• How teaching world languages can help meet the Common Core State Standards (CCSS).

    by Heather Singmaster

    “I have two long antennae,” the student at the front of the class said, in Chinese.

    “Are you a snail?” asked another student, also in Chinese.

    “No! I have three body parts and six thin legs.”

    “An ant?” quipped another.

    “No, I have two colorful wings.”

    “A butterfly!” the class shouted.

    This is an example of an activity you will see in today’s elementary classroom in English, or Chinese, or Spanish, or many other languages. Students, who are learning about the lifecycle in science class, will choose an animal and play a version of 20 questions. By describing the animal and eventually creating a digital storybook about it, they learn descriptive words in context, communicate with a partner, and learn technology skills.

    You may think that’s a great way for students to learn a language. What you may not realize is it also bolsters the literacy skills outlined in the Common Core State Standards.

    Please read more here.

  • Carla Summer Institutes 2013
    Technology ParticipantsThe Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota has sponsored a summer institute program for second language teachers since 1996. This internationally known program reflects CARLA’s commitment to link research and theory with practical applications for the classroom. Each institute is highly interactive and includes discussion, theory-building, hands-on activities, and plenty of networking opportunities.

    CARLA summer institute participants—more than 4,000 to date—have come from all over the world. They have included foreign language and ESL teachers at all levels of instruction, as well as program administrators, curriculum specialists, and language teacher educators.

    Summer Institutes for Language Teachers

    CARLA offers a range of institutes targeted at foreign language and ESL teachers from a variety of teaching contexts:

    Using the Web for Communicative Language Learning and Professional Development—online course
    July 8-August 11, 2013
    Presenters: Marlene Johnshoy and Alyssa Ruesch
    In this online course, participants will work together to create a foundation for gathering, sharing, evaluating, and incorporating technology into the second language curriculum.

    Using Technology in the Second Language Teaching
    July 15–19, 2013
    Presenters: Catherine Clements, Marlene Johnshoy, Beth Kautz, Dan Soneson, Rick Treece, Pablo Viedma, Zhen Zou
    Participants in this institute will learn how to use technology to facilitate student use of the target language and get “hands on” practice in using computers to promote students’ skills in interpretation, presentation, and interaction.

    Content-Based Language Instruction and Curriculum Development 

    July 15–19, 2013
    Presenter: Laurent Cammarata
    This institute will provide foreign language teachers with the background and tools needed to implement content-based instruction (CBI) in their second language classroom.

    Developing Materials for Less Commonly Taught Languages (LCTLs)

    July 15–19, 2013
    Presenters: Bill Johnston and Louis Janus
    This summer institute will provide LCTL teachers with practical tools and hands-on experience in designing a wide range of materials that will improve their students’ abilities to use the language for communicative purposes.

    Culture as the Core in the Second Language Classroom

    July 22–26, 2013
    Presenters: Wendy Allen and Francine Klein
    Weaving together theory and practice, this interactive institute will help teachers develop instructional strategies and practical tools for integrating language learning with a systematic culture curriculum.

    Focusing on Learner Language: 
Second Language Acquisition Basics for Teachers

    July 22–26, 2013
    Presenters: Elaine Tarone and Maggie Broner
    Participants will learn to analyze learner language in light of research on second language acquisition and will then consider implications for language teaching.

    Improving Language Learning: 
Styles- and Strategies-Based Instruction
    July 29-August 2, 2013
    Presenter: Martha Nyikos
    This summer institute is designed to help language teachers maximize students’ ability to learn a foreign/second language through styles- and strategies-based instruction.

    Developing Assessments for the Second Language Classroom

    July 29-August 2, 2013
    Presenters: Donna Clementi and Ursula Lentz
    Focusing on the alignment of standards-based curriculum and assessment, this institute includes an overview of the wide range of purposes in assessment, and step-by-step guidance in creating integrated performance assessments for classroom use.

    Summer Institutes for Immersion Teachers

    CARLA also offers three popular institutes that are designed specifically for immersion educators:

    Immersion 101: An Introduction to Immersion Teaching for Chinese and Japanese
    June 24-28, 2013
    Presenters: Tara Fortune and a team of veteran immersion teachers
    This institute provides novice immersion teachers in character-based languages with the tools and information they need to survive and thrive in the immersion classroom. The institute also includes a two-day session for administrators of immersion education programs for character-based languages.

    Immersion 101: An Introduction to Immersion Teaching 

    July 22–26, 2013
    Presenters: Tara Fortune and a team of veteran immersion teachers
    This institute provides novice immersion teachers with the tools and information they need to survive and thrive in the immersion classroom. The institute has been reconfigured to offer two teacher sessions simultaneously and an expanded 3-day session for administrators of immersion education programs.

    Meeting the Challenges of Immersion Education: Biliteracy Development in Dual Language/Immersion Classroom 
    July 29-August 2, 2013
    Presenter: Diane Tedick
    In this new institute, immersion practitioners will gain an understanding of the complex phenomenon of biliteracy and with a range of instructional strategies for fostering biliteracy development in dual language/immersion classrooms.

    Information

    More information is available on the CARLA website.

    Registration will open on January 7, 2013.
    To request a copy of a print brochure you can email the CARLA office at: carla@umn.edu.

    The institutes have been developed and are offered with the support, in part, of the U.S. Department of Education’s Title VI Language Resource Center program. The summer institutes are co-sponsored by the University of Minnesota’s College of Education and Human Development and College of Liberal Arts.

    Advanced Practices in Second Language Teaching Certificate

    This certificate offered by the University of Minnesota’s College of Education and Human Development provides an exciting opportunity for teachers of foreign languages and English as a second/foreign language to showcase their professional development work through the CARLA summer institute program by taking the institutes for graduate level credit.

    More information about the courses needed to obtain the certificate, admission criteria, and application materials can be found on the web.

     

  • Screen Shot 2012-11-30 at 4.32.40 PM

    Global Times Tongue Twister Contest for ForeignersThe Contest is an event for non-Chinese speaking contestants who enjoy the use of Chinese language and the fun of tongue twisters, held by Global Times, co-organised by Commercial Press and Chinese Universe.

    Read more here.

    1. What is Tongue Twister Contest?

    Chinese Tongue Twister Contest for Foreigners is an event for non-Chinese who enjoy the use of Chinese language and the fun of tongue twisters, held by Global Times, a leading English-language paper in China.

    2. Is the contest free or not?

    Yes, the tongue twister contest is totally for free.

    3. Is there any appointed tongue twist? 

    Every contestant should practice one compulsory tongue twister and one optional from the five twisters. Please read the tongue twist in your video on this page: http://community.globaltimes.cn/ … iewthread&tid=6990.

    4. When the application begins and ends?

    The application of the tongue twist contest begins on November 1 and ends on November 30.

    5. What is the qualification of the contest?

    Anyone of nationalities other than Chinese are eligible and welcome to participate the competition.

    6. How can I enter for the contest?

    Contestants should upload their video to youku.com, tudou.com, 56.com and ku6.com (files uploaded to youtube.com will not be accepted) and post the video in the forum for the contest. Contestants should email the video link and their profile to event@globaltimes.com.cn

    7. Who is going to Judge?

    The winners of the event will be jointly decided by the votes from the web users and language experts.

    8. What is the prize?

    The contest will unveil NINE awards, including the Top Three, Excellence Award, Most Popular, Most Beautiful Most Handsome, Most Intereting and Best Performance., etc.

    Plentiful prizes are waiting for you, check it out at http://community.globaltimes.cn/ … 157%26typeid%3D157.

    9. What is the basic contest procedure?

    The basic contest procedure goes this way.

    Phase I (November 1 — 30, 2012): Contestants upload their video clips to assigned video website and email their video link and profile to Global Times Community;

    Phase II (December 1 —20, 2012): Web users vote for the contestants and the top 20 videos with highest vote will go to the next phase for the final vote;

    Phase III (December 21 — 25, 2012): Language experts vote for the shortlisted 20 contestants. Ten times experts’ vote plus web users vote will determine the final winners.

    Phase IV: Announce the winner list and mail the awards to the winners.


  • By Jeff Bissell and Kevin Chang
    Whether it be an immersion or other setting, it is imperative to select teachers with the basic qualifications to be effective in the classroom. For more commonly taught languages in the United States (for example, French and Spanish), the teacher pool is a combination of native or heritage speakers of the language and English speakers who major in the language in university studies and become certified to teach it. Less commonly taught languages, such as Chinese and Japanese, have fewer English-dominant teachers, though that situation is changing. Because of the linguistic demands of teaching in an immersion setting, it is extremely important that non-native speaker teachers have a high degree of proficiency and naturalness in Chinese.

    An effective Chinese language educator needs to possess at least the following six qualifications:

    1. Has a solid background in Chinese and speaks the standard variety (putonghua). For all teachers of Chinese, their pronunciation in Mandarin must be putonghua. Different states set different linguistic competency requirements: some require the demonstration of a speaking proficiency in Chinese of Advanced-Low or above on the ACTFL scale of speaking proficiency; some states also require a rating on the ACTFL Writing Proficiency Test, while others require proof of credits or a major in Chinese.
    2. Has the required teaching certification. Certification requirements differ by state. In most cases, elementary school teachers need to be licensed to teach in the elementary grades, and may not need to hold foreign language certification. For middle school teachers, some states may require both language and content area certification.

    Please read more here.

  • From Stanford University:

    November 28, 2012

    Chinese typewriter anticipated predictive text, finds Stanford historian

    By reorganizing the typewriter’s characters into ready-made clusters of commonly used words, Mao-era Chinese typists solved problems that cell phones only came to recently.

    BY MAX MCCLURE

    To use a Chinese typewriter, the typist moves a character-selection lever over a tray bed filled with metal character slugs. The typist then presses a type bar, and the lever picks up the character, inks it, types it and returns it to its place. (Photo: derickafox / Creative Commons)

    For most Americans, predictive text is something cell phones do. From the T9 system on clamshell phones to autocomplete on smartphones, tough-to-type-on cell phones have been natural candidates for this kind of labor-saving input technology.

    But in China, predictive text has been around far longer – since Mao Zedong was in power more than 50 years ago, in fact.

    Stanford history Associate Professor Thomas Mullaneyis an expert – virtually the only expert – on the Chinese typewriter. Though viewed as little more than a joke in the West, the device is a remarkable engineering feat.

    Chinese typewriters have no keys. Instead, the typist moves a character-selection lever over a tray bed filled with metal character slugs. The typist then presses a type bar, and the lever picks up the character, inks it, types it and returns it to its place.

    But with upward of 2,500 characters crammed into the tray bed, simply locating the correct one could be a daunting task for early Chinese typists. And when they rearranged the tray bed to improve their typing speeds, these workers happened to anticipate many of the advances of modern text prediction software.

    “Input issues that we’re dealing with now are questions that China was thinking about in the mid-20th century,” said Mullaney.

    His research, excerpted from his forthcoming book, The Chinese Typewriter: A Global History, appeared this week in the journal Technology and Culture.

    Efficiency standards

    From the start, there were predictive aspects to Chinese type. The moveable type racks used in printing presses were organized roughly according to how commonly the characters were used. More common characters were placed close to the typesetter, less common characters were far away and especially unusual characters were kept in separate cabinets.

    Within these sections, however, characters were arranged according to their dictionary order. This method was logical but inefficient. When it carried over to typewriters, Chinese typists were only able to manage 20 to 30 characters a minute, versus more than 60 words per minute for American secretaries.

    And when the communists came to power, typists got busy.

    “From the ’50s onward, China was in a state of more or less perpetual political campaigns,” said Mullaney. “The burden for a lot of this fell on typists.”

    Typists were responsible for reproducing the waves after waves of speeches, pamphlets and other political materials that accompanied massive communist efforts to reshape the country.

    In this unique social climate, the announcement that one Zhang Jiying had managed to set more than 50 characters a minute garnered major media attention.

    The feat made headlines in the People’s Daily, the official party newspaper, and was quickly raised up as a model of communist innovation and efficiency. The typesetter drew film crews, took part in parades, coauthored typesetting manuals and toured nationally.

    The record-setting accomplishment, which Zhang later bettered to nearly 80 characters a minute, was due to his revolutionary character arrangement.

    Most typesetters customized their character racks in one way or another, but Zhang had reorganized his into “natural-language clusters” – grouping Chinese characters that tended to appear together in sentences.

    This meant that Zhang would reorganize his characters every time a new political campaign started up. During the Korean War, for instance, Zhang would prepare phrases like “Resist America, Aid Korea.” When the government was emphasizing worker efficiency, he might prepare the character combinations for “production” and “labor.”

    Evolving keyboard

    As the new method was applied to the typewriter, the resulting character arrangements reflected major shifts in the Chinese language.

    The increasingly predictable language of communism made the job of predicting language significantly easier. Stock phrases and standardized terminology – seen in the dissemination of politically significant words like “struggle” and “proletariat” – are partially responsible for the success of the new approach.

    Mullaney pointed out that one could trace the changing fortunes of characters as they move around the typewriter. The character mao, for instance, once a second-tier term for “hair” during the 1930s pre-communist era, won a central position as soon as Chairman Mao took power.

    On the other hand, the limited number of characters that could be fit onto a standard Chinese typewriter meant that rarely used characters increasingly fell out of favor.

    Although the typewriter fell out of favor with the adoption of the computer, Chinese text input remains heavily dependent on prediction.

    Chinese computers typically use QWERTY keyboards. “If you were to look over someone’s shoulder who’s typing in Beijing,” said Mullaney, “you might think it’s just like ours. But Q doesn’t mean Q.”

    Typing a key may lead to a character selection window – much like typing a text message on a cell phone, in which each number key represents a variety of possible letters. Or sequences of several keys may code for a single Chinese character.

    This extra layer of input makes cell-phone-style predictive text a basic part of all Chinese word-processing software.

    “Predictive text isn’t widely used here beyond cell phones,” said Mullaney. “In China, it is the way you write.”

  • Principal Liana Szeto of Alice Fong Yu School, with the Bell award. Photo: SFUSD
    Founding Principal of Alice Fong Yu, one of San Francisco’s  four Cantonese immersion programs, wins  National Education Award

    SAN FRANCISCO — In honor of her exceptional work as a principal, Liana Szeto received the Terrel H. Bell Award for Outstanding School Leadership from the U.S. Department of Education on November 13, 2012.

    Principals nominated for the Terrel Bell Award are school leaders committed to fostering successful teaching and learning. They help their students meet high standards and have demonstrated that when it comes to educating America’s children, failure is not an option.

    “You can’t have a great school without a great principal,” said U.S. Secretary of Education Arne Duncan. “It’s the principal who shapes the vision and sets the tone for their school.  It’s the principal who inspires and models the excellence he or she knows their school can reach. We don’t celebrate success enough in education – and the Bell Award recognizes these principals for the essential work they do every day.”

    Szeto was hired by the San Francisco Unified School District in 1984 as a kindergarten teacher for the nation’s first public school Cantonese Immersion Program, at West Portal Elementary school. As a pioneer in the new program, she poured her energy into working with university faculty to refine the curriculum and teaching methodologies, hosting information sessions on why Chinese immersion is important, finding and mentoring teachers and bringing parents onboard as partners —she rose to be the program’s Lead Teacher.

    Szeto continued her work to become principal of Alice Fong Yu Alternative School in 1995, the year the city’s all-Cantonese  immersion school was founded.  More recently, she steered the transition from a small elementary school program to an independent, inclusive K–8 school, consulting with middle school content experts to create grade-appropriate curricula and materials in both Cantonese and Mandarin, which is offered beginning in sixth grade.

    “I build leadership in teachers, students and parents” says Szeto.  “Teachers and parents are engaged in hiring decisions and student leadership is a top priority.” Szeto adds that faculty members organize themselves in teams to plan integrated projects and common assessments; many serve as educational leaders, with positions on the Math Professional leadership program, Stanford University’s Strategic Educational Research Project, the National Science Teacher Association, and the district’s early childhood school readiness initiative.

    The Bell award is given by the U. S. Department of Education, together with the National Association of Elementary School Principals, the National Middle Schools Association and the National Association of Secondary School Principals. The award recognizes outstanding school leaders and the vital role they play in overcoming challenging circumstances. Principals are nominated by their school communities during the final stages of the Blue Ribbon Schools application process. Terrel H. Bell was the secretary of education under President Reagan.

  • Learning A Language Makes The Brain Bigger

    Randy Astaiza | Oct. 15, 2012, 11:55 AM | 6,471 | 4
    Brain

    AP

    By peering into students’ brains, a recent study, published in the journal NeuroImage, found that learning languages can help bulk up the brain. The researchers, from Lund University, compared the brains of students from the Swedish Armed Forces Interpreter Academy, who become fluent in languages within 13 months, to science students at Umeå University, who also study hard.

    Please read more here.