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Displaying 9581-9590 of 28843 results.
Contentid:
9821
Content Type: 1
Title: Global Language Portfolio
Body: From http://glp.elenes.com/index.html The Global Language Portfolio (GLP) is an electronic document that contains information about language learning experiences, the level of different language skills --writing, reading, speaking, and listening--, and samples of those skills. It promotes language learning and the development of cultural competence, and it is modeled on the European Language Portfolio (ELP). Learn more about the Global Language Portfolio at http://glp.elenes.com/index.html
Source: AATF
Inputdate: 2009-07-26 10:03:58
Lastmodifieddate: 2009-07-26 10:03:58
Expdate:
Publishdate: 2009-07-27 00:00:00
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Content Type: 1
Title: Global Language Portfolio
Body: From http://glp.elenes.com/index.html The Global Language Portfolio (GLP) is an electronic document that contains information about language learning experiences, the level of different language skills --writing, reading, speaking, and listening--, and samples of those skills. It promotes language learning and the development of cultural competence, and it is modeled on the European Language Portfolio (ELP). Learn more about the Global Language Portfolio at http://glp.elenes.com/index.html
Source: AATF
Inputdate: 2009-07-26 10:03:58
Lastmodifieddate: 2009-07-26 10:03:58
Expdate:
Publishdate: 2009-07-27 00:00:00
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Active: 1
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Contentid:
9822
Content Type: 1
Title: Kentucky Framework for World Language Learning
Body: From http://www.education.ky.gov/KDE/Instructional+Resources/High+School/Language+Learning The Kentucky Framework for World Language Learning is a compilation of curricular documents to guide the instruction of world languages in Kentucky schools. The Frameworks includes: Guiding Principles and a Rationale for World Language Learning, The Kentucky Content for World Language Proficiency (a Content guide to meet the 2-year foreign language precollege curriculum requirement), Student Performance Level Descriptions and the Performance Effectiveness Review in Kentucky Schools (PERKS). Access these documents at http://www.education.ky.gov/KDE/Instructional+Resources/High+School/Language+Learning/Other+World+Languages/Kentucky+Framework+for+World+Language+Learning.htm
Source: Kentucky Department of Education
Inputdate: 2009-07-26 10:04:43
Lastmodifieddate: 2009-07-26 10:04:43
Expdate:
Publishdate: 2009-07-27 00:00:00
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Active: 1
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Content Type: 1
Title: Kentucky Framework for World Language Learning
Body: From http://www.education.ky.gov/KDE/Instructional+Resources/High+School/Language+Learning The Kentucky Framework for World Language Learning is a compilation of curricular documents to guide the instruction of world languages in Kentucky schools. The Frameworks includes: Guiding Principles and a Rationale for World Language Learning, The Kentucky Content for World Language Proficiency (a Content guide to meet the 2-year foreign language precollege curriculum requirement), Student Performance Level Descriptions and the Performance Effectiveness Review in Kentucky Schools (PERKS). Access these documents at http://www.education.ky.gov/KDE/Instructional+Resources/High+School/Language+Learning/Other+World+Languages/Kentucky+Framework+for+World+Language+Learning.htm
Source: Kentucky Department of Education
Inputdate: 2009-07-26 10:04:43
Lastmodifieddate: 2009-07-26 10:04:43
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Publishdate: 2009-07-27 00:00:00
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Active: 1
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Contentid:
9823
Content Type: 1
Title: Foreign Language Curricula for Elementary Schools: An Annotated Collection
Body: From http://www.cal.org This collection of foreign language curricula currently in use in grades K–8 (one set of curricula in the collection goes through grade 12) was compiled so that teachers and school systems will have a basis for developing their own. These curricula were compiled after a national search for elementary school foreign language curricula conducted in the spring 2003. Access the annotated collection at http://www.cal.org/resources/archive/rgos/flescurricula.html
Source: CAL
Inputdate: 2009-07-26 10:05:43
Lastmodifieddate: 2009-07-26 10:05:43
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Publishdate: 2009-07-27 00:00:00
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Active: 1
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Content Type: 1
Title: Foreign Language Curricula for Elementary Schools: An Annotated Collection
Body: From http://www.cal.org This collection of foreign language curricula currently in use in grades K–8 (one set of curricula in the collection goes through grade 12) was compiled so that teachers and school systems will have a basis for developing their own. These curricula were compiled after a national search for elementary school foreign language curricula conducted in the spring 2003. Access the annotated collection at http://www.cal.org/resources/archive/rgos/flescurricula.html
Source: CAL
Inputdate: 2009-07-26 10:05:43
Lastmodifieddate: 2009-07-26 10:05:43
Expdate:
Publishdate: 2009-07-27 00:00:00
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Active: 1
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Contentid:
9824
Content Type: 1
Title: Book: New Trends and Methodologies in Applied English Language Research
Body: From http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=430046 New Trends and Methodologies in Applied English Language Research Diachronic, Diatopic and Contrastive Studies Edited by Carlos Prado-Alonso, Lidia Gómez-García, Iria Pastor-Gómez, and David Tizón-Couto Published by the Peter Language Publishing Group Summary: This volume approaches the analysis of variation in English from diachronic, diatopic, and contrastive/comparative perspectives. The individual case studies, all closely interrelated, are organized into three parts or sections. Part I (Diachronic Studies) applies a variationist methodology to the analysis of developments in the use of the courtesy marker please, adverbs in -ly, the s- genitive and a number of phrasal combinations with the verb get. It also examines Early Modern English regional dialect vocabulary. Part II (Diatopic Studies) is concerned with the analysis of several morphological and phonological features in different varieties of English, namely Standard English, Modern Scottish English, Galwegian English, and Black South-African English. Part III (Contrastive Studies) contains four chapters dealing with the contrastive analysis of a number of morphosyntactic features, such as the use of modifiers of adjectives by advanced learners of English, the acquisition and use of aspect by advanced EFL learners with different mother-tongue backgrounds, a comparison of the tempo-aspectual categories of English and Italian, and some of the problems encountered by researchers when compiling and analysing learner corpora of spoken language. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=430046
Source: Peter Lang Publishing Group
Inputdate: 2009-08-01 08:09:18
Lastmodifieddate: 2009-08-01 08:09:18
Expdate:
Publishdate: 2009-08-03 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Book: New Trends and Methodologies in Applied English Language Research
Body: From http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=430046 New Trends and Methodologies in Applied English Language Research Diachronic, Diatopic and Contrastive Studies Edited by Carlos Prado-Alonso, Lidia Gómez-García, Iria Pastor-Gómez, and David Tizón-Couto Published by the Peter Language Publishing Group Summary: This volume approaches the analysis of variation in English from diachronic, diatopic, and contrastive/comparative perspectives. The individual case studies, all closely interrelated, are organized into three parts or sections. Part I (Diachronic Studies) applies a variationist methodology to the analysis of developments in the use of the courtesy marker please, adverbs in -ly, the s- genitive and a number of phrasal combinations with the verb get. It also examines Early Modern English regional dialect vocabulary. Part II (Diatopic Studies) is concerned with the analysis of several morphological and phonological features in different varieties of English, namely Standard English, Modern Scottish English, Galwegian English, and Black South-African English. Part III (Contrastive Studies) contains four chapters dealing with the contrastive analysis of a number of morphosyntactic features, such as the use of modifiers of adjectives by advanced learners of English, the acquisition and use of aspect by advanced EFL learners with different mother-tongue backgrounds, a comparison of the tempo-aspectual categories of English and Italian, and some of the problems encountered by researchers when compiling and analysing learner corpora of spoken language. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=430046
Source: Peter Lang Publishing Group
Inputdate: 2009-08-01 08:09:18
Lastmodifieddate: 2009-08-01 08:09:18
Expdate:
Publishdate: 2009-08-03 00:00:00
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Active: 1
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Contentid:
9825
Content Type: 1
Title: Report: English Language Acquisition and Navajo Achievement in Magdalena, New Mexico: Promising Outcomes in Heritage Language Education
Body: From http://www.cal.org/index.html In Magdalena, NM, students have been improving their English and Navajo language skills. Through an innovative bilingual model of heritage language revitalization, Navajo students can receive instruction in English as a second language and in Navajo language and culture. Learn more about the program and read the report: English Language Acquisition and Navajo Achievement in Magdalena, New Mexico: Promising Outcomes in Heritage Language Education at http://www.cal.org/projects/magdalena.html .
Source: CAL
Inputdate: 2009-08-01 08:10:10
Lastmodifieddate: 2009-08-01 08:10:10
Expdate:
Publishdate: 2009-08-03 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Report: English Language Acquisition and Navajo Achievement in Magdalena, New Mexico: Promising Outcomes in Heritage Language Education
Body: From http://www.cal.org/index.html In Magdalena, NM, students have been improving their English and Navajo language skills. Through an innovative bilingual model of heritage language revitalization, Navajo students can receive instruction in English as a second language and in Navajo language and culture. Learn more about the program and read the report: English Language Acquisition and Navajo Achievement in Magdalena, New Mexico: Promising Outcomes in Heritage Language Education at http://www.cal.org/projects/magdalena.html .
Source: CAL
Inputdate: 2009-08-01 08:10:10
Lastmodifieddate: 2009-08-01 08:10:10
Expdate:
Publishdate: 2009-08-03 00:00:00
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Active: 1
Emailed: 1
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Contentid:
9826
Content Type: 1
Title: International Conference for Arabic Teaching
Body: From http://linguistlist.org/issues/20/20-1243.html The International Conference for Arabic Teaching Date: 02-Nov-2009 - 03-Nov-2009 Location: Riyadh, Saudi Arabia Meeting URL: http://www.ksu.edu.sa/sites/Colleges/Arabic%20Colleges/ali/WorldConference/default.aspx
Source: LINGUIST List
Inputdate: 2009-08-01 08:10:51
Lastmodifieddate: 2009-08-01 08:10:51
Expdate: 2009-11-03 00:00:00
Publishdate: 2009-08-03 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: International Conference for Arabic Teaching
Body: From http://linguistlist.org/issues/20/20-1243.html The International Conference for Arabic Teaching Date: 02-Nov-2009 - 03-Nov-2009 Location: Riyadh, Saudi Arabia Meeting URL: http://www.ksu.edu.sa/sites/Colleges/Arabic%20Colleges/ali/WorldConference/default.aspx
Source: LINGUIST List
Inputdate: 2009-08-01 08:10:51
Lastmodifieddate: 2009-08-01 08:10:51
Expdate: 2009-11-03 00:00:00
Publishdate: 2009-08-03 00:00:00
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Active: 1
Emailed: 1
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Contentid:
9827
Content Type: 1
Title: Oral Proficiency Assessment Training Course
Body: CAL now offers an online training course that teaches participants about oral proficiency assessment for students learning foreign languages at the secondary, post-secondary, and professional levels. The course also provides an introduction to CAL's Simulated Oral Proficiency Interview (SOPI) and Computerized Oral Proficiency Instrument (COPI). The Assessment Training OnLine (ATOL) course is a moderated, distance-learning course that uses interactive units to introduce teachers at the secondary and post-secondary level to oral proficiency assessment. Through weekly readings, assignments, discussion boards, quizzes, and live chats, participants will learn about oral proficiency assessment and the history and development of CAL's oral proficiency assessments. Participants will also gain hands-on practice rating the oral proficiency of real student speech samples. This course is recommended for educators considering incorporating CAL's SOPI or COPI into their foreign language curriculum and are interested in learning more about these assessment tools. This free course is usually offered annually or biannually when groups of approximately 25 are enrolled. Please contact Meg Malone (Mmalone@cal.org) if you are interested in enrolling or to learn more about CAL's SOPI/COPI workshops and certification.
Source: CAL
Inputdate: 2009-08-01 08:11:32
Lastmodifieddate: 2009-08-01 08:11:32
Expdate:
Publishdate: 2009-08-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Oral Proficiency Assessment Training Course
Body: CAL now offers an online training course that teaches participants about oral proficiency assessment for students learning foreign languages at the secondary, post-secondary, and professional levels. The course also provides an introduction to CAL's Simulated Oral Proficiency Interview (SOPI) and Computerized Oral Proficiency Instrument (COPI). The Assessment Training OnLine (ATOL) course is a moderated, distance-learning course that uses interactive units to introduce teachers at the secondary and post-secondary level to oral proficiency assessment. Through weekly readings, assignments, discussion boards, quizzes, and live chats, participants will learn about oral proficiency assessment and the history and development of CAL's oral proficiency assessments. Participants will also gain hands-on practice rating the oral proficiency of real student speech samples. This course is recommended for educators considering incorporating CAL's SOPI or COPI into their foreign language curriculum and are interested in learning more about these assessment tools. This free course is usually offered annually or biannually when groups of approximately 25 are enrolled. Please contact Meg Malone (Mmalone@cal.org) if you are interested in enrolling or to learn more about CAL's SOPI/COPI workshops and certification.
Source: CAL
Inputdate: 2009-08-01 08:11:32
Lastmodifieddate: 2009-08-01 08:11:32
Expdate:
Publishdate: 2009-08-03 00:00:00
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Active: 1
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Contentid:
9828
Content Type: 1
Title: Edna White Rome Scholarship at the American Academy in Rome
Body: From http://chss2.montclair.edu/classics/NJCA/NJCA.HTML#EWRS The Edna White Rome Scholarship at the American Academy in Rome is awarded semi-annually to a teacher of Latin or Classics who has taught two consecutive years in a New Jersey school and has been a member of NJCA during that time. the recipient of this scholarship spends six weeks at the American Academy in Rome. THE DEADLINE FOR the COMPLETED SUBMISSION FORM IS DECEMBER 15,2009 For full details go to http://chss2.montclair.edu/classics/NJCA/NJCA.HTML#EWRS
Source: NJCA
Inputdate: 2009-08-01 08:12:22
Lastmodifieddate: 2009-08-01 08:12:22
Expdate: 2009-12-15 00:00:00
Publishdate: 2009-08-03 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Edna White Rome Scholarship at the American Academy in Rome
Body: From http://chss2.montclair.edu/classics/NJCA/NJCA.HTML#EWRS The Edna White Rome Scholarship at the American Academy in Rome is awarded semi-annually to a teacher of Latin or Classics who has taught two consecutive years in a New Jersey school and has been a member of NJCA during that time. the recipient of this scholarship spends six weeks at the American Academy in Rome. THE DEADLINE FOR the COMPLETED SUBMISSION FORM IS DECEMBER 15,2009 For full details go to http://chss2.montclair.edu/classics/NJCA/NJCA.HTML#EWRS
Source: NJCA
Inputdate: 2009-08-01 08:12:22
Lastmodifieddate: 2009-08-01 08:12:22
Expdate: 2009-12-15 00:00:00
Publishdate: 2009-08-03 00:00:00
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Active: 1
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Contentid:
9829
Content Type: 1
Title: Avant Assessment seeks Test Item Development Manager/s
Body: Description: Avant Assessment is a growing company, dedicated to improving language learning by providing second-language assessments that measure proficiency and generate meaningful data for education, healthcare, and government clients. Employees are ambitious, outgoing and personable self-starters with high energy, motivation and strong drives to achieve success. Avant Assessment expects excellent written and verbal communication skills; a sense of urgency and importance for all aspects of a job; a passion for languages; the direction of energy and skills to service that really makes a difference; and intellectually curious and tenacious employees. POSITION: Item Development Manager LOCATION: Eugene, Oregon preferred, telecommute possible REQUIRED QUALIFICATIONS: • Academic and/or professional background in linguistics, educational measurement, second language acquisition, foreign language education, or TESOL • Experience in team leadership or supervision • Ability to work with diverse groups on complex projects • Self-directed and well organized with strong attention to detail • Ability to prioritize tasks and manage personnel to meet deadlines under pressure • Ability to travel on an occasional basis • Excellent communication and organization skills • Willingness and ability to learn new computer programs as needed • ILR level 3+ or better English proficiency (OPI rating preferred) PREFERRED QUALIFICATIONS: • Master’s degree in linguistics or related field • Professional experience in large-scale test development • Intermediate to advanced skills in MSWord and Excel • Experience in writing items for language proficiency testing • Personal experience in language learning RESPONSIBILITIES: • Coordinate test item writing activities for online tests of foreign language proficiency. These activities include: • Plan, direct, and supervise the activities of native speakers of target languages participating in test-development activities including: procuring foreign language reading or audio passages, rating passages for difficulty, procuring copyright authorization, ensuring authenticity to the target language • Oversee and participate in test item development: write, review, and edit items adhering to quality assurance standards • Organize and maintain computer-based records of all test development activities and products • Facilitate ongoing communication with and training of item writing personnel • Implement and adhere to project management schedules and staffing plans as required to achieve project objectives • Maintain records providing ongoing project status reports • Accept and integrate client feedback to improve product quality * Compensation: DOE IF INTERESTED, PLEASE CONTACT GINGER BUTLER, VP, OPERATIONS : gbutler@avantassessment.com
Source: LTEST-L
Inputdate: 2009-08-01 08:13:15
Lastmodifieddate: 2009-08-01 08:13:15
Expdate: 2010-08-13 00:00:00
Publishdate: 2009-08-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Avant Assessment seeks Test Item Development Manager/s
Body: Description: Avant Assessment is a growing company, dedicated to improving language learning by providing second-language assessments that measure proficiency and generate meaningful data for education, healthcare, and government clients. Employees are ambitious, outgoing and personable self-starters with high energy, motivation and strong drives to achieve success. Avant Assessment expects excellent written and verbal communication skills; a sense of urgency and importance for all aspects of a job; a passion for languages; the direction of energy and skills to service that really makes a difference; and intellectually curious and tenacious employees. POSITION: Item Development Manager LOCATION: Eugene, Oregon preferred, telecommute possible REQUIRED QUALIFICATIONS: • Academic and/or professional background in linguistics, educational measurement, second language acquisition, foreign language education, or TESOL • Experience in team leadership or supervision • Ability to work with diverse groups on complex projects • Self-directed and well organized with strong attention to detail • Ability to prioritize tasks and manage personnel to meet deadlines under pressure • Ability to travel on an occasional basis • Excellent communication and organization skills • Willingness and ability to learn new computer programs as needed • ILR level 3+ or better English proficiency (OPI rating preferred) PREFERRED QUALIFICATIONS: • Master’s degree in linguistics or related field • Professional experience in large-scale test development • Intermediate to advanced skills in MSWord and Excel • Experience in writing items for language proficiency testing • Personal experience in language learning RESPONSIBILITIES: • Coordinate test item writing activities for online tests of foreign language proficiency. These activities include: • Plan, direct, and supervise the activities of native speakers of target languages participating in test-development activities including: procuring foreign language reading or audio passages, rating passages for difficulty, procuring copyright authorization, ensuring authenticity to the target language • Oversee and participate in test item development: write, review, and edit items adhering to quality assurance standards • Organize and maintain computer-based records of all test development activities and products • Facilitate ongoing communication with and training of item writing personnel • Implement and adhere to project management schedules and staffing plans as required to achieve project objectives • Maintain records providing ongoing project status reports • Accept and integrate client feedback to improve product quality * Compensation: DOE IF INTERESTED, PLEASE CONTACT GINGER BUTLER, VP, OPERATIONS : gbutler@avantassessment.com
Source: LTEST-L
Inputdate: 2009-08-01 08:13:15
Lastmodifieddate: 2009-08-01 08:13:15
Expdate: 2010-08-13 00:00:00
Publishdate: 2009-08-03 00:00:00
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Active: 1
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Contentid:
9830
Content Type: 1
Title: Feedback Wanted: Proposed Indiana’s Academic Standards for Heritage Language Learners
Body: From http://mustang.doe.in.gov/dg/standards/Eval-HLL-Intro.cfm The Indiana Department of Education is asking for your time and help in reviewing the proposed revision of Indiana’s Academic Standards for Heritage Language Learners. The standards are important not only in defining what students should know and be able to do, but also in supporting quality Heritage Language Learners education in our schools. We appreciate your interest and your commitment to Heritage Language Learners education. Please post your reactions and comments no later than 4:00 pm EDT, Friday, September 4, 2009 Download the proposed standards and complete an online evaluation at http://mustang.doe.in.gov/dg/standards/Eval-HLL-Intro.cfm .
Source: Indiana Department of Education
Inputdate: 2009-08-01 08:14:09
Lastmodifieddate: 2009-08-01 08:14:09
Expdate: 2009-09-04 00:00:00
Publishdate: 2009-08-03 00:00:00
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Title: Feedback Wanted: Proposed Indiana’s Academic Standards for Heritage Language Learners
Body: From http://mustang.doe.in.gov/dg/standards/Eval-HLL-Intro.cfm The Indiana Department of Education is asking for your time and help in reviewing the proposed revision of Indiana’s Academic Standards for Heritage Language Learners. The standards are important not only in defining what students should know and be able to do, but also in supporting quality Heritage Language Learners education in our schools. We appreciate your interest and your commitment to Heritage Language Learners education. Please post your reactions and comments no later than 4:00 pm EDT, Friday, September 4, 2009 Download the proposed standards and complete an online evaluation at http://mustang.doe.in.gov/dg/standards/Eval-HLL-Intro.cfm .
Source: Indiana Department of Education
Inputdate: 2009-08-01 08:14:09
Lastmodifieddate: 2009-08-01 08:14:09
Expdate: 2009-09-04 00:00:00
Publishdate: 2009-08-03 00:00:00
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Active: 1
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