Md. schools forbid illegals head count
The Maryland State Board of Education on Tuesday said Frederick County officials are prohibited by federal law from seeking a count of how many illegal immigrants are in the county school system.
In its seven-page unanimous decision, the state board said county officials haven’t shown sufficient reason to look into the legal status of all of the students in the school system and that asking immigration status might discourage some parents from enrolling their children in schools.
“As the head of the public education system in Maryland, we cannot risk nor abide such a request,” the board said in its ruling.
Read full article via Washington Times
Parents claim board bias , Halton group files claim, saying French schools have too many girls, few special needs students
The handful of Oakville schools that only offer French immersion are driving students out of their neighbourhood in search of an English program and are also leading to “segregation” based on gender and ability, a group of parents charge.
Despite voicing their concerns and making many presentations to the Halton District School Board, the parents say their worries have not been addressed, and earlier this month filed a claim of discrimination.
The French immersion schools typically have a higher population of girls and fewer special needs students.
“The French immersion program in (the board), as currently structured and housed, is having a significant and detrimental, discriminatory effect on students based on sex, ability and place of origin,” says the March 10 letter of complaint to the Halton board’s executive officer of human resources, signed by 20 parents and community members, most of them on school councils in Ward 4, north of the QEW around Third Line.
Read full article via ParentCentral.ca
Officials at odds over English case
Gov. Jan Brewer and Attorney General Terry Goddard are at odds over how involved Goddard’s office should be in a divisive education case currently pending in the U.S. Supreme Court.
The long-running case, known as Flores vs. Arizona, could help determine how much money Arizona public schools must spend on students who enter the classroom without a strong understanding of the English language.
On one side of the dispute is state schools Superintendent Tom Horne and Republican legislative leaders, who say that Arizona’s Legislature has already passed a law giving students sufficient money to help children learn English, and that any further demands by a federal court would constitute meddling in state business.
Their opponent is Tim Hogan of the Arizona Center for Law in the Public Interest.
A year ago, Hogan convinced the 9th U.S. Circuit Court of Appeals that the state had failed to comply with a 2000 federal district court order requiring it to adequately fund a language program.
The decision meant the state faced the threat of fines up to $2 million a day.
Read full article here Officials at odds over English case.
U.S. Department of Education-Office of Migrant Education: Education Program Specialist
From: Linda Little (Linda.Little@ed.gov)
The Office of Migrant Education in the US Department of Education has a job opening for a GS-13 Education Program Specialist (Series 1720).
Applications will close on March 27, 2009.
The SALARY RANGE for this position is 86,927.00 - 113,007.00 USD per year. The area of consideration for this position is “All Recruiting Sources” for non-status candidates (i.e., applicants are not Federal employees). The announcement number is OESE-2009-0066.
As an Education Program Specialist, the incumbent analyzes and advises management on the evaluation of the effectiveness of programs and operations or the productivity and efficiency of education program management, or both. This position is designed for experienced professionals with education and/or background in teaching or administering education programs at the local, state, and Federal levels.
Please direct all inquiries about applying for the position to Linda.Little@ed.gov or call Ms. Little at 202/401-3609.
Apply for the job online at USAJobs.gov, or cut and paste the following link into your browser to go directly to the position: Link
Current Federal employees may search for the job w/ announcement number OESE-2009-0067.
National Clearinghouse for English Language Acquisition (NCELA): Research Associate
The George Washington University/Graduate School of Education and Human Development - NCELA
Position Title: Research Associate (A01787)
Description/Responsibilities:
The George Washington University’s National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA), located within the Institute for Education Studies of the Graduate School of Education and Human Development anticipates the immediate availability of a Research Associate position. Hiring will be based on the availability of funds from the U.S. Department of Education. While the University identifies the position as research-based, the key responsibility will focus on providing technical assistance information to the national education community serving English language learners (ELLs).
Minimum Qualifications:
One to three years experience in the education of ELLs;
Bachelor’s degree in an education or education-related area;
General knowledge of the No Child Left Behind Act;
Demonstrated experience working with ELL education programs, policy, and practice; and
Demonstrated communication skills.
Preferred/Desirable Qualifications:
Three to five years experience in the education of ELLs;
Master’s degree is preferred in an education or education-related area;
Demonstrated experience providing technical assistance information to states, school districts, or institutions of higher education (IHEs) regarding the education of ELLs;
Knowledge of Title I and Title III standards, assessment, and accountability requirements;
Demonstrated experience in professional development for teachers of ELLs or foreign language education programs;
Excellent oral and written skills;
The ability to prepare and upload materials for websites;
Demonstrated knowledge in assessment, research, evaluation, and/or second language acquisition.
Review of applications will commence immediately and will continue until the position is filled. Salary is competitive based on continuous availability of funds; and on experience.
A complete application package will include the following:
A cover letter describing your interest in the position and focusing on the qualifications listed above;
A current resume that demonstrates appropriate experience and expertise; and
Contact information for three references.
Application/Benefits: Email applications are preferred. Please send the completed package to askNCELA@gwu.edu, or mail to: NCELA/GWU, Personnel, 2011 Eye Street, NW, Suite 300, Washington, DC 20006. Generous benefits package include tuition. No calls please.
GW is an Equal Opportunity/Affirmative Action Employer.
National Clearinghouse for English Language Acquisition (NCELA): Research Scientist
The George Washington University/Graduate School of Education and Human Development-NCELA
Position Title: Research Scientist (A06950)
Description/Responsibilities:
The George Washington University’s National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA), located within the Institute for Education Studies of the Graduate School of Education and Human Development anticipates the immediate availability of a Research Scientist position. Hiring will be based on the availability of funds from the U.S. Department of Education. While the University identifies the position as research-based, the key responsibility will focus on providing technical assistance information to the national education community serving English language learners (ELLs).
Minimum Qualifications:
Five years experience in the education of ELLs;
Master’s degree in an education or education-related area;
Detailed knowledge of the No Child Left Behind Act;
Demonstrated experience working with ELL education programs, policy, and practice; and
Exceptional communication skills.
Preferred/Desirable Qualifications:
Five to ten years experience in the education of ELLs;
Ph.D. or Ed.D. in an education or education-related area;
Demonstrated experience providing technical assistance information to states, school districts, and institutions of higher education (IHEs) regarding the education of ELLs;
Detailed knowledge of Title I and Title III standards, assessment, and accountability requirements;
Demonstrated experience in professional development for teachers of ELLs and foreign language education programs;
Excellent oral and written skills;
The ability to prepare and upload materials for websites;
Expertise knowledge in assessment, research, evaluation, and/or second language acquisition.
Review of applications will commence immediately and will continue until the position is filled. Salary is competitive based on continuous availability of funds; and on experience.
A complete application package will include the following:
A cover letter describing your interest in the position and focusing on the qualifications listed above;
A current curriculum vitae that demonstrates appropriate experience and expertise; and
Contact information for three references.
Application/Benefits: Email applications are preferred. Please send the completed package to askNCELA@gwu.edu, or mail to: NCELA/GWU, Personnel, 2011 Eye Street, NW, Suite 300, Washington, DC 20006. Generous benefits package include tuition. No calls please.
GW is an Equal Opportunity/Affirmative Action Employer.
Bilingual reading program mutual learning experience
Teaching also becomes a learning experience when Spanish Honor Society students at Glasgow High School volunteer to read in Spanish and English to young children during Bilingual Story Time at the Newark Free Library.
Library specialist Adriana Camacho-Church, who started the program at the library three years ago so young children could become bilingual, said she sees the older children benefiting with them, because it gives them an outlet to practice.
“They actually have to perform in front of these kids and read in both Spanish and English,” Camacho-Church said. “So these students are learning how to present themselves in front of an audience. It’s a good learning experience for them as well.”
Glasgow High’s Sierra Stevenson, who is in her third year of Spanish at the school, agrees
Read full article via The News Journal.
Conversational Café offers relaxed place to practice English
People for whom English is a second language now have a relaxed place where they can speak the language — the Conversational Café offered for three hours every Sunday in the Daily Grind at 166 Costello Drive by Literacy Volunteers-Winchester Area.
The café convened for the first time Sunday, with five participants. “We actually sat and talked for three hours,” said Literacy Volunteers Program/Volunteer Coordinator Peg Crompton.
The participants hailed from Mexico, Guatemala, and El Salvador. One man, enrolled in an adult English as a Second Language course, has been in the United States for two months, and speaks little English, she said.
While people can receive formal language instruction through Northern Shenandoah Valley Adult Education four nights and two days a week, the café provides a more relaxed environment to practice English, Crompton said.
The café is open to any English-language learner, Crompton said. “It doesn’t matter what language you speak, because we’re speaking English only.”
And while the café is held between 1 and 4 p.m., people do not have to come for the entire time, Crompton said. “You can come in anytime during that time” and stay as long as you want.
The café at the Costello Drive Daily Grind may be the first of many, said Crompton, who hopes to see them one day at other Daily Grind locations in the area.
Read full story via Winchester Star.
Mid-continent Research for Education and Learning (McREL) Workshop: Developing Professional Developers: Classroom Instruction That Works with English Language Learners
March 12, 2009 by admin
Filed under ESL Classes
From: Jane Hill (jhill@mcrel.org)
Workshop:
Developing Professional Developers: Classroom Instruction that Works
with English Language Learners
Dates: July 20-22, 2009
Place: McREL in Denver, CO
English as a Second Language staff developers and coaches, come to McREL’s Denver office to attend a 3-day program to learn how to deliver Classroom Instruction that Works with English Language Learners in your own school, district, or area.
Goals/Objectives:
Developing Professional Developers is McREL’s term for Training-of-Trainers.
The primary objective of the Developing Professional Developers program is to prepare English as a Second Language staff developers/coaches to provide Classroom Instruction that Works with English Language Learners professional development sessions to support mainstream teachers in providing high quality instruction for English language learners.
Based on McREL’s popular book, Classroom Instruction that Works with English Language Learners, this workshop applies the nine categories of research-based instructional strategies identified in Classroom Instruction that Works to five stages of language acquisition.
Learn how to adapt research-based teaching strategies, many of which you may already be using, to successfully engage and raise the achievement of English language learners in mainstream classrooms.
During the first two days you will see the Classroom Instruction that Works with English Language Learners workshop modeled, and on the third day, you will work on your skills as a facilitator and practice delivering parts of the workshop.
Price: $825 per person
Early-bird discount: $750 per person (Deadline: May 20, 2009)
Group registration discount: Save $75 per person when registering more than one person.
The workshop price includes a copy of the Classroom Instruction that Works with English Language Learners Facilitator’s Guide and Participant’s Workbook.
Register now (you will be taken to McREL’s secure event registration site)
For more information go to www.mcrel.org and look on the right side of the homepage for Upcoming Events at McREL or contact Jane Hill (jhill@mcrel.org).
Second Language Research Forum (SLRF) Conference: “Diverse contributions to SLA: Integrating the parts of a greater whole”
March 12, 2009 by admin
Filed under ESL Classes
From: SLRF (slrf2009@msu.edu)
Dates: October 29 - November 1, 2009
SLRF 2009 will be hosted by Michigan State University (MSU) in East Lansing, MI.
Call for Papers
This annual conference aims to create a forum for the presentation and discussion of research in second language acquisition from a variety of subfields including, but not limited to: theoretical linguistics, sociolinguistics, anthropology, cognitive science, psychology, and educational science.
SLRF 2009 asks how these varied methodologies and approaches compose a single field of SLA.
We solicit papers, posters, and colloquia that address this question and that add to our understanding of SLA.
Plenary Speakers:
Dr. Robert DeKeyser, University of Maryland
Dr. Susan Gass, Michigan State University
Dr. Jim Lantolf, Penn State University
Dr. Bonnie Schwartz, University of Hawaii
SLRF 2009 offers two workshops and three colloquia (one invited and two refereed). The invited colloquium will be organized by Dr. Shawn Loewen, MSU. We invite submissions for the other two colloquia.
Invited Colloquium: Current Issues in Focus on Form
Although considerable research has been conducted on focus on form (FonF), there still remain numerous unanswered questions. This colloquium will consider FonF from the perspectives of current SLA theory, research methodology and pedagogy.
Areas to be addressed include the role of social context, the measurement of constructs (e.g. noticing), the intensity and frequency of focus, and the target of focus, inter alia. The goal of the colloquium will be to advance the research agenda for FonF.
Conference Workshops:
“Conducting Research with Learner Corpora” with Dr. Thomas Cobb, University of Quebec at Montreal.
“Grant Acquisition Workshop” with Linda White, In-House Grant Writer for the MSU Second Language Studies Program and Center for Language Education and Research (CLEAR).
Submission Deadline: May 1, 2009
Notification of Acceptance: July 1, 2009
Submission Guidelines:
Proposals for papers, posters, and colloquia are welcome on all areas that contribute to second language research, including:
Formal approaches to SLA
Socio-cultural approaches / CA / pragmatics
CALL / CMC
L2 psycholinguistics
Classroom research and pedagogy
L2 assessment and research methodology
L2 phonetics and phonology
A first for SLRF, comprehensive syntheses, preferably in the form of meta-analysis, are also invited in these areas.
Paper Presentations:
Paper presentations will be 20 minutes long, followed by 10 minutes for discussion.
Poster Presentations:
Posters will be on display each day between 9:15am - 4:30pm. Poster presenters will be available to present and discuss their work during the two hour lunch break on both Friday and Saturday.
Colloquia:
Colloquia are thematic collections of presentations organized by one or more individuals; they may be proposed for blocks of 2 hours. Two colloquia will be selected for the conference program.
Instructions for submission:
All proposals will be submitted through the SLRF 2009 online submission system. To submit an abstract, please go to: http://sls.msu.edu/slrf09
Registration:
Pre-registration available online until September 15th.
Student rate: $50. Regular rate: $70.
Student Registration Waiver:
The four students whose conference proposals receive the highest ratings will have their conference fees waived. Submission deadline is May 1, 2009.
Travel/Accommodation:
Nearby airports in Lansing, MI; and Detroit, MI. Rooms available at conference venue- Kellogg Hotel and Conference Center. For more details, please see http://sls.msu.edu/slrf09
Student Registration Waiver:
The four students whose conference proposals receive the highest ratings will have their conference fees waived. Submission deadline is May 1, 2009.
Questions:
Please direct any questions to the SLRF 2009 organizing committee at slrf2009@msu.edu, or view the conference website: http://sls.msu.edu/slrf09