What a cute idea instead of the old word wall. From Malawi shared by Janet Orr:
Cool activity with pre-test and post test: http://www.engames.eu/irregular-verbs-time-lucky/
|October 24, 2014|
Call for Nominations of Experts for Study Committee on ELs: October 28 Deadline!
The Board on Children, Youth, and Families (BCYF) of the Institute of Medicine and National Research Council is searching for experts in the scientific, technical, and medical professions to be considered for a study committee titled “Fostering the Development and Educational Success of Young English Language Learners and Dual Language Learners: Toward New Directions in Policy, Practice, and Research.” The committee will address the continuum of young English and Dual language learners (ELL/DLL) with two focus areas examining the development of language and cultural influences from the home to the community for children birth to age 8; and systems and policies affecting ELL/DLL children and youth in grades K-12, including standards and practices across diverse contexts to foster educational achievement among young ELLs/DLLs. The committee will come to consensus on findings and recommendations that aim to inform a research agenda to address gaps in the knowledge base, policies that impact young ELLs/DLLs, and practices in the range of settings where young ELLs/DLLs learn, grow, and develop, including homes, classrooms and health care settings. The committee’s report will be sponsored by the U.S. Education Department, Health Resources and Services Administration and Administration for Children and Families of the U. S. Department of Health and Human Services (HHS), and the Foundation for Child Development.
Please provide names of any persons you think should be considered for this important task. Please use the following form to submit your recommendations: http://www.surveygizmo.com/s3/1845093/ . Suggestions are sought for qualified individuals in all sectors of the scientific and technical community. Experts in the following fields are needed for the committee: Neuroscience, Developmental Psychology, Linguistics, Demography, General Education, Special Education, Sociology, Public Policy, Cultural Anthropology, and Health. Service on the study committee is also open to scientists and other experts working for a government agency or other sponsor of this project if (1) they have relevant scientific and technical expertise needed to accomplish the committee’s task, and (2) their service will not appear to compromise the independence and objectivity of the study. The BCYF is committed to increasing the participation of under-represented minorities in all phases of its work. The excellence of the members of its study committees is crucial to its work. Your assistance in identifying potential committee members especially from under-represented minorities is greatly appreciated. For further information, contact Sheila Moats, BCYF program officer, at SMoats@nas.edu.
National Professional Development Program Grantee—Southern Connecticut State University (SCSU)’s Training for All Teachers (TAT) Program—Launches English Learner Curriculum Library
The National Professional Development Program (NPD)’s Next Grant Cycle Opening Soon
Webinar: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, November 10, 2014 3:00–4:15 p.m. CST. Join REL Southwest for a free webinar on the latest research and recommendations for teaching academic content and literacy to English learners in elementary and middle school. How can content-area teachers improve instruction for English learners? What strategies are best for teaching academic vocabulary to English learners? Learn from nationally recognized researchers and practitioners as they explore strategies for supporting English learners in building the academic language and literacy skills they need to succeed. Learn more and/or register online! Subscribe to the REL Southwest mailing list and Spotlight e-bulletin to be notified of other upcoming events and to receive information about their services, products, and resources.
OELA PRESENTS: Educational Outcomes for English Learners in Different Instructional Programs—Connecting Research, Practice, and Policy for English Learners, November 14, 2:00–4:00 P.M. ET, Washington, DC (and live online). Nationally recognized researcher and professor of sociology Sean Reardon of Stanford University will discuss findings from a longitudinal study funded by IES which compares the academic trajectories of English Learners enrolled in four different instructional programs (see link to research paper below under New Resources). A panel of practitioners from the American Federation of Teachers and National Education Association will provide teachers’ perspectives in response to the research findings. The live event will be held at the U.S. Department of Education’s Potomac Center Plaza Auditorium, at 550 12th Street SW, on the 10thfloor. The event will be accessible to those inside the Department of Education’s network through mediasite.ed.gov and to those outside the ED network through EDstream. Please RSVP and indicate if you will attend in person or virtually. If you require a reasonable accommodation to participate in this event, i.e. sign language interpreter, captioning services, Braille, large print or CD Rom, please contact Anthony Sepulveda by phone (202-260-0464) or email no later than November 3.
La Cosecha 19th Annual Dual Language Conference, November 19-22, 2014, Santa Fe, NM. La Cosecha began in 1996 with 80 teachers who recognized a need to network and share identified best practices within the dual language community. La Cosecha 2014 (featuring an opening session with the U.S. Department of Education’s Office of English Language Acquisition (OELA) Director Libia S. Gil) will bring together over 2,000 participants—and experts and educators as presenters—from throughout the U.S., representing two-way immersion, one-way developmental bilingual, and one-way heritage language immersion programs. Conference strands include: CCSS and ELL Instruction, Program Development, Early Literacy Development, Indigenous Language One-Way Programs, Biliteracy Development, Sheltering/Scaffolding Instruction, Early Childhood, Content and Language Integrations, Assessment and Accountability, Advocacy, Leadership, AIM4S3, STEM Education, and much more! Register by November 15, 2014!
NABE’S 44th Annual Conference. March 5th-7th, 2015, Bally’s Las Vegas. Mark your calendars for the National Association of Bilingual Education annual conference: NABE 2015!
From EdWeek: North Carolina Students in Two-Way, Dual-Language Programs Scored Higher in Reading and Math than Their Peers in Other Programs. The achievement gains of dual-language learners in North Carolina, argues researcher Wayne P. Thomas, should be “getting every policymaker to jump out of his or her seat” to do more to support and expand dual-language immersion. Read more in this article on the success of a Spanish-English dual language program at North Carolina’s Collingswood Language Academy.
From the McKnight Foundation: The Learning for English Academic Proficiency and Success Act—Ensuring Faithful and Timely Implementation. During the 2014 legislative session, Minnesota lawmakers passed one of the nation’s most comprehensive legislation in support of English learners (ELs), the Learning for English Academic Proficiency and Success (LEAPS) Act. The law has three principal goals for all EL students: a) academic English proficiency, b) grade-level content knowledge, and c) multilingual skills development. Chief among the mandates is the requirement that all teachers be skilled in teaching ELs. Delivering these goals will require action at every level of the educational system, and this report provides an overview of the new LEAPS Act, and detailed recommendations for implementation.
From Multilingual Matters : Bilingual Advantage—Language, Literacy and the US Labor Market.Using novel methodological approaches and new data, this new book—edited by Rebecca M. Callahan and Patricia C. Gándara—draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the U.S. labor market.
From the Pew Research Center: U.S. High School Dropout Rate Reaches Record Low, Driven by Improvements among Hispanics, Blacks. More U.S. high school students are staying in school, according to newly released data from the Census Bureau, as the national dropout rate reached a record low last year. Just 7% of the nation’s 18-to-24 year olds had dropped out of high school, continuing a steady decline in the nation’s dropout rate since 2000, when 12% of youth were dropouts. The new data show significant progress over the past decade at other measures of educational attainment among Hispanic youth: Not only are fewer dropping out of high school, according to this article on Pew’s FactTank website, but more are finishing high school and attending college.
From EdWeek: Making Immigrant Students and English-Learners Feel Welcome in School. High school can be hard enough for teenagers—but for immigrant youth who face a host of additional challenges, school can be a lonely place. That’s why it’s so important for schools to be welcoming to all students, particularly immigrants and English-language learners, experts said at a recent event described in this blog post. The event, at the School Without Walls, a small public magnet high school in the District of Columbia, was held by the Center for Applied Linguistics and Welcoming America. It featured a panel discussion of experts in education and immigration advocacy about how to build school communities that are open and inclusive.
From National Journal: Why Des Moines Can Be a Model for Urban Schools. A majority of students are minorities. Poverty rates are going up. Refugees speak 100 different languages and dialects. And despite all this, according to this recent article, this school district is seeing gains.
Doctoral Program in Language, Education, and Society, with Emphasis on Bilingualism. The Ohio State University issued a call for applications for doctoral study in Language, Education, and Society, with a special emphasis on Bilingualism and Biliteracy. See the complete posting. Additionally, Graduate Research Assistantships are available for new, full-time graduate students who show promise of making significant contributions to the field of bilingualism and biliteracy development in preK-12 Latino/a student populations. For more information, contact Mileidis Gort at email@example.com
ACCESS Grant—Fully-Funded Ed.S. for DCPS Educators at George Washington University (GW). GW’s program for Special Education for Culturally and Linguistically Diverse Learners currently has two student slots available to complete an Education Specialist (Ed.S.) through the ACCESS grant. The ACCESS grant is funded by the U.S. Department of Education and covers all tuition costs. This opportunity is available to current DC public school (DCPS) teachers and administrators who already have a master’s degree. The starting semester is spring 2015. Please contact Ms. Popsy Kanagaratnam at firstname.lastname@example.org for additional details.
George Washington University (GW)’s Online Graduate Certificate Opportunity. The Graduate School of Education at GW is currently accepting applications for its online graduate certificate program in Special Education for Culturally and Linguistically Diverse Learners. This is an 18-credit program that empowers teachers from all content areas to better engage their students in diverse classroom environments. To apply, applicants need a bachelor’s degree, one recommendation, and a statement of purpose. No GRE required. Accepting applications now for the spring 2015 semester. Please contact Ms. Elizabeth Crouch at email@example.com or 202-510-1345 if you are interested in this opportunity.
TESOL Online Training Program—Core Certificate Program. The TESOL Core Certificate Program (TCCP) is a 130-hour online training program providing a foundation in the theory and practice of English language teaching. The certificate program provides a summary of the core knowledge of the field to support individuals in enhancing their professional practice and careers in serving the needs of English language learners (ELLs). Cohort 11 is the last cohort scheduled for the TESOL Core Certificate Program at this time. Applications for this cohort are due Sunday, November 16, 2014. VisitApplication and Registration for more information on how to apply.
TESOL Online Course—Separating Difference From Disability With Students Learning English as an Additional Language. October 27-November 3, 2014. This four-week, online course is for K-12 practitioners working with English learners in general education, bilingual education, and special education. Participants will learn what tools and strategies are available and appropriate to use to effectively distinguish differences from disability. RtI models for English learners will also be explored, focusing on the interpretation of data gathered during the general education intervention problem-solving process, prior to conducting an evaluation for special education .Instructor Catherine Collier, the director of the national professional development project CIRCLE (Curriculum Integration for Responsive, Cross-cultural, Language-based Education) at Western Washington University, has 45 years of experience in the field and is the author of a number of books on cross-cultural and multilingual special education. Registration for this workshop closes on Wednesday, October 22, 2014.
Exploring Academic Language and Literacy Development: Connections to the Common Core, November 7-8, 2014: Bank Street College’s Language Series supports educators in the development of language from different perspectives linking them to the Common Core State Standards. Participants will take away concrete ideas for immediate implementation in their settings through a panel discussion, workshops, a keynote presentation, and hands-on activities. Fifteen (15) CEU credits and 1 graduate credit may be earned. Keynote Presentation: Celia Genishi, PhD.
From the Hartford Public Schools (HPS), Hartford, Connecticut: Hartford Public Schools is seeking School Based English Language Learner (ELL) Coaches. The ELL coaches will work collaboratively with literacy coaches and provide support to principals, teachers, paraprofessionals, and parents to ensure the successful implementation of the ELL literacy initiatives. Candidates must hold ESL/TESOL certification and have experience conducting professional development sessions. Ideal candidates would have had coaching experience and taught ELL students. Bilingual certification is desirable but not required. HPS has been nationally recognized for its steadfast progress in narrowing the achievement gap and preparing our students for college and lifelong learning. Reform efforts have made Hartford Public Schools one of the most improved districts in Connecticut. Completeposting and application information for Job Id 1950 is available online.
From the Bellevue School District, Washington State: * The Bellevue School District is looking to fill Elementary Dual Language positions for 2014 and 2015 in its Balanced Dual Language Spanish Programs. The district requires Elementary Education Teacher certification and native like fluency in Spanish. The district is also recruiting for ELL Facilitators to serve at the elementary level. Teachers working as ELL Facilitators are expected to be leaders and coaches within their schools. For more information on either of these positions please email firstname.lastname@example.org .
From Arlington Public Schools, Virginia: Arlington Public Schools seeks a Supervisor of World Languages. See the complete job posting.
From the University of Maryland, Baltimore County (UMBC): UMBC’s Department of Education seeks to fill a tenure-track assistant professor of TESOL position beginning fall 2015. See thecomplete job posting.
From San Jose State University, San Jose, California: The Elementary Education Department seeks to fill a tenure-track assistant or associate professor of Bilingual Literacy). See the complete job posting.
From Charlotte-Mecklenburg Schools, North Carolina: The district has two Title III SIOP Coach positions open under the job title, “Coach, Sheltered Instruction Observation Protocol.” See thecomplete job posting.
LAST CALL: TESOL Awards for Excellence and Service
TESOL offers numerous awards and grants to honor excellence in service to the field and research, and to enable TESOL members to attend the Annual TESOL Convention & English Language Expo. These awards all have an application deadline of November 1: The TESOL Virginia French Allen Award for Scholarship and Service; The D. Scott Enright TESOL Interest Section Service Award; The Ruth Crymes TESOL Fellowship for Graduate Study; TESOL Award for Distinguished Research; andThe Mary Finocchiaro Award for Excellence in Unpublished Pedagogical Materials.
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a relationship or connection between people or things
Many of the facts apply to other European countries also. Make an effort to visit Spain if you can and see the beautiful pictures here: http://www.buzzfeed.com/jonmichaelpoff/te-echo-de-menos
First, let me start with my bias. I favor speaking in other languages to our children. Read more about this topic in the link. Excerpt:
A case study in making this decision comes from a post by Jim Kling on the New York Times’ “Motherlode” blog about whether to speak to his daughter in Tagalog (his wife’s first language) or in English (his own first language).
So funny. See this excerpt:
1. In Germany, Rice Crispies don’t go ‘snap, crackle and pop’ – they go ‘Knisper! Knasper! Knusper!’
2. In France, they go ‘Cric! Crac! Croc!’
3. In Spain, they go ‘Cris! Cras! Cros!’
4. There are 108 words for describing ‘sweet potato’ in Hawaiian, and 47 for ‘banana’, including ‘palaku’ – a thoroughly ripe banana.
5. The Finnish language has three of the world’s longest palindromic words :
‘saippuakivikauppias’ – a soapstone seller, ‘saippuakuppinippukauppias’ – a soapstone trader and ‘solutomaattimittaamotulos’ – the result from a measurement laboratory for tomatoes.
6. The Danish for jeans is ‘cowboybukser’.
I could definitely support this assertion since I did study abroad many times. As a youngster living in Europe, I had many opportunities to live and attend school in other European countries. And studying abroad brought me to the USA.
Read more here: http://time.com/79937/how-studying-or-working-abroad-makes-you-smarter/