students; Autonomous and self-instructional setting students; Distance education students; Individualized instruction students Heritage learners Addressing individual learners' needs Analyzing individual learners' needs Use of technology in teaching the LCTLs Addressing national priority in language programs Other topics related to the theme Proposals on other topics will also be considered. Individual papers are 20 minutes long. A paper should focus clearly on one or more issues related to the theme. Papers may be based on research or practical experience. Colloquia are 90 minutes. A colloquium proposal should specify three or more presenters who will address one of the conference themes. Preference will be given to panels that cut across different languages or language groups. Poster and presentation sessions may focus on completed work or work in progress related to the teaching and/or learning of less commonly taught languages. They may be of either the traditional poster format, such as presentation of materials or of results of research in progress, or demonstrations of instructional or information technology. However, any proposal requiring technical support must specify in detail the type of hardware and software needed. Proposals should indicate the title and kind of presentation (paper, colloquium or poster session) in the upper left-hand corner, and the name of the presenter and the presenter's primary language(s) in the upper right-hand corner. The proposed title should not exceed ten words. Next should be a 50-75 word abstract suitable for inclusion in the conference program. The proposal text should be 150-200 words long and may not exceed one page in length. For inquiries, contact: Sookyung Cho, NCOLCTL 4231 Humanities Building 455 N. Park Street Madison, WI 53706 Tel: 608-265-7903. Fax: 608-265-7904 e-mail: nalrc@mhub.facstaff.wisc.edu
Source: NCOLCTL
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Contentid: 994
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Title: Summer program: SEASSI 2004 for heritage learners
Body: From: "sm167" INITIAL APPLICATION 12 JAN The Southeast Asian Studies Summer Institute (SEASSI) will offer 8-week intensive summer Heritage language and culture classes in Khmer, Lao, Hmong and Vietnamese. The classes will take place at the University of Wisconsin-Madison, from June 14 to August 6, 2004. These classes are intended for Hmong, Lao, Cambodian and Vietnamese university students who grew up in North America and can speak/understand the language of their Southeast Asian culture (to at least a minimal degree) and would like to learn to read and write their language as well. Students with no oral or spoken command of the language can also study at SEASSI, but would be placed in a beginning level class with non-native speakers. Placement will be determined on the first day of classes. Students will have a chance to learn more about the traditions of the culture and how to make sense of their lives and traditions in America/Canada in an historical context. Independent, project-oriented study opportunities will also be available, in the context of modular instruction, so students who enter the program at an intermediate literacy level can also have their educational needs met and be stimulated and challenged. The classes are taught by experienced instructors from the United States, Canada and Southeast Asia, and make use of the latest teaching materials and methods. All classes carry one full year of university language credit. A variety of fellowships and tuition reductions are available. For more information, please visit the SEASSI Heritage Program website: http://wiscinfo.doit.wisc.edu/SEASSI/heritage Even if you've visited the above website before, please take another look, since new photos, videos and program information have recently been added for Vietnamese, Khmer and Hmong. Please note also these important deadlines in regard to applying for financial aid for the program: January 12, 2004 FLAS Fellowship Application Deadline February 2, 2004 Heritage Language Fellowship Application Deadline April 1, 2004 Tuition Fellowship Application Deadline April 1, 2004 Wisconsin Bilingual Education Grant Deadline April 1, 2004 Final SEASSI Application Deadline For descriptions of the individual fellowships, please see: http://wiscinfo.doit.wisc.edu/seassi/financial_aid.htm Please circulate this information to any potentially interested parties. Thank you. Frank Smith Heritage Language Facilitator Southeast Asian Studies Summer Institute University of Wisconsin-Madison
Source: SEASSI
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Contentid: 995
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Title: Transformations Book Store
Body: From: "Anselmo Villanueva" http://www.edchange.org/transformations/ Welcome to Transformations Book Store, your browsing space for books, films (both DVD and VHS), journals, and magazines related to equity, peace, social justice, and progressive education. Transformations is a resource of EdChange.org and the Multicultural Pavilion. I have just spent the better part of 2 months assembling a new Web Resource, and I'm writing to invite you to visit it, test-drive it, use it, and send me feedback and/or share it with your friends and colleagues. TRANSFORMATIONS BOOK STORE is a browsing and shopping space for books, films/videos, journals, and magazines related to equity, diversity, social justice, and multicultural education. I created TRANSFORMATIONS through an associate program with Amazon.com. I spent countless hours vetting Amazon.com for the best progressive resources, then assembled them into a single site, categorized and highlighted. http://www.edchange.org/transformations Enjoy! Paul Paul C. Gorski EdChange.org http://www.edchange.org/multicultural http://www.mhhe.com/multicultural http://www.legacyofgrace.net http://webmail.earthlink.net/~gorski (personal site)
Source: Paul C. Gorski
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