Grand Prairie teen overcame language barrier to rise to top of his class
Grand Prairie teen overcame language barrier to rise to top of his class
Ruben was placed in level one of the English as Second Language program, or ESL, at Kennedy Middle School. He was too old for bilingual education classes in elementary school, where teachers speak mostly Spanish at first and gradually transition their students to English over the years.
As a seventh-grader, Ruben would have an ESL teacher for reading, writing, math, technology and physical education. ESL students learn survival English such as: Where’s the restroom? May I sharpen the pencil? They learn basic English grammar and about American traditions such as Thanksgiving or Halloween.
Ruben quickly showed progress. By the end of the six weeks, he had advanced to a level two of ESL. In fact, he did so well that teachers placed him in regular science and social studies classes alongside native English speakers. Usually, ESL newcomers remain at level one for their entire first year, Sustaita said.
Read Full Article…Dallas Morning News.
U.S. Department of State, Bureau of Educational and Cultural Affairs: Fellow, English Language Fellow Program
U.S. Department of State, Bureau of Educational and Cultural Affairs: Fellow, English Language Fellow Program
From: Faith Jarmon (elf@georgetown.edu)
English Language Fellow Program
Job Location: District of Columbia, USA
Job Rank: Fellow
Specialty Areas: Applied Linguistics; Teaching English as Second or Foreign Language
Description: Rewarding, exciting professional and personal development opportunities in AY 2009-2010.
Several openings in: Chile, Indonesia, Russia, and Turkey and additional projects in approximately 80 other countries worldwide.
Apply online now for an English Language Fellowship sponsored by the U.S. Department of State.
Eligibility requirements:
· U.S. Citizenship*
· Master’s degree with a focus in TEFL/TESL
· Degree must be conferred by end of spring term 2009
· Fellows must have a minimum 2 years professional TESL/TEFL experience; both teacher training and curriculum/materials development experience are helpful.
· Senior Fellows must have a minimum four years of teacher training experience; overseas experience preferred.
*U.S. citizenship is a MUST
Fellows serve as full-time ESL/EFL instructors and may be engaged in some teacher training, ESP instruction, curriculum/materials development, test design, assessment, evaluation, programming, summer camps, and outreach projects.
Senior Fellows serve primarily as teacher trainers and may be engaged in supervision, advising, ESP instruction, curriculum/materials development, test design, assessment, evaluation, programming, research, and outreach projects.
Assignments are for a 10-month period typically beginning in September 2009, following a mandatory 3-day pre-departure orientation conference in Washington, DC. Some projects may begin in October, other begin in early 2010. Project descriptions for AY 2009-2010 will be available on our website in March 2009.
The English Language (EL) Fellow Program fosters mutual understanding between the people of the United States and those of other countries by sending talented, highly qualified U.S. educators in the field of Teaching English to Speakers of Other Languages (TESOL) on ten-month fellowships to overseas academic institutions in all regions of the world. The program promotes English language learning and enhances English teaching capacity abroad. Through U.S. embassy projects, Fellows share their expertise, hone their skills, gain international experience, and learn other cultures. Upon returning to the United States, they share their experiences and acquired knowledge with their communities and professional colleagues.
The EL Fellow Program is funded by the U.S. Department of State, Bureau of Educational and Cultural Affairs. As a program administrator, Georgetown University’s Center for International Education and Development is recruiting applicants for approximately 100 positions for the 2009-2010 academic year.
Complete on-line application dossier must contain the following:
· Application
· Résumé
· Two 1-page lesson plans/teacher training modules
· Statement of purpose (not to exceed 500 words)
· Applying fellowship experience (not to exceed 500 words)
· Two current reference letters
· Graduate transcript
Program provisions:
· Stipend: Fellows - $25,000; Senior Fellows - $35,000
· Living allowance
· Round trip airfare to the United States to the host country
Supplemental health benefit plan
· Miscellaneous allowances (shipping, educational materials, program, activities, and pre-departure expenses).
For more information about the Program and to apply, please visit our website. The deadline for priority consideration is March 31, 2009; however, applications will be accepted until all positions are filled.
Application Deadline: 31-Mar-2009 (Open until filled)
Contact Information:
Project Officer Faith Jarmon
Email: elf@georgetown.edu
Phone: 202-687-2608
TESOL: Program Reviewer
TESOL: Program Reviewer
From: Diane Staehr Fenner (dstaehrfenner@tesol.org)
The Standards for P-12 ESL Teacher Education Programs were approved by the National Council for Accreditation of Teacher Education (NCATE) and the TESOL Board of Directors in October 2001, and since then, institutions from around the globe have been using them. In the United States, an ever-increasing number of institutions have sought national NCATE recognition. To meet this demand, TESOL is recruiting at least 10 volunteer program reviewers to serve a 3-year term.
*URL CORRECTION: For reviewer qualifications and application forms, please download the Reviewer Requirements and Application Package (PDF): http://www.tesol.org/s_tesol/seccss.asp?CID=1795&DID=9600
Please submit all applications via email to Diane Staehr Fenner, TESOL/NCATE Program Coordinator, (dstaehrfenner@tesol.org ) by Friday, February 20, 2009.
The primary qualification for this volunteer position is 5 years of teaching and/or other experience with English language learners at the P-12 level. Program reviewers are required to attend a full-day training session on March 25, 2009, at the 2009 TESOL Convention and Exhibit in Denver, Colorado USA. TESOL will pay for one night’s lodging and will provide lunch and all materials on the training day. Program reviewers are not required to register for the convention unless they plan to attend convention sessions or events following the March 25 training.
Although reviewers are not paid, this volunteer opportunity offers other potential benefits:
· Meeting professionalism criteria in the National Board of Professional Teaching Standards
· Useful for tenure or performance reviews
· Professional service that could be used for merit pay
· Listing on your resume/curriculum vitae
· Multiple networking opportunities with TESOL professionals from around the globe
· Admission to two complimentary TESOL virtual seminars per year
· One TESOL publication per year (up to $30)
· Recognition at the TESOL Convention
This is an exciting opportunity to advance your professional development within the TESOL standards arena. Being named a TESOL reviewer is an honor, and as a reviewer, you will help address the need for consistency in P-12 teacher preparation throughout the United States. And if your institution is planning a TESOL/NCATE program review, becoming a program reviewer will help you prepare for the process.
If you have further questions, please contact Diane Staehr Fenner at dstaehrfenner@tesol.org
Neighborhood House Offering Free ESL Classes
Jodi Ritter from White Center’s Neighborhood House tells us they’re offering free “English as a Second Language” ESL classes on Wednesdays and Saturdays for citizens interested in becoming a US Citizen or just learning how to speak English.
According to their website:
The mission of Neighborhood House is to help diverse communities of people with limited resources attain their goals for self-sufficiency, health, financial independence and community building.
Read Full Article…
Neighborhood House Offering Free ESL Classes | White Center Blog.
[ESL/ EFL Podcast] Talking About Change
With the election of our first African American President Barack Obama, change seems to be the subject of the day. This is a great podcast that covers some of the more challenging uses of the word change. It has an excellent accompaning podcast. Follow the link at the bottom to the full article.
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EXPRESSION No.1: CHANGE FOR THE BETTER
When a change brings positive results, we say it’s a CHANGE FOR THE BETTER. Logically, if a change has no benefits, we say it’s a CHANGE FOR THE WORSE.
EXPRESSION No.2: CHANGE ONE’S MIND
Sometimes a decision is reversed, that is, we cancel it and act in a different way. From shopping for clothes to voting for a president, every person is entitled to CHANGE HIS or HER MIND.
EXPRESSION No.3: CHANGE OF HEART
Plans aren’t the only thing that can change. We can also change the way we feel about something or someone. If you have a CHANGE OF HEART, your way of thinking is now different from what it was, and your new attitude is probably more favorable or positive.
[ESL/ EFL Podcast] Talking About Change - OhmyNews International.
PRINCIPAL, INTER-AMERICAN DUAL LANGUAGE SCHOOL (Chicago, IL)
Inter-American Dual Language School: Principal
From: Jill Wohl (jillwohl@gmail.com)
POSITION: PRINCIPAL, INTER-AMERICAN DUAL LANGUAGE SCHOOL (Chicago, IL)
Deadline: Application must be received by January 30, 2009
Annual Salary: MIN: $114,149.79 - MAX: $136,795.27
Outstanding principal sought for Inter-American Magnet School (IAMS), which has been a leader in successful multilingual, multicultural public education for over three decades. IAMS is the nation’s second oldest dual language program (also known as Two Way Immersion). One of few public schools to be founded by parents, this Chicago Public School serves over 650 ethnically and economically diverse students in preschool through 8th grade from all over Chicago.
Inter-American Magnet School seeks to promote academic excellence through dual language and multicultural education. All students, including those with special needs, attain proficiency levels in Spanish, English, mathematics, science and other fields of study that will enable them to compete and excel in community, academic and professional settings. Our students gain an awareness and appreciation for diverse cultures that greatly enriches not just their time here, but their lives in general.
This exceptional learning community has a gifted and dedicated faculty, involved parents and a commitment to dual language education, social justice, ecology and a curriculum focused on the peoples of the Americas. Collaborative parents, students and staff are devoted to maintaining both high academic standards and a nurturing and inclusive environment.
The history of Inter-American is rich with inspiration, success and achievement. Its involvement of parents and staff in its founding, growth and governance helped inspire the creation of Local School Councils system-wide. It has maintained diversity and academic excellence in a culturally competent, nurturing and safe environment. At Inter-American, whether parent, educator, administrator, or student, we all feel fortunate to be part of such a warm, excellent, ground-breaking and special school. It is an experience that enriches not just our children, but ourselves.
Recommended Credentials and Developed Skills include:
- Demonstrated innovative and effective instructional leadership
- Understanding of and dedication to dual-language education
- Minimum 5 years teaching experience in early childhood, elementary and/or middle school
- History of proven administrative experience, expertise and efficacy in early childhood, elementary and/or middle school (3+ years or equivalent)
- Ability to read, write and speak Spanish and English fluently
- In-depth cross-cultural experience, and the ability to relate that experience to educational philosophy, cultural awareness, increased problem-solving skills and school community-building
- Facilitative decision-making philosophy of leadership that empowers teachers and engages and increases parental involvement
- Ability to develop and effectuate a vision among all stakeholders that fosters professional development of the staff, maximizes the student’s academic and cultural experience at the school and brings faculty, parents and administration together in an effective way.
- The ability to identify and effectuate new key initiatives, programs, and processes
- Knowledge and experience with planning, developing and implementing the school budget process and SIPPAA (School Improvement Plan for Advancing Academic Achievement)
- Expertise in grant-writing and fundraising to support school programs
- Knowledge, understanding and experience in the creation of the student environment, including support, safety and discipline.
- A commitment to maximize academic outcomes and create an open, respectful, and inclusive child-centered environment for children with special needs, their educators and their parents.
- Excellent public-relations skills, along with a commitment to build the school’s profile in the community, with key stakeholders and within CPS (Chicago Public Schools) and the greater Illinois educational community.
- Proven ability and commitment to supporting innovative and effective teacher instruction in the classroom, through professional development support, resource-building, communication, evaluation and action
- Ability to identify barriers to key goals and formulate and effectuate professional, effective and forward-thinking solutions that take into account the school’s history, unique community and commitment to the highest academic achievement for its students.
Job Requirements
Education, Training and experience
This is a four-year performance contract. In addition to the qualifications described under the Principal’s Position Information, applicants must be eligible for a CPS (Chicago Public Schools) principalship under Board policy #04-0225-PO1 “Requirements for the Selection of Chicago Public School Principals.” For more information, contact the Principal Review Board Office at 773-553-1454.
Interested candidates should submit resume and cover letter by January 30, 2009 detailing why you want to lead Inter-American School to ALL of the three addresses below:
1. Karen Barbour, Local School Council Principal Selection Committee Chairperson, c/o Inter-American Magnet School, 851 West Waveland Chicago, IL 60613
2. Karen Barbour, 2132 W Morse Ave., Chicago, IL 60645
3. Resume Intake Mailbox, Department of Human Resources, 125 South Clark Street, Chicago IL 60603 (or GSR #125)
Classes for immigrants, Seattle
Bellevue Community College is offering free job-preparation and ESL classes for refugees and immigrants living in Bellevue. These classes are funded by the city of Bellevue and begin every quarter in January, April, June and September.
Job-preparation classes are free to nonnative English speakers who are immigrants, refugees or citizens living in Bellevue. Classes offered are: basic computer skills, preparing for work and on-the-job communications. All applicants will be assessed and placed depending on availability and level of ESL literacy.
Registration will be 5:30 p.m. Jan. 6 in Room R-101. For more information, call 425-564-2341, come to Room R-230 at Bellevue Community College or visit www.bellevuecollege.edu/prepforwork.
Read Full posting…
Jobs calendar | Seattle Times Newspaper.
Adult Learning Center offers English classes
In 2005, San Luis Potosi, Mexico had a population of approximately 2,410,414 people. In the years since, it has lost at least seven families to Chickasha, Okla. nearly 1,100 miles away. Maria, Lizbeth, Mayro, Muriana, Matilde, Teresa and Maria Esther all came with their families to this rural community of approximately 16,000. Maria Esther said, “I wanted a better way of life and better opportunities for working and for my family. I wanted to see my family and there are better opportunities for jobs and education here.”
The Chickasha Adult Learning Center, in conjunction with the Oklahoma State Department of Education, is working to provide these students with the communication skills needed to reach their goals by offering English as a Second Language classes to the community. Attending classes two nights a week, each has gained a tremendous amount of knowledge and self-confidence. All of the ladies had very similar reasons for participating in the ESL program.
“I want to learn to speak and write English” said Maria and Teresa.
Read Full Article…
Chickashanews.com - Adult Learning Center offers English classes.
Educators to Obama: No Child Left Behind needs fixing
BENTON COUNTY - When Barack Obama becomes the country’s 44th president, most eyes will be on what he does to help repair the economy, but there are countless other issues that will fall to his shoulders - including education.
Local school officials agree there should be some tweaking to the federal education law No Child Left Behind. Some would like to see more of an overhaul than just some minor changes. While many other school officials seem to agree with the spirit of NCLB - making sure that all children are given a chance to learn - most are upset with both the law’s extensiveness and its so-called punitive nature.
“We’re all interested in (Obama’s) new secretary of education,” said Ken Ramey, superintendent for the Siloam Springs School District. “What will the focus be on (NCLB)? Will it be changed or amended?”
Ramey said the punitive nature of No Child Left Behind, which creates high-stakes penalties for school districts that don’t have performance numbers that are up to snuff, is a big concern for the district. The concerns are especially for two subpopulations - special-education students and students who qualify for English as a Second Language services. Ramey said he hopes for more funding to help both of those groups, and for revisions to the rules regarding the subpopulations.
Whatever the changes that come about, Ramey said it will be interesting to see.
“A different administration gives you a different focus, new priorities,” he said. “He’s going to have to attack a lot of areas in a lot of different ways.”
Randy Barrett, superintendent for the Gentry School District, also said he hopes to see a restructuring of NCLB, as well as more federal money that would be made available to public school districts. He also hopes Obama carries through with helping public schools implement pre-kindergarten programs, Barrett said.
“I hope, in general, that (Obama) will be able to affect changes in the national economy, and I hope his plans for creating more jobs are successful,” Barrett said. “I hope that during his tenure, economic growth returns to northwest Arkansas and Gentry.”
Mark Sparks, deputy superintendent for the Rogers School District, agreed that he would like to see more resources funneled to schools to help the subpopulations that are targeted by No Child Left Behind.
“They are struggling to meet those academic goals,” he said.
Sparks said it will also be important to give the districts more latitude in how they use those resources, because it is the local educators who will have a better idea of how to help individual students.
“We need to leave (those decisions) more to the classroom teacher,” he said. “They know how to best use resources to get kids where they need to go.”
Sparks also addressed some of the punitive aspects of the federal education law, saying that while the school districts like the idea of accountability, the punitive measures are not helpful.
Bentonville School District Superintendent Gary Compton has strong feelings regarding the changes that need to happen to No Child Left Behind. He agrees that both ESL and special-education students are unfairly handled under the law.
Compton would like to see ESL students given more time to prepare for testing. Currently, they are tested within a year of joining the district, which means many children are being required to take a test in a language they are still learning.
Read full article…
NWAnews.com :: Northwest Arkansas’ News Source.
District gets ESL grant
A new grant will help the Erie School District teach English to children from other countries.
The $175,000 grant from the state Department of Education will cover about one-tenth of what Erie will spend to teach English to more than 800 students this year. The total cost of the English as a Second Language program cost will be $1.7 million, schools Superintendent James Barker said.
“It’s the classic example of a mandate without money, and the taxpayer winds up paying the entire bill,” Barker said. “This grant helps, but there needs to be a state funding formula that considers the number of students learning English in each district.”