| NCLRC Arabic K-12 Bulletin - March 31, 2014 Ahlan ya colleagues, Welcome to the Arabic K-12 Bulletin, a biweekly resource for elementary, middle, an 
| | Ahlan ya colleagues, Welcome to the Arabic K-12 Bulletin, a biweekly resource for elementary, middle, and high school Arabic teachers, administrators, and researchers. Do you have a favorite website that you use in your teaching? If so, please send it our way! We are hoping to include more useful websites in this Bulletin. Please note also that the AATA is seeking Arabic K-12 teachers to participate in a panel on the incorporation of literature in Arabic language instruction--the deadline is soon and the details are in the "Call for Proposals" section. As always, if you would like to reach us or be added to the mailing list please send a message to arabick12@gmail.com. Lucy Thiboutot, Editor |
▪ The Arabic K-12 Teachers Network consists of more than 1,000 educators, administrators, and researchers interested in the Arabic K-12 field in the U.S. It is a free membership provided by the National Capital Language Resource Center's Arabic K-12 Project.
▪ Recent issues of the Bulletin are archived here: http://bit.ly/10KRZi3 .
▪ All members are welcome to submit posts in English or Arabic and may do so by e-mailing their content to arabick12@gmail.com specifying their content for the listserv.
▪ This listserv is focused on elementary, middle, and high school Arabic teaching. Job openings at the university level can be found on the AATA's website .
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1. PROFESSIONAL DEVELOPMENT OPPORTUNITIES
2. NEW RESOURCES FOR YOUR STUDENTS AND CLASSROOM
3. GRANT OPPORTUNITIES AND JOB ANNOUNCEMENTS
4. NADA'S WEBSITES: "Reefnet"
5. BELAL'S ACTIVITIES: ...
6. ARAB AMERICAN BOOK RECOMMENDATION: "Flying Carpets"
7. CURRENT RESEARCH: "Ten Key Lessons About Elementary Foreign-Language Instruction"
8. FOCUS ON LEARNING: "Eight groups apply to open new D.C. charter schools "
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Two Master's students in Teaching Arabic as a Foreign Language at University of Texas - Austin invite you to participate in a survey that will be part of a research project they are conducting for their Curriculum Design in Arabic graduate seminar. The purpose of this survey is to assess the current state of Arabic language curricular materials used at the high school level. Your participation in the study will contribute to development of a framework for future high school Arabic teaching materials. This survey is completely anonymous and will take approximately 15 minutes of your time. Link to the survey: http://svy.mk/1ewSOE7 Workshops and Webinars Al-Bustan Seeds of Culture in partnership with Qatar Foundation International and the School District of Philadelphia, will be hosting an Arab Arts & Culture Course from June 23-27, 2014. This is a unique interdisciplinary opportunity for music and Arabic language educators. The program will be hosted by University of Pennsylvania's Greenfield Intercultural Center. Accommodations for all out of town Arabic and Music teachers will be at International House from Sunday, June 22 till Saturday, June 28. To learn more and register: [http://bit.ly/1iPdoQA])(http://bit.ly/1iPdoQA) STARTALK Arabic Teacher Programs will be held in summer 2014 across the U.S. STARTALK's mission is to increase the number of Americans learning, speaking, and teaching critical need foreign languages by offering students (K–16) and teachers of these languages creative and engaging summer experiences that strive to exemplify best practices in language education and in language teacher development, forming an extensive community of practice that seeks continuous improvement in such criteria as outcomes-driven program design, standards-based curriculum planning, learner-centered approaches, excellence in selection and development of materials, and meaningful assessment of outcomes. Check the website to find a program that is in your area: http://bit.ly/1dG62jI Cornell University will be holding an Arabic Teachers Workshop , August 15 & 16, 2014 in Ithaca, NY. The workshop will be open to about 20 Arabic teachers and program directors who are interested in learning about the Integrated Approach and its actual implementation in the Arabic classroom. The two-day workshop will be led by Jonathan Featherstone, Senior Teaching Fellow at the University of Edinburgh; Maher Awad, Senior Lecturer of Arabic and Certified ACTFL & ILR Tester at Rice University; and Munther Younes, Reis Senior Lecturer in Arabic Language and Linguistics and Director of the Arabic Program at Cornell University. Munther Younes will focus on the rationale behind the "Integrated Approach" and the problems and challenges raised against it. He will also demonstrate the use of materials from the three-volume, fully-integrated textbook series 'Arabiyyat al-Naas, which he coauthored and which is due to be published by Routledge in the fall of 2013 and the spring of 2014. Jonathan Featherstone will deliver training sessions focusing on applying the Integrated Approach to communicative reading and speaking activities and will help teachers design their own language drills. Maher Awad will focus on issues of assessment, especially proficiency assessment, and discuss similarities and differences between the assessment tools employed in the Integrated vs. the non-integrated approaches, with special reference to the ACTFL proficiency guidelines. For more information and to reserve your spot in the workshop, please email Chris Capalongo at cmc40@cornell.edu Professional Development Travel Opportunities EnviroJordan offers a two-week environmental education study tour in Jordan (Aug 2-15, 2014). The program is open to private and public school teachers, administrators, curriculum specialists, environmental and science education professors, museum and nature center staff, and others. Visit Petra, the Dead Sea, and ancient castles, camping in nature reserves and the Wadi Rum desert. Hiking, camel riding, jeep touring, Bedouin music. Meetings with peers, specialists, leaders. An Amman overnight homestay. Some Arabic language learning opportunities in tandem with this, and a good opportunity for educators to integrate and collaborate across disciplines (science and Arabic). We will do some customizing to enhance the Arabic opportunity, if desired by any participant. Graduate credit and scholarships available. To learn more: envirojordan.org Professional Conferences An important national policy research conference on "Internationalization of Education in the 21st Century: The Future of International and Foreign Language Studies" will take place April 11-13, 2014, at the College of William & Mary. Join leaders in academia, K-12 education, business, government, and the NGO sectors for timely research and discussion of national human resource needs and strategies for enabling U.S. educational institutions to address the broad national policy goals to ensure a globally competent citizenry and workforce; strengthen the U.S. ability to solve global problems; and produce international experts and knowledge for national needs. Register by March 15, 2014. To learn more: http://bit.ly/1jtZP8t The 17th annual National Council of Less Commonly Taught Languages (NCOLCTL) conference will take place at the Westin Hotel & Resort in Chicago Northwest, IL from April 24-27, 2014 (with pre-conference workshops scheduled for April 24, 2014). This year's theme is "Collaboration and Internationalization: Enhancing and Sustaining Quality Outcomes for LCTLs". This conference brings together professionals from academia, government, private sector, and students in the field of Less Commonly Taught Languages (LCTLs). To learn more and register for the conference: http://bit.ly/1gavjhU Call For Proposals and Papers The American Association of Teachers of Arabic (AATA) invites members and other professionals in the field of teaching Arabic to submit proposals for participation in a panel on the teaching and/or learning of Arabic language through literature. The panel will take place in conjunction with the Annual Meeting of the Middle East Studies Association (MESA) on 22 November 2014 in Washington, DC. Presentations will focus on current or innovative research and/or practices of incorporating Arabic literature in the Arabic language classroom and how Arabic literature can be used to further develop the learner's knowledge (communicative and otherwise) of Arabic. Possible topics include but need not be confined to some specific aspects of the following: Relevance of literature (Classical and Modern) to the Arabic language classroom; Current and/or innovative methods or techniques in the teaching of Arabic through literature; Role of literature (with specific exemplar activities) in creating opportunities for communication and language development through listening, speaking, reading, and writing activities; Teaching and assessing Arabic literature, Classical and Modern literary texts and texts in other formats; Using technology in the teaching and learning of Arabic language through literature. Proposals should be 250 words or less and received by April 30. Notification of acceptance will be sent by May 21. Send your proposal to ikram.easton@bc.edu The Arabic Teachers' Council at Western Michigan University invites professionals in the field of teaching Arabic to submit proposals to participate in the Symposium on Arabic Language Teaching. The Symposium will take place in Dearborn, MI Saturday June 21. Presentations and mini workshops will be focusing on research based best practices teaching Arabic in the USA and the World. We surveyed a significant number of K-16 teachers on the topics they need. The results of the survey concluded these topics: Differentiated language instruction related to proficiency levels and heritage Vs. Arabic language learners; Effective learner-centered teaching strategies; Teaching grammar and maintaining Arabic language; Developing curriculum and thematic-units; Integrating technology and Arabic instruction; Literature and Arabic instruction; Performance-based assessment methods. Your presentation proposal should be related to any of the above topics. Research-based proposals leading to effective practices are preferable. Bilingual Arabic/English presenters are mostly encouraged. Your proposal should be 250 words or less including the main topic and describing briefly your presentation style. Please email your proposal to Dr. Wafa Hassan wafa.hassan@wmich.edu by April 30, 2014. Acceptance and confirmation notice will be emailed by May 20. Travel expenses and accommodations will be provided for selected proposals from out of the State of MI. The Foreign Language Association of Virginia provides an opportunity to share innovative teaching, technology, research and student success strategies. Send in your proposal by April 18, 2014. The Conference Committee invites proposals for active and engaging presentations on topics related, but not limited to: Supporting beginning teachers; Promoting active use of the target language; Making the most of classroom time; Supporting student learning; Active and engaging instructional strategies; Innovative instructional methodology; Innovative assessment strategies; Unique uses of technology; Technology strategies for all students including those with disabilities. To learn more and submit a proposal: http://bit.ly/1kk31CJ The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication. The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Our general editorial focus is on policy, education, programs, advocacy, and research in the field of Less commonly Taught Languages (LCTLs). The envisioned coverage of the journal is as follows: Methodology and Technology; Academia; Beyond Academia; Social embeddedness. The Journal of the National Council of Less Commonly Taught Languages shall include papers focusing on broader theoretical and technological issues in all fields of LCTL's along with reports about research and teaching in academia, at both the K-12 and collegiate levels. Deadline May 1, 2014. For more information: http://bit.ly/1lCoSaE |
Study Opportunities for K-12 Students The National Middle East Language Resource Center (NMELRC) in collaboration with BYU independent Studies and QFI are pursuing a project to reach out to high school students across the nation, especially in schools that do not offer Arabic. This initiative consists of two components: 1) Students begin with an intensive one-day Arabic language and culture camp in their hometown or region; 2) They continue studying Arabic in a highly interactive format via our asynchronous online courses which includes regular live interaction with a BYU-based tutor who assists camp participants in moving forward as a community of online learners in a systematic fashion that results in their acquiring proficiency in using Arabic for real-world purposes. Financial aid is available for students who cannot afford to pay the full cost of the course. The one-day camps will take place Saturday, April 5th at Portland State University and Saturday, April 26 at Yale University. To sign up students, please contact Alex Simmons at: alex.simmons85@gmail.com For those living within driving distance of Glastonbury, Connecticut, Glastonbury public schools are hosting a non-residential STARTALK Arabic course for rising 3rd-6th graders, running June 30-July 25, 2014. Applications are available from the website of the Glastonbury Public Schools' Foreign Language Department at www.foreignlanguage.org. Middlebury-Monterey Language Academy provides a full-immersion, pre-college summer language program for middle and high school students from June 22- July 17, 2014. Qatar Foundation International (QFI) has partnered with MMLA to offer full need-based scholarships with travel assistance for 20 students studying Arabic. The application deadline is April 30. To learn more: http://bit.ly/MqKUB5 California State University provides a seven-week residential or day immersion program for high school students in San Bernardino, CA from June 18- August 7, 2014. This program awards college credit to students, and students have the opportunity to continue study throughout the year for college credit. QFI funding will provide 15 student scholarships. Rolling admission, but the earlier the application the more likely to receive financial support. For more information, please visit: http://bit.ly/NWN8JC Choate Rosemary Hall, a private boarding school in Wallingford, Connecticut, is offering students in grades 9-11 the opportunity to immerse themselves in the Arabic language and culture in Jordan. Participants spend 4 weeks in Amman from June 16-July 16. The program offers Modern Standard Arabic (at a level appropriate to proficiency) and intensive Jordanian colloquial classes. Students also explore Jordanian History and learn about traditional Islamic arts. Participants in the program will stay in pairs with Jordanian families, helping them to improve their spoken Arabic and discover Jordanian social customs and traditions. For more information: http://bit.ly/1gSeOYt To apply: http://bit.ly/1hos63t The University of North Georgia (UNG) will host the fourth summer language academy for high school rising sophomores, juniors, and seniors in June and July 2014. The Federal Service Language Academy (FSLA) is a three-week residential program for students who are interested in an immersive intensive language experience, fitness, and exploring international-related careers with the federal government. During the two three-week sessions, students will be immersed in intensive language instruction in First-Year Arabic from highly qualified teachers, participate in a daily fitness program, receive career counseling from federal agency representatives (CIA, DEA, FBI, State Department, Homeland Security, the Peace Corps and US Armed Forces), and possibly receive high school credit for successful completion of the academy. For more information: www.ung.edu/fsla Where There Be Dragons offers authentic, small-group, cultural and language immersion programs in Jordan and Morocco every summer as well as semesters for Gap Year students. All include service, local mentorship, language intensives, trekking, leadership development and global studies. Our summer programs are for ages 14+. Semesters are tailored for Gap Year & College-age students. Visit the website: www.wheretherebedragons.com or call: 800-982-9203 to learn more about scholarships and programs. The National Middle East Language Resource Center (NMELRC), in cooperation with Qatar Foundation International and Brigham Young University Independent Study, is offering a hybrid online course for high school students. The high school implementation of Arabic Without Walls, winner of the 2010 Distance Education Course Award, covers the basics of both spoken and written Arabic and enables students to acquire real-world communication skills. This process starts with students attending a one-day course in their region and continues as they work online with a tutor and a cohort of students who form a tight-knit learning community. Students who have done so have gone on to win NSLI-Youth Scholarships to study in the Arab world. For more information on registration, cost and credit please visit: http://bit.ly/1bfmfcG . Resources for Arabic Teachers You may be interested in a new resource for Arabic teachers, Teaching and Learning Arabic as a Foreign Language: A guide for teachers by Karin Ryding from Georgetown University Press: http://bit.ly/MGtNLk You may be interested in a mobile-ready, interactive network, game-like learning resource for Arabic students called "Falooka." Falooka can be used in the classroom, or purchased for a library or language lab. It encourages Arabic language students to jump in by selecting one of nine "3-Month Challenge programs." Students gain "Ookapoints" as they teach lower level students (for money or for free); post in the News Feed on Middle Eastern culture; and form "Ookafriendships" with other Arabic language students and native instructors. Falooka is both in Modern Standard Arabic and the Egyptian dialect. It includes over 700 web pages of learning materials plus 7,000 audio recordings by native Egyptians, 80 podcasts, and over 50 videos. To learn more, visit their website: http://falooka.com/ The Lingaga: Oxford Peace Project has free video conferencing and networking for language learners and speakers, including Arabic. On the free site, teachers and students may meet native speakers, make contacts in other countries, open their own and enter virtual classrooms, post videos on their country, discuss literature and culture, and swap language learning. With students and teachers in over 25 countries registering, it is a terrific place to actually speak the language and put into practice your learning. www.lingaga.com You may be interested in this simple Arabic typing tutor to help your students learn to type in Arabic: http://www.studyarabic.com/arabic-typing-tutor The Center for Applied Linguistics (CAL) now offers the Computerized Oral Proficiency Instrument (COPI), a computer-based, semi-adaptive test of Modern Standard Arabic or Spanish oral proficiency intended for use with native-English-speaking students in later years of high school, college students, and professionals. It provides language educators with a computerized, time-efficient assessment of their students' oral language proficiency in Arabic or Spanish. Performance on the COPI is rated according to the ACTFL Proficiency Guidelines. For more information: http://bit.ly/Iw45aE The Center for Applied Linguistics (CAL) has produced an Arabic Oral Proficiency Guide for Students. This free online tutorial helps high school and university-level students of Arabic understand and improve their oral proficiency. It teaches students how oral proficiency is rated according to the ACTFL Proficiency Guidelines so that they can self-assess and set language learning goals. The tutorial features authentic examples of students speaking Arabic at different levels, tips and resources to improve oral proficiency, and student descriptions of their experiences being assessed and then using their Arabic to communicate abroad. View the site at http://www.cal.org/aop/index.php The Qatar Foundation International (QFI) is launching a new website for Arabic K-12 teachers Al-Masdar (almasdar.oercommons.org). Al-Masdar provides a platform for you to discover free resources through search strategies, to author or upload your own resources, to review resources, join groups and conversations, and collaborate with others. The site is intended to be a hub - the source - for language teaching materials, opportunities, news and events relevant to Arabic instructors. You are invited to explore it and offer your feedback by completing this survey: http://bit.ly/1gvdkWS Your advanced students may enjoy this new simplified version of Lebanese author Hoda Barakat's novel, Sayyidi wa Habibi, which comes with a set of pedagogical activities and a companion website: http://bit.ly/16vBpEc Al-Jazeera news is currently developing a special news site for Arabic language learners. Although some of the features are still in progress, it may be worth keeping an eye on as a resource for your classes: http://learning.aljazeera.net/arabic The Institute for Middle East Studies (IMES) Title VI Outreach Program at The George Washington University (Washington, DC) maintains a film and book library and Skype-a-Scholar program that is free and available to area educators. You can view a list of all of the library resources and find out more about the films using our new Film Guide which contains synopses of the films and classroom usage ideas for educators. The Skype-A-Scholar program brings university experts to your classroom through Skype, to converse with students for an in-depth, innovative learning experience. Contact imesnrc@gwu.edu for more information on these programs. American Councils for International Education coordinates the U.S. Department of State's FLEX, YES, and A-SMYLE programs, where students from the Middle East and other areas of the world have competed against their peers and earned a scholarship to come to the U.S. for a full academic year. The students live with an American host family, attend school and become a part of the family. Anyone interested in hosting an exchange student for a period of two months to a full academic year, and the ability to provide a safe, supportive, English-speaking environment is welcome to contact the programs for more information. For more information: http://inbound.americancouncils.org . The Peace Corps offers the World Wise Schools website, with cross-cultural learning resources including lesson plans, videos, publications, an online game, and more. Take advantage of these free resources to develop your students' global competencies and prepare them to be engaged, 21st century global citizens. Connecting With Teachers Connect with hundreds of Arabic teachers in America and from around the world on the Teachers of Arabic Language K-12 (TALK12) page on Facebook. Teachers can chat, swap ideas, and give each other advice: http://www.talk12.org . |
Grant Opportunities The Arab Academy Scholarship will be offered for three ACTFL members in 2014. The scholarship includes three months of access to the online Arabic program in addition to one weekly one-on-one speaking class. In addition, Arab Academy offers onsite scholarships for two ACTFL members for 8-week sessions at its Arabic language center in Cairo, Egypt. The deadline is TODAY March 31, 2014. Additional details can be obtained by contacting the educational programs coordinator, Hanan Dawah, at info@arabacademy.org and http://www.arabacademy.com. ACTFL Members: If you have any questions about this scholarship, please contact Jaime Bernstein at 703-894-2900. This is the last month to apply for a Qatar Foundation International Teacher Initiative Grants (maximum award: $1,000) to enhance Arabic programs and promote excellence in the classroom. Arabic teachers working in U.S. public or public charter schools may apply for funding to purchase books and materials; host cultural events or workshops; take students on field trips; or attend professional development conferences. Applications are due by April 1. To download the complete Request for Proposal, follow the link: http://bit.ly/17lD6I0 To apply, go through QFI's grants management portal: http://bit.ly/18XUpgj Job Openings The Davis Center (Minneapolis, MN) is seeking a full-time K-12 Arabic teacher for the 2014-2015 school year. Minnesota teaching license required. To learn more: http://bit.ly/1dIR2kM Baltimore International Schools (Baltimore, MD) is looking for a full-time Kindergarten teacher for its new Arabic immersion program beginning in 2014-2015. The candidate must possess a valid teaching certificate in the State of Maryland or be eligible for one. A background in Elementary Education and experience with International Baccalaureate (IB) is strongly preferred. BIA does not sponsor visas. To apply, email a letter and resume to elokounia@bcps.k12.md.us Boston Latin Academy (Boston, MA) is seeking a full-time high school Arabic teacher for the 2014-2015 school year. For further information and to apply: http://bit.ly/MH4VD0 There is an immediate part-time opening for an elementary school Arabic teacher for grades K-4 with Global Language Project in Harlem, New York. This individual must be New York state certified (or interested in pursuing certification--please make this clear to the contact below) and will teach two full days, or 10 periods a week at a school in West Harlem. The teacher will use GLP's Arabic curriculum, which introduces students to language through TPR, cultural activities, music and games. The emphasis is on oral communication and learning about other cultures. Please send cover letter and resume to Elisabeth Shovers: eshovers@glpny.org. Please write 'Arabic Teacher' in the subject line of your email. Friends Seminary in New York City seeks a Middle School/Upper School Arabic Teacher for the 2014-2015 academic year. This is a one-year leave replacement position. The candidate must be able to teach Modern Standard Arabic and a Levantine dialect to grades 4 through 12. Prior experience teaching middle and high school is strongly desired. To learn more, visit the employment section of the website and click on the Arabic Teacher listing: http://www.friendsseminary.org/careers Northeast College Prep, in the Twin Cities of Minnesota, is opening Kindergarten-3rd grade in August (eventually growing to K-8th grade) and hiring founding teachers in all subjects, including Arabic. This diverse, International Baccalaureate school is committed to closing the achievement gap and will offer both Spanish and Arabic classes to all students. Minnesota teaching license or eligibility for one required. Visit careers at Northeast College Prep's website to view job descriptions and the application process: northeastcollegeprep.org. If you have any questions, contact Erika Sass at esass@northeastcollegeprep.org. |
Nada Shaath (Bell High School, CA) suggests: Reefnet (http://www.reefnet.gov.sy/) This website has some great resources for Arabic teachers, including an atlas and a variety of grammar lessons and audio recordings on several subjects including Arab history. Do you have a favorite website to share? Send us a link and a short description, and don't forget to include the name and location of your school! |
Belal Joundeya (Renaissance Academy, UT) suggests: Stay tuned for more activities in upcoming editions of the Bulletin! |
The Arab American National Museum (http://www.arabamericanmuseum.org) recommends the fiction book Flying Carpets By Hedy Habra (March Street Press, 2012). Flying Carpets is a story collection in the grand tradition of Arab storytelling. In it, Habra masterfully waves her writing wand and takes us on a journey as we read about people and places far away and encounter temples and mountain villages, gliding boats and fragrant kitchens, flaming fish and rich tapestries. The stories recover lost, partially forgotten and imaginary spaces, progressing from the concrete to the universal. The first two sections move between Egypt and Lebanon with a touch of magic realism. In the second half of the collection, the characters become less rooted in time and space as the dreamlike elements intensify. Hedy Habra is the author of a poetry collection, Tea in Heliopolis and a book of literary criticism, Mundos alternos y artísticos en Vargas Llosa. She has an MA and an MFA in English and an MA and PhD in Spanish literature, all from Western Michigan University, where she currently teaches. She is the recipient of WMU's All-University Research and Creative Scholar Award. Habra has published more than 160 poems and short stories in journals and anthologies. |
Ten Key Lessons About Elementary Foreign-Language Instruction
By Kim Marshall | Marshall Memo #529, March 23, 2014, http://www.marshallmemo.com In this article in Foreign Language Annals, Nancy Rhodes (Georgetown University) reports on lessons learned over the last 30 years about teaching foreign languages in the elementary grades. Her conclusions come from in-depth interviews with educators, teacher trainers, parents, and researchers. They agreed on the following core features of a successful, sustainable foreign-language program:
- The program should be supported by a team rather than just one language teacher or administrator.
- The program should be designed to continue after a start-up grant or initial funding ends.
- The language of instruction should be selected for reasons that make sense to the community.
- Sufficient instructional time needs to be allotted per week so that learners can reach the targeted goals.
- The entire school community should feel that the language program is central, rather than peripheral, to the curriculum.
Here are the lessons she identified: • Focus on good teachers and high-quality instruction. One interviewee said, "All the money in the world isn't as important as having a good teacher." Another said, "Good language teachers are worth their weight in gold." Teaching can be enhanced by the effective use of technology – for example, Skype conversations with native speakers in other countries. • Identify and clearly state intended outcomes from the beginning. These need to include content, language, and cultural curriculum goals. Weak or non-existent goals had a lot to do with the failure of many foreign-language programs in the 1960s. The advent of national standards for foreign languages in the 1990s has been a big help: "These changes placed a clear focus on the development of interpersonal, interpretive, and presentational communication skills," says Rhodes; "an understanding of the practices, products, and perspectives of culture; and the need to engage students in learning content across the academic disciplines and in using the language beyond the school setting and for personally relevant and rewarding tasks." • Plan for K-16 articulation from the start, monitoring students' progress at each stage. In the past, elementary programs haven't had clear links to middle-school programs, creating major disadvantages when students get to high school and college. • Develop and maintain ongoing communication with stakeholders. Outreach and advocacy with principals, district leaders, union officials, and others is essential to maintaining support and funding. • Conduct ongoing advocacy efforts to garner and maintain public support. This includes school board members, parents, and other members of the community. • Advocate for district and statewide language supervisors. "Having a supervisor with a specialty in world languages provided a knowledgeable, district-wide leader as well as a built-in cheerleader to advocate for the program both within the district and across the community," says Rhodes. • Dispel common misperceptions about language learning. For example, it's commonly believed that language instruction must start young or students won't learn, that the amount of "seat time" learning a language is the most important factor, and that languages can be picked up quickly. In fact, "early is better in some cases, but not in all," classroom time is not the most important factor, and high-quality language learning takes many years. • Monitor language development through continual assessment. This should happen with practical, hands-on, formative, and summative assessments, with results shared with parents. Principals shouldn't hear complaints like "all the students can do is recite the alphabet, describe the weather, and sing a song." Assessment reports should highlight the ongoing curriculum and track students' progress over time, perhaps even reporting on how they do when they get to secondary school and college. • Harness the power of immersion. One-way and two-way immersion programs "set the highest language proficiency goals of all second-language program models," says Rhodes, "and learners in such programs consistently demonstrate the most sustained and extensive progress toward proficiency, without a loss of either their English language skills or the knowledge of other academic content." • Remember that money matters. Programs live and die on budget allocations, and foreign language advocates have to be political, get the word out to key actors, and in lean times, highlight approaches (like immersion programs) that are cost-efficient. "Elementary School Foreign Language Teaching: Lessons Learned Over Three Decades (1980-2010)" by Nancy Rhodes in Foreign Language Annals, Spring 2014 (Vol. 47, #1, p. 115-133), http://onlinelibrary.wiley.com/doi/10.1111/flan.12073/abstract |
Eight groups apply to open new D.C. charter schools
By Emma Brown, Washington Post | washingtonpost.com
Source: http://wapo.st/1gKAc5C Eight groups have submitted applications to open new D.C. charter schools in fall 2015, according to the D.C. Public Charter School Board, which is responsible for vetting proposals and deciding which merit approval. The proposals include the city's first Arabic-immersion, dual-language program [...] The city charter board will hold a public hearing on the eight proposals in April, and it is scheduled to vote May 19 to approve or deny each one. The board could approve all of the school plans, but historically has only approved a fraction of the proposals each year. Here's a quick synopsis of [the Arabic immersion school] proposal, with links to the full application[s]: SPACE, or Student Parent Achievement Center of Excellency Grades served: preschool-3 through 8th grade Expected enrollment: 180 students in preschool-3 and pre-K-4 in year one, growing to 440 students at maximum capacity Proposed location: Ward 3 Mission: SPACE would be the first Arabic-immersion school in the city. In their own words: "The recent Arabic Spring [sic] developments point to a desire of many Arabic speaking countries in North Africa and the Middle East to embrace the principles of democracy. However, in America today, there are very few pre-k-8 public schools offering a curriculum that supports the understanding of Arab language and culture." Founding group: The names of founders have been redacted from the résumés included in SPACE's application, but the group includes a neurologist, a civil engineer and several educators, among others. Click here to read SPACE's application. |
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