From JNCL-NCLIS--
On December 16, 2009, the President signed H.R. 3288, the Consolidated Appropriations Act, 2010, which includes appropriations for the Department of Education for fiscal year 2010. As the Department was operating under a Continuing Resolution to fund programs at 2009 levels until December 18, the Consolidated Appropriations Act, 2010 provides the overdue figures for education, among several other agencies.
In looking at programs that support foreign languages and international education, many of these were level-funded from last year, among them are Baccalaureate and Master’s STEM grants and Javits Fellowships. A number of programs received small to moderate increases, such as the Fund for the Improvement of Education ($135.5million), Civic Education ($35 million), Byrd Honors Scholarships ($42 million), SMART grants ($1,010 million). Of particular interest, the Foreign Language Assistance Program (FLAP) was increased by $600,000 for $26.9 million, and Teach for America was reinstated at $18 million. More significant funding increases came for Charter School Grants ($256 million total), Federal Pell Grants ($20.5 billion), Recruiting and Training High Quality Teachers/Principals from $97.3 million in 2009 to $400 million, Title VI/Fulbright-Hays ($125.9 million), and $159.4 million for the Fund for the Improvement of Postsecondary Education (FIPSE).
A smaller number of programs were decreased in funding levels, including Educational Technology State Grants ( from $269.9 million to $100 million), Teacher Quality Partnership ($50 to $43 million), and Magnet School Assistance (to $100 million). Two programs, Early Reading First and National Institute for Literacy in Adult Education, were eliminated. TEACH grants, eliminated in 2009, have not been reinstated.
For further details, please log in to the JNCL-NCLIS Google Group or visit http://www.languagepolicy.org/documents/appropriations/FY2010.xls
Friday, December 18, 2009
Tuesday, December 15, 2009
NCLRC Culture Club Update
The NCLRC Culture Club is an online environment where teachers of foreign languages can find materials and information to help them teach about the culture(s) of their target language(s). There are nine rooms in the Club. Each room has a link to its Collection where you will find all the previously-featured materials. See http://nclrc.org/cultureclub/email_club.html
Tuesday, December 8, 2009
SOPI TASK and TEST CREATION Workshop
This workshop is the follow-up to the PSMLA sponsored SOPI assessment workshop (Part I). Participants will review their understanding of the lower levels (Novice to Intermediate -Low) of the ACTFL Oral Proficiency Scale and the SOPI-type test structure. The participants will then work together to develop a SOPI oral proficiency test. Working in language specific groups, the participants will be shown how to create age-appropriate tasks and prompts, select appropriate visuals to accompany tasks and record the prompts for a SOPI oral proficiency test. Participants will leave with at least one SOPI test in French, German, Japanese or Spanish.
Workshop facilitators: French: Dr. Bonnie Adair-Hauck
German: Dr. Thekla Fall
Japanese: Dr. Isabel Espino De Valdivia
Spanish: Ms. Sue Cefola
Date: January 30, 2010
Location: The
Time: 9:00-3:00 p.m. breakfast: 8:30 a.m.
Cost: $130.00 PSMLA members; $170.00 non-members
Includes 5 hour workshop with ACT 48 credit; materials;
continental breakfast and lunch
This SOPI workshop is sponsored by the
Note: Space is limited. Preference will be given to those who attended the SOPI Part I workshop. Contact Thekla Fall if you are interested in attending thekla.fall@gmail.com
Monday, December 7, 2009
Google Launches Tool To Search in Other Languages
Google Launches Tool To Search in Other Languages
By Jennifer LeClaire
Google has launched a "Translated search" option to allow searchers to find information in other languages. The new Google translation option is being rolled out and when complete will automatically select the best language to translate a query into and return the results in the user's language... For the complete article see:
http://www.sci-tech-today.com/news/Google-Searches-in-Other-Languages/story.xhtml?story_id=0100018044IU
By Jennifer LeClaire
Google has launched a "Translated search" option to allow searchers to find information in other languages. The new Google translation option is being rolled out and when complete will automatically select the best language to translate a query into and return the results in the user's language... For the complete article see:
http://www.sci-tech-today.
Sunday, December 6, 2009
Free materials for K-12
The following is a recommended site for some free teacher made materials in French, Spanish, Thai, Italian, Chinese, English, and English as a Second Language.
http://miscositas.com/
http://www.facebook.com/pages/MisCositascom/190662591830
http://miscositas.com/
http://www.facebook.com/pages/MisCositascom/190662591830
Saturday, December 5, 2009
New ACTA College Rankings include a Foreign Language Requirement
The American Council of Trustees and Alumni (ACTA) has formed a promising new system of ranking colleges.
Their website, WhatWillTheyLearn.com, focuses on seven core subjects: composition, literature, foreign language,
Editorial: New college ranking system gives more accurate view
Claire Taylor Lariat Staffhttp://www.baylor.edu/lariat/news.php?action=story&story=65807
Tuesday, November 24, 2009
More Institutes to Accept TOEFL Score
The number of institutions signing in to use TOEFL scores continue to increase at a fast pace. An additional 383 institutions have become TOEFL score users within the last year. Globally, around a million students appear for the test every year. The TOEFl test has been accepted by the top ranking universities around the world for the last 45 years. ...
To see the entire article --
http://toefl.learnhub.com/news/532-more-institutes-to-accept-toefl-score?src=utm_source=nl-wtf-lay4-19-nov-09&utm_medium=newsletter&utm_content=fr:rn-
To see the entire article --
http://toefl.learnhub.com/news/532-more-institutes-to-accept-toefl-score?src=utm_source=nl-wtf-lay4-19-nov-09&utm_medium=newsletter&utm_content=fr:rn-
Thursday, November 19, 2009
Budget woes frustrate foreign language goals
In Fairfax schools, the debate becomes fundamentals vs. frills
....In tough times, parents and board members are debating whether foreign language instruction, particularly in early years, is fundamental or a frill...
To see the complete article by Washington Post Staff Writer Michael Alison Chandler (Tuesday, November 17, 2009) see http://www.washingtonpost.com/wp-dyn/content/article/2009/11/16/AR2009111603611.html
....In tough times, parents and board members are debating whether foreign language instruction, particularly in early years, is fundamental or a frill...
To see the complete article by Washington Post Staff Writer Michael Alison Chandler (Tuesday, November 17, 2009) see http://www.washingtonpost.com/wp-dyn/content/article/2009/11/16/AR2009111603611.html
Friday, November 13, 2009
How Involved Should Teachers be in Testing?
Education Week article on proposed new assessements states:
Raising an issue that has proved controversial in the past, several of the panelists invited by the Education Department to testify said that teachers should be intimately involved in the design of those tasks, even to the point of contributing to the scoring process.
“What we have found in the use of our testing program is that people become very familiar with what the standards are for their particular area of the curriculum,” said Jim Dueck, the assistant deputy minister of accountability and reporting in the Canadian province of Alberta, which relies on panels of teachers to score parts of its grade 12 tests.
Greater teacher involvement also creates better opportunities for professional development and teacher buy-in, said Jeff Nellhaus, the commissioner of education for Massachusetts.
“Teachers end up being the best ambassadors of your [testing] program when it’s being criticized,” Mr. Nellhaus said. “Having teachers involved in item development, [and] scoring of performance tasks, to the extent feasible, is critical to ensuring the quality, transparency, and integrity of the system.”
For complete article see:
Funding for Common Assessments Poses Challenge
By Stephen Sawchuk,
Published Online by Education Week: November 13, 2009
http://www.edweek.org/ew/articles/2009/11/13/12stim-assess.h29.html?tkn=U[VFkW5xkQtThTGw9Sr%2BXmy2JFDKXZA5%2FaEz
Raising an issue that has proved controversial in the past, several of the panelists invited by the Education Department to testify said that teachers should be intimately involved in the design of those tasks, even to the point of contributing to the scoring process.
“What we have found in the use of our testing program is that people become very familiar with what the standards are for their particular area of the curriculum,” said Jim Dueck, the assistant deputy minister of accountability and reporting in the Canadian province of Alberta, which relies on panels of teachers to score parts of its grade 12 tests.
Greater teacher involvement also creates better opportunities for professional development and teacher buy-in, said Jeff Nellhaus, the commissioner of education for Massachusetts.
“Teachers end up being the best ambassadors of your [testing] program when it’s being criticized,” Mr. Nellhaus said. “Having teachers involved in item development, [and] scoring of performance tasks, to the extent feasible, is critical to ensuring the quality, transparency, and integrity of the system.”
For complete article see:
Funding for Common Assessments Poses Challenge
By Stephen Sawchuk,
Published Online by Education Week: November 13, 2009
http://www.edweek.org/ew/articles/2009/11/13/12stim-assess.h29.html?tkn=U[VFkW5xkQtThTGw9Sr%2BXmy2JFDKXZA5%2FaEz
Tuesday, November 10, 2009
Finding fluency in language lessons
Finding fluency in language lessons
Silver Spring school mixes instruction in English, Spanish
Whether someone speaks English or Spanish to you at Kemp Mill Elementary School can be a matter of walking a few feet in one direction or another....
By Nelson Hernandez
Washington Post Staff Writer
Monday, November 9, 2009
See complete article at: http://www.washingtonpost.com/wp-dyn/content/article/2009/11/08/AR2009110818227.html
Silver Spring school mixes instruction in English, Spanish
Whether someone speaks English or Spanish to you at Kemp Mill Elementary School can be a matter of walking a few feet in one direction or another....
By Nelson Hernandez
Washington Post Staff Writer
Monday, November 9, 2009
See complete article at: http://www.washingtonpost.com/wp-dyn/content/article/2009/11/08/AR2009110818227.html
Friday, November 6, 2009
Digital Natives vs. Digital Immigrants
The article, Digital Natives, Digital Immigrants, By Marc Prensky
from On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)presents vital issues that need to be considered in all discussions of educational reform.
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
Greg Russak writes:
Prensky's article was spot on in 2001 and has proven to be incredibly prescient about one of the main reasons for the declining state of education in America. It seems to me that until educators and administrators accept the reality that "change" is the one constant, and that it is part of their job to adopt and adapt to that change - whether they like it or not - American education will be hard pressed to realize the potential that exists in our students. Case in point: My son has decided not to pursue his dual-degree in Japanese and to only take courses that involve speaking because he's frustrated by the approach taken to language education at his university. In other words, he wants to speak the language and has little interest in writing papers using pen - yes, pen and paper - when he's had a keyboard converter on his own laptop for years.
Not to be cruel or unkind to anyone, but isn't it a little short-sighted and narcissistic for educators and administrators to think that what's best is based upon what they have always done? I think Prensky makes the point that of all the professions and professionals in America, education and educators need to be among those who embrace change the most. I agree that it's part of their responsibility; to teach children in ways that work best for the student and not just the teacher. I also agree completely with Prensky that it seems well past time for the Digital Immigrants in education to stop their grousing and accept the fact that they are dealing with Digital Natives, or as I like to call them, the "YouTube-Facebook Generation." It's time for educators to embrace change, and to forcefully and tirelessly lobby their administrators to spend more money on technology that has the potential to improve learning instead of on things like football stadiums."
from On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)presents vital issues that need to be considered in all discussions of educational reform.
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
Greg Russak writes:
Prensky's article was spot on in 2001 and has proven to be incredibly prescient about one of the main reasons for the declining state of education in America. It seems to me that until educators and administrators accept the reality that "change" is the one constant, and that it is part of their job to adopt and adapt to that change - whether they like it or not - American education will be hard pressed to realize the potential that exists in our students. Case in point: My son has decided not to pursue his dual-degree in Japanese and to only take courses that involve speaking because he's frustrated by the approach taken to language education at his university. In other words, he wants to speak the language and has little interest in writing papers using pen - yes, pen and paper - when he's had a keyboard converter on his own laptop for years.
Not to be cruel or unkind to anyone, but isn't it a little short-sighted and narcissistic for educators and administrators to think that what's best is based upon what they have always done? I think Prensky makes the point that of all the professions and professionals in America, education and educators need to be among those who embrace change the most. I agree that it's part of their responsibility; to teach children in ways that work best for the student and not just the teacher. I also agree completely with Prensky that it seems well past time for the Digital Immigrants in education to stop their grousing and accept the fact that they are dealing with Digital Natives, or as I like to call them, the "YouTube-Facebook Generation." It's time for educators to embrace change, and to forcefully and tirelessly lobby their administrators to spend more money on technology that has the potential to improve learning instead of on things like football stadiums."
Thursday, November 5, 2009
Grant readers needed
One of the best ways to become a successful grant writer is to first be a grant reader. Here are some opportunities:
Panel Readers Needed For US Department Of Education InternationalPrograms
The International Education Programs Service (IEPS) in the U.S.Department of Education administers a variety of international programs. IEPS continually seeks language and area studies specialists to serve as readers for grant competitions.
Readers participate in a panel review of applications (usually no longer than one or two weeks), and are provided with modest compensation. Most reviews are conducted electronically, via the U.S. Department of Education’s e-Reader system, and travel will not be necessary. In cases where travel is necessary, readers are provided
with roundtrip travel, hotel room, and meal allowances. The review process involves orientation, reading of the applications, and daily discussions with other panelists. Scores are based on U.S. Department of Education selection criteria. Programs include:
Fulbright-Hays Programs
• Doctoral Dissertation Research Abroad • Faculty Research Abroad •
Group Projects Abroad • Seminars Abroad
Title VI Of The Higher Education Act Programs
• American Overseas Research Centers
• Business and International Education
• Centers for International Business Education • Foreign Language and Area Studies Fellowships • Institute for International Public Policy • International Research and Studies • Language Resource Centers • National Resource Centers • Technology Innovation and Cooperation for Foreign Information Access • Undergraduate International Studies and Foreign Language
If you or anyone you know is interested in serving as a reader, please visit the U.S. Department of Education Field Reader System Web site at:
http://opeweb.ed.gov/frs/frsHome.cfm to enter your information.
Thank you for your assistance in expanding and enhancing our reader
pool!
---------------------------------------------------------------------------------------------------------------------
FOREIGN LANGUAGE CONSULTANTS
The National Foreign Language Center at the University of Maryland is seeking Foreign Language Consultants with a solid understanding of the ILR Language Skill-Level Descriptions and native or near-native proficiency in one of the languages below.
Bosnian, Croatian, Danish, Greek, Hassaniyya Arabic, Mandarin, Pashto, Serbian, Southern Min, Syrian Arabic, Sub-Saharan French and Wu
Duties may include:
• Locating and selecting authentic reading and listening content in the target language according to guidelines
• Creating a glossary
• Creating background notes.
• Reviewing content and online lessons
Requirements:
• Native or near-native speaker of the target language
• Solid understanding of the ILR skill levels
• Must have permission to work in the US
• Good basic computer skills
• Ability to type and read in both the target language and English
• Experience developing language learning materials (preferable)
• Experience teaching the target language (preferable)
The work will begin immediately and continue through January. It is part-time and done from ones home computer. Those interested should send their resume to-- jedwards@nflc.org.
Panel Readers Needed For US Department Of Education InternationalPrograms
The International Education Programs Service (IEPS) in the U.S.Department of Education administers a variety of international programs. IEPS continually seeks language and area studies specialists to serve as readers for grant competitions.
Readers participate in a panel review of applications (usually no longer than one or two weeks), and are provided with modest compensation. Most reviews are conducted electronically, via the U.S. Department of Education’s e-Reader system, and travel will not be necessary. In cases where travel is necessary, readers are provided
with roundtrip travel, hotel room, and meal allowances. The review process involves orientation, reading of the applications, and daily discussions with other panelists. Scores are based on U.S. Department of Education selection criteria. Programs include:
Fulbright-Hays Programs
• Doctoral Dissertation Research Abroad • Faculty Research Abroad •
Group Projects Abroad • Seminars Abroad
Title VI Of The Higher Education Act Programs
• American Overseas Research Centers
• Business and International Education
• Centers for International Business Education • Foreign Language and Area Studies Fellowships • Institute for International Public Policy • International Research and Studies • Language Resource Centers • National Resource Centers • Technology Innovation and Cooperation for Foreign Information Access • Undergraduate International Studies and Foreign Language
If you or anyone you know is interested in serving as a reader, please visit the U.S. Department of Education Field Reader System Web site at:
http://opeweb.ed.gov/frs/frsHome.cfm to enter your information.
Thank you for your assistance in expanding and enhancing our reader
pool!
---------------------------------------------------------------------------------------------------------------------
FOREIGN LANGUAGE CONSULTANTS
The National Foreign Language Center at the University of Maryland is seeking Foreign Language Consultants with a solid understanding of the ILR Language Skill-Level Descriptions and native or near-native proficiency in one of the languages below.
Bosnian, Croatian, Danish, Greek, Hassaniyya Arabic, Mandarin, Pashto, Serbian, Southern Min, Syrian Arabic, Sub-Saharan French and Wu
Duties may include:
• Locating and selecting authentic reading and listening content in the target language according to guidelines
• Creating a glossary
• Creating background notes.
• Reviewing content and online lessons
Requirements:
• Native or near-native speaker of the target language
• Solid understanding of the ILR skill levels
• Must have permission to work in the US
• Good basic computer skills
• Ability to type and read in both the target language and English
• Experience developing language learning materials (preferable)
• Experience teaching the target language (preferable)
The work will begin immediately and continue through January. It is part-time and done from ones home computer. Those interested should send their resume to-- jedwards@nflc.org.
Wednesday, November 4, 2009
Hebrew, Hindi, other scripts get Web address nod
SEOUL, South Korea - The nonprofit body that oversees Internet addresses approved Friday the use of Hebrew, Hindi, Korean and other scripts not based on Latin characters in a decision that could make the Web dramatically more inclusive..
For the complete article, see Yahoo!Tech:
http://tech.yahoo.com/news/ap/20091030/ap_on_hi_te/as_tec_internet_names
For the complete article, see Yahoo!Tech:
http://tech.yahoo.com/news/ap/20091030/ap_on_hi_te/as_tec_internet_names
Wednesday, October 28, 2009
Podcast: The Challenge of Working CALL into the Classroom
CALLspot Episode 3 - The Challenge of Working CALL into the Classroom
Joy Lynn Egbert and Volker Hegelheimer join host Shannon Sauro to discuss some of the common challenges teachers face in implementing CALL activities in their classes as well as tips and strategies for adapting to these challenges.
Available for download at http://callspot.libsyn.com/ and on iTunes
The CALLspot is a podcast for language teachers and language teacher trainers. In each episode, a panel of CALL practitioners and experts discuss teaching and professional development resources, tackle the challenges of incorporating technology in language teaching, and explore major themes in computer-assisted language learning.
*********************************
Shannon Sauro, Ph.D.
Assistant Professor
Bicultural-Bilingual Studies
University of Texas at San Antonio
http://faculty.coehd.utsa.edu/ssauro/
Joy Lynn Egbert and Volker Hegelheimer join host Shannon Sauro to discuss some of the common challenges teachers face in implementing CALL activities in their classes as well as tips and strategies for adapting to these challenges.
Available for download at http://callspot.libsyn.com/ and on iTunes
The CALLspot is a podcast for language teachers and language teacher trainers. In each episode, a panel of CALL practitioners and experts discuss teaching and professional development resources, tackle the challenges of incorporating technology in language teaching, and explore major themes in computer-assisted language learning.
*********************************
Shannon Sauro, Ph.D.
Assistant Professor
Bicultural-Bilingual Studies
University of Texas at San Antonio
http://faculty.coehd.utsa.edu/ssauro/
Saturday, October 24, 2009
What Language Should Our School Offer?
Question asked by an administrator at a new charter school: We are interested in starting a foreign language program in our elementary school, what language should we offer?
Response: It is wonderful that you are going to offer a foreign language to your students. Here are some considerations in making this decision:
1. Do your students have a preference? Depending on their ages, students can be asked to research language preferences and come up with a rationale about why their favorite language should be offered.
2. Is there a preference in the community?
a. Is there a dominant heritage language background within the community? Heritage language speakers can often be a great source of enrichment for cultural activities, festivals, speakers, etc.
b. Are there international companies in the area that are interested in any specific languages that might provide support (tutorials, funding)?
3. If all the neighboring schools offer the same language - offering a different language may draw new students to your school.
4. Consider current national security needs. At this time there is a great push for non-traditional languages such as Chinese and Arabic. Recent U.S.D.E. Foreign Language Assistance Program (FLAP) grants have awarded extra points to proposals that focus on non- traditional languages.
5. Will there be opportunities for your students to continue with the language of choice once students leave your school? Offering a foreign language program represents a huge investment in time and money. It is important that there is a feeder pattern to enable students to reach higher levels of language proficiency.
6. What is the availability of excellent teachers to teach the language of choice? Finding highly qualified teachers for some non-traditional languages at a particular level (such as elementary school) may be a challenge. Check with area colleges and universities.
Learning any foreign language has been shown to improve academic ability in areas such as problem solving and vocabulary comprehension and has resulted in higher test scores in English and math. Starting early and continuing through high school can lead to useful levels of proficiency.
Thekla Fall
World Language Consultant
If you have any other suggestions or a question, please write.
Response: It is wonderful that you are going to offer a foreign language to your students. Here are some considerations in making this decision:
1. Do your students have a preference? Depending on their ages, students can be asked to research language preferences and come up with a rationale about why their favorite language should be offered.
2. Is there a preference in the community?
a. Is there a dominant heritage language background within the community? Heritage language speakers can often be a great source of enrichment for cultural activities, festivals, speakers, etc.
b. Are there international companies in the area that are interested in any specific languages that might provide support (tutorials, funding)?
3. If all the neighboring schools offer the same language - offering a different language may draw new students to your school.
4. Consider current national security needs. At this time there is a great push for non-traditional languages such as Chinese and Arabic. Recent U.S.D.E. Foreign Language Assistance Program (FLAP) grants have awarded extra points to proposals that focus on non- traditional languages.
5. Will there be opportunities for your students to continue with the language of choice once students leave your school? Offering a foreign language program represents a huge investment in time and money. It is important that there is a feeder pattern to enable students to reach higher levels of language proficiency.
6. What is the availability of excellent teachers to teach the language of choice? Finding highly qualified teachers for some non-traditional languages at a particular level (such as elementary school) may be a challenge. Check with area colleges and universities.
Learning any foreign language has been shown to improve academic ability in areas such as problem solving and vocabulary comprehension and has resulted in higher test scores in English and math. Starting early and continuing through high school can lead to useful levels of proficiency.
Thekla Fall
World Language Consultant
If you have any other suggestions or a question, please write.
Lewis takes Post as New Deputy Assistant Secretary for International and Foreign Language Education
News from JCNCL - NCLIS
On Monday October 19 the Department of Education announced three new political appointees. One of these is Andre Winston Lewis as the new Deputy Assistant Secretary for International and Foreign Language Education. Mr. Lewis, with a background in Russian Studies at the University of California – Berkley and a graduate of Boston University School of Law, is the first appointee to fill the position JNCL-NCLIS worked to create during the 110th Congress through the reauthorization of the Higher Education Act of 1965. Mr. Lewis also has extensive political experience locally in California and in Washington, DC and international experience with the State Department.
On Monday October 19 the Department of Education announced three new political appointees. One of these is Andre Winston Lewis as the new Deputy Assistant Secretary for International and Foreign Language Education. Mr. Lewis, with a background in Russian Studies at the University of California – Berkley and a graduate of Boston University School of Law, is the first appointee to fill the position JNCL-NCLIS worked to create during the 110th Congress through the reauthorization of the Higher Education Act of 1965. Mr. Lewis also has extensive political experience locally in California and in Washington, DC and international experience with the State Department.
Four Cities Cited for Successful ELL Policies
Achievement is based on addressing many issues, city schools’ group says.
By Mary Ann Zehr
Large urban school districts that are successful with English-language learners provide strong oversight from the central office for educating those students, ensure that general education teachers as well as specialists receive professional development on how to work with ELLs, and use student data in a meaningful way to improve instruction for that population.
For the complete Education Week article see: http://www.edweek.org/ew/articles/2009/10/22/09ell.h29.html?tkn=ROQCwLWC64%2B%2FhxAL29PxA3AHEJnAN6VutcLh
By Mary Ann Zehr
Large urban school districts that are successful with English-language learners provide strong oversight from the central office for educating those students, ensure that general education teachers as well as specialists receive professional development on how to work with ELLs, and use student data in a meaningful way to improve instruction for that population.
For the complete Education Week article see: http://www.edweek.org/ew/articles/2009/10/22/09ell.h29.html?tkn=ROQCwLWC64%2B%2FhxAL29PxA3AHEJnAN6VutcLh
Tuesday, October 20, 2009
Researchers Focus on Oral-Language Skills of ELLs
Scholars say students need chances to speak in class and to find a "personal voice" in the new language.
Educators and researchers who specialize in the education of English-language learners are putting new emphasis on the importance of teaching oral English.
See the complete Education Week article at
http://www.edweek.org/ew/articles/2009/10/21/08ell.h29.html?tkn=UUVFOLrRyoUActz1LogLk8LcpRuAEq3FB%2Fo9
Educators and researchers who specialize in the education of English-language learners are putting new emphasis on the importance of teaching oral English.
See the complete Education Week article at
http://www.edweek.org/ew/articles/2009/10/21/08ell.h29.html?tkn=UUVFOLrRyoUActz1LogLk8LcpRuAEq3FB%2Fo9
Tuesday, October 13, 2009
Free Online Webinar Workshops on Using Blogs and Youtube in the language classroom
Are you interested in ways to use blogs or youtube in the language classroom?
This fall, LARC is hosting a new series of Online Webinars. These free workshops are designed for language educators and will highlight ways to use social media tools like blogs and youtube in the language classroom. The sessions are held Online each Thursday at 4 PM (PST) in our Elluminate classroom. Our first session is Oct 15th.
Each session includes presentations and software demonstration as well as time for you to practice using the technology. We want you to leave the session with a good pedagogical approach and the technical skills to make it work for your learners. Join live or watch the archives when you can.
Visit http://larc.sdsu.edu/socialmedia for additional information including the schedule, the link to our webinar room and the registration form.
This fall, LARC is hosting a new series of Online Webinars. These free workshops are designed for language educators and will highlight ways to use social media tools like blogs and youtube in the language classroom. The sessions are held Online each Thursday at 4 PM (PST) in our Elluminate classroom. Our first session is Oct 15th.
Each session includes presentations and software demonstration as well as time for you to practice using the technology. We want you to leave the session with a good pedagogical approach and the technical skills to make it work for your learners. Join live or watch the archives when you can.
Visit http://larc.sdsu.edu/socialmedia for additional information including the schedule, the link to our webinar room and the registration form.
2010 IUP Spring Methodology Conference
The 2010 IUP Spring Methodology Conference on Foreign Language Teaching will be held on Friday, April 23rd, at the Chestnut Ridge Golf Resort and Conference Center in Blairsville, PA
The keynote speaker is Emily Spinelli, Executive Director of the American Association of Teachers of Spanish and Portuguese (AATSP) and Professor Emerita of Spanish at the University of Michigan-Dearborn. The conference offers a total of twelve sessions dealing with very diverse topics; for instance, Web 2.0 into the Foreign Language Classroom, Jigsaws: Making Literary Works Come to Life, Building Speaking Proficiency through Games, The Role of Grammar in the Communicative Classroom, or Introducing Culture into the Curriculum Using Differentiated Instruction Models, etc.
A buffet lunch will be served and time is allotted for participants to explore the book exhibits.
The registration fee is $60 (no change since last year). Deadline for registration is April 9 and payment is due by April 14. A special conference rate of $109/night (regularly $129/night) is being offered at the Hampton Inn & Suites at Chestnut Ridge until March 22; call 724/459-5920.
Frank B. Brooks, Conference Co-Chair
fbrooks@iup.edu
J-Louis Dassier, Conference Co-Chair
dassier@iup.edu
The keynote speaker is Emily Spinelli, Executive Director of the American Association of Teachers of Spanish and Portuguese (AATSP) and Professor Emerita of Spanish at the University of Michigan-Dearborn. The conference offers a total of twelve sessions dealing with very diverse topics; for instance, Web 2.0 into the Foreign Language Classroom, Jigsaws: Making Literary Works Come to Life, Building Speaking Proficiency through Games, The Role of Grammar in the Communicative Classroom, or Introducing Culture into the Curriculum Using Differentiated Instruction Models, etc.
A buffet lunch will be served and time is allotted for participants to explore the book exhibits.
The registration fee is $60 (no change since last year). Deadline for registration is April 9 and payment is due by April 14. A special conference rate of $109/night (regularly $129/night) is being offered at the Hampton Inn & Suites at Chestnut Ridge until March 22; call 724/459-5920.
Frank B. Brooks, Conference Co-Chair
fbrooks@iup.edu
J-Louis Dassier, Conference Co-Chair
dassier@iup.edu
Wednesday, October 7, 2009
Ed. Dept. Proposes Innovation Grant Ground Rules
Does your district have "cutting-edge ideas" and an assessment program to demonstrate quantitative results? If so, you might be eligible part of the U.S. Department of Education $650 million Investing in Innovation grant program. See the following article in Ed. Week for information. See http://www.owlts.com/ if you need a comprehensive assessment software program to manage the data.
See: Ed. Dept. Proposes Innovation Grant Ground Rules, By Michele McNeil
in Education Week
Premium article access courtesy of Edweek.org.
....In a telephone news conference Tuesday, Secretary of Education Arne Duncan declared that he’s looking for “cutting-edge ideas that will produce the next generation of reform” through what has been dubbed the “i3” grant competition, the first round of which will begin next spring, when applications will be due. ...
Thursday, October 1, 2009
Books Face Extinction as Schools Go High-Tech
By Laura Crimaldi, Boston Herald (MCT)
Premium article access courtesy of Edweek.org.
Hitting the books is becoming a thing of the past, as more schools across Massachusetts implement virtual classrooms and equip students with laptops. ...
To see the complete article:
OWL testing software is an inexpensive way to extend the virtual classroom to include testing-- no matter what text is used or what the subject area. Assessments should be under your control--to create, edit, and administer easily to meet the needs of your students.
Wednesday, September 30, 2009
2009 Spotlight on ELL Assessment & Teaching
Education Week is offering a collection of articles (for just $4.95) which includes among other items:
- Accommodations to assess content knowledge
- Assessing English-language proficiency
- Determining where English-language learners should be placed at the time of enrollment
- Criteria used to identify students for ELL services
- Characteristics of effective technology-enhanced programs for ELLs
Also, be sure to check out the features on OWL testing software that make ELL testing easier: controlling individual student test times and options to include or exclude a word bank, aural instructions as well as written, visuals, an oral proficiency component, etc. The software makes it easy to create and edit tests and test items. For more information see www.owlts.com .
Monday, September 28, 2009
Lower Student Load = Higher Achievement
Here is a topic near and dear to our hearts--although it is not foreign language specific. The current issue of Education Week features interesting new research that shows a lower "total student load" is linked statistically to better student achievement. To which which many of us would probably say, "DUH!" -- but it is good to have this research at hand the next time the subject comes up in your school.
Management Guru Says 'Student Load' Key to Achievement
Study of Eight Districts Looks at School Autonomy
By Debra Viadero
Management expert William G. Ouchi wants to let educators in on a secret: The key to improving student achievement is lightening teaching loads.Mr. Ouchi lays out that message in a new book, The Secret of TSL, published this month by Simon & Schuster of New York City. The letters stand for “total student load,” which Mr. Ouchi defines as the number of students that teachers come in contact with each academic term and the number of papers they grade.
For the complete article see:
http://www.edweek.org/ew/articles/2009/09/30/05management_ep.h29.html?tkn=QSOFnxH3di6H2mtviWP18Yx%2BGbZj3o4HDnN6
Management Guru Says 'Student Load' Key to Achievement
Study of Eight Districts Looks at School Autonomy
By Debra Viadero
Management expert William G. Ouchi wants to let educators in on a secret: The key to improving student achievement is lightening teaching loads.Mr. Ouchi lays out that message in a new book, The Secret of TSL, published this month by Simon & Schuster of New York City. The letters stand for “total student load,” which Mr. Ouchi defines as the number of students that teachers come in contact with each academic term and the number of papers they grade.
For the complete article see:
http://www.edweek.org/ew/
Thursday, September 24, 2009
How to Grow FL Programs
Foreign Language Week (see 2010 information below) is a great way to focus attention and promote excellent foreign language programs. Let administrators, community members, and students know about the exciting things that are happening in foreign language classes-- for example: new ideas garnered at conferences that were successfully implemented (to encourage support for future conference attendance); results of proficiency testing (solid data to show program effectiveness); awards and recognition of students, teachers, programs; field trips, travel abroad; service projects, etc.
Often we announce events as they happen, but it is powerful to collect everything and present it at one time. Be proactive! Get your students involved with letters to newspapers, posters, a special program/celebration, etc.! The
2010 National Foreign Language Week Poster
National Foreign Language Week is March 1 – 7, 2010
Alpha Mu Gamma, the National Collegiate Foreign Language Honor Society & Official Sponsor of the Week, announces that the 2010 NFLW Poster will be available mid of October 2009…The Theme for this year's poster is: "Spread Your Wings! Learn a New Language" Poster size is 24"x18".
To see the poster and for purchasing information: www.lacitycollege.edu/academic/honor/amg/nflw.html
Vista Higher Learning Student Video Contest
Vista Higher Learning, the publisher, is sponsoring a video contest for language students at the middle and high school levels and the college/university level. Three $1000 prizes will be awarded to winning schools.
The goal of this contest is to support world language teachers and students, and promote the study of world languages. The theme is Communities, a strand of the Standards for Foreign Language Learning. Student participants should reflect on the importance and benefits of language study to their local and/or global community in a video format that effectively and engagingly conveys their message.
Complete submissions must be received between September 15, 2009 and October 31, 2009.
Winners will be announced November 20, 2009.
More information is available at http://www.vistahigherlearning.com/supportlanguages
4th International Wireless Ready Symposium
4th International Wireless Ready Symposium
Digital
An IATEFL Learning Technologies SIG event
Friday, 19th February 2010,
Homepage: http://wirelessready.nucba.ac.jp
Registration: http://wirelessready.nucba.ac.jp/registerdesk.html
Monday, August 17, 2009
Mullen: U.S. Military Benefits From Foreign Language Training
"No training is more crucial to the U.S. military than education in critical foreign languages and cultures, the chairman of the Joint Chiefs of Staff said yesterday."
Read John Kruzel's article at
http://www.dvidshub.net/?script=news/news_show.php&id=37387#
Read John Kruzel's article at
http://www.dvidshub.net/?script=news/news_show.php&id=37387#
Friday, August 14, 2009
Education Week's Digital Directions: The New Classroom Look
An excellent article on the evolution and thinking of technology and the classroom.
Education Week's Digital Directions: The New Classroom Look
Shared via AddThis
Education Week's Digital Directions: The New Classroom Look
Shared via AddThis
Thursday, August 6, 2009
Friday, July 31, 2009
Better than Ever – Background Reporting
Thursday, July 30, 2009
New in OWL v3.6.5.1 - Show Instant Results
Wednesday, July 29, 2009
Record Your Comments Online with OWL v3.6.5.1
Monday, July 13, 2009
OWL Upgrade Coming Soon!
Email sent to customers about the upcoming release of v3.6.5.1 which includes powerful new capabilities like Audio Rater Comments, Instant Results, support for Safari and more. You can follow us on Twitter and Facebook for more details.
Wednesday, June 10, 2009
OWL Testing Software Announces Release of OWL Version 3.6
FOR IMMEDIATE RELEASE
Support for Safari, Recording of Oral Comments and Feedback on Assessments, Java Replaces Flash in Practice Activity Module Highlights Latest Release
PITTSBURGH (June 10, 2009) – OWL Testing Software, a premier provider of affordable Web-based testing and assessment systems for academia, government, and business users, announced today the release of OWL Version 3.6. The new version is available to all customers with active maintenance agreements and will be installed for all new customers starting immediately.
Version 3.6 brings three important enhancements to OWL, starting with full support for Apple’s Safari browser. Safari is popular among OWL’s primary, secondary and higher education customers and brings the total browsers supported by OWL to four. The other three are Microsoft’s Internet Explorer, Mozilla’s Firefox and Google’s Chrome. According to most surveys, these four browsers comprise just over 98% of the Internet browser market.
OWL customers have always benefited from performing online assessments of the writing and speaking skill of their language learners using whatever scoring system, rubric, and text-based commentary desired. Now instructors will be able to dynamically add their oral comments to those assessments. Oral comments are useful in helping students to hear proper pronunciations, and give instructors freedom to offer guidance and advice on every aspect of a student’s response.
The conversion of Flash to Java for handling OWL’s Practice Activity Modules completely eliminates the need for additional media server hardware and software. This upgrade now makes the deployment of OWL simpler and less expensive for both testing and for practice activities.
“This new version of OWL was directed primarily by customer feedback and requests, just as our software has been since its inception,” said Chris Dalessandri, president and CEO of OWL Testing Software. “Technically, the elimination of Flash signals the completion of the last step toward a completely Java-driven application. This will certainly make deployment simpler, cheaper and easier for us and our customers.”
Dalessandri went on to say, “Safari has always worked well with OWL. Version 3.6 confirms the successful completion of our internal quality assurance testing of a browser that is very popular with our educational markets. We’re probably most excited about giving our customers the ability to capture oral comments as they perform their online assessments. It’s been one of the more popular requests of late, and we’ve always prided ourselves at taking product development direction from our customers.”
###
About OWL Testing Software
OWL Testing Software is the leading solutions provider of language test building software to academia, business, and government markets. Built as a Web-based solution for test creation, administration, and management, OWL Testing Software is unique in its ability to create tests for all four communication skills – oral, aural, reading and writing. OWL is available as licensed software and as a hosted solution to meet the needs of the largest and smallest schools, businesses, and government agencies concerned with enhancing the language learning process and outcomes. Please visit http://www.owlts.com/ or call 412-436-0559 for more information.
# # #
Media Contact
OWL Testing Software
Brady Lutsko
Communications Consultant
brady@lutskoconsulting.com
412.381.1105
Support for Safari, Recording of Oral Comments and Feedback on Assessments, Java Replaces Flash in Practice Activity Module Highlights Latest Release
PITTSBURGH (June 10, 2009) – OWL Testing Software, a premier provider of affordable Web-based testing and assessment systems for academia, government, and business users, announced today the release of OWL Version 3.6. The new version is available to all customers with active maintenance agreements and will be installed for all new customers starting immediately.
Version 3.6 brings three important enhancements to OWL, starting with full support for Apple’s Safari browser. Safari is popular among OWL’s primary, secondary and higher education customers and brings the total browsers supported by OWL to four. The other three are Microsoft’s Internet Explorer, Mozilla’s Firefox and Google’s Chrome. According to most surveys, these four browsers comprise just over 98% of the Internet browser market.
OWL customers have always benefited from performing online assessments of the writing and speaking skill of their language learners using whatever scoring system, rubric, and text-based commentary desired. Now instructors will be able to dynamically add their oral comments to those assessments. Oral comments are useful in helping students to hear proper pronunciations, and give instructors freedom to offer guidance and advice on every aspect of a student’s response.
The conversion of Flash to Java for handling OWL’s Practice Activity Modules completely eliminates the need for additional media server hardware and software. This upgrade now makes the deployment of OWL simpler and less expensive for both testing and for practice activities.
“This new version of OWL was directed primarily by customer feedback and requests, just as our software has been since its inception,” said Chris Dalessandri, president and CEO of OWL Testing Software. “Technically, the elimination of Flash signals the completion of the last step toward a completely Java-driven application. This will certainly make deployment simpler, cheaper and easier for us and our customers.”
Dalessandri went on to say, “Safari has always worked well with OWL. Version 3.6 confirms the successful completion of our internal quality assurance testing of a browser that is very popular with our educational markets. We’re probably most excited about giving our customers the ability to capture oral comments as they perform their online assessments. It’s been one of the more popular requests of late, and we’ve always prided ourselves at taking product development direction from our customers.”
###
About OWL Testing Software
OWL Testing Software is the leading solutions provider of language test building software to academia, business, and government markets. Built as a Web-based solution for test creation, administration, and management, OWL Testing Software is unique in its ability to create tests for all four communication skills – oral, aural, reading and writing. OWL is available as licensed software and as a hosted solution to meet the needs of the largest and smallest schools, businesses, and government agencies concerned with enhancing the language learning process and outcomes. Please visit http://www.owlts.com/ or call 412-436-0559 for more information.
# # #
Media Contact
OWL Testing Software
Brady Lutsko
Communications Consultant
brady@lutskoconsulting.com
412.381.1105
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