Course offer for Fall '15: LLC 672 Bilingualism
Instructor: Dr. Sarah Shin
LLC 672 Bilingualism
This course deals with the ways in which people use two or more languages in everyday life, and begins with an overview of a broad range of social and political issues that underlie much discussion in the literature on bilingualism. Various definitions and descriptions of bilingualism are considered, and the language mixing behavior of bilingual children and adults examined. The course will cover major topics in bilingualism such as language maintenance and shift, attitudes toward bilingualism, bilingual identity, and multilingual policy. It will also examine issues of current social concern related to the education of language minority children and adults.
Please see the syllabus (Fall '13) to know more about this course.
Meeting Time: Wednesdays 4:30 pm to 7:00 pm (Sherman Hall, 121)To register this course, you need to obtain permission from your LLC advisor.
- Bilingualism or Plurilingualism in Business, Industry, and the Professions
- Language Assessment
- Optimal Uses of Technology in the Delivery of English Language Instruction
- Language Teacher Education
- Students’ Age and Effective English Language Education in Schools
- Language Policy and Planning
TIRF is offering two types of DDGs. The first is the Foundation’s long-standing TIRF DDG that is supported by Cam-bridge English Language Assessment and many of our individual donors. The other type of grant offered by TIRF is the TIRF-British Council DDG, which is designed to support doctoral candidates from under-resourced parts of the world and/or doctoral candidates doing research which is likely to lead to the improvement of language education in developing nations. To read more about these two types of DDGs, including eligibility requirements, click here to read the call for proposals.
The
application deadline is April 22, 2015. To read the call-for-proposals,
please click here. For further information, please visit TIRF's website
]]>
The deadline for TIRF’s 2015 Doctoral Dissertation Grants (DDG) competition is quickly approaching, with an application deadline set for April 22, 2015. The DDG funding is intended to support...
http://www.tirfonline.org/research-grants/doctoral-dissertation-grants/
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grants
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Language, Literacy and Culture Doctoral Program
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Tue, 07 Apr 2015 17:36:13 -0400
CFP: Voices of Change Storywork in Activism, Education...
CFP Deadline: March 31, 2015
Voices of Change Storywork in Activism, Education, and Public Service
6th International Digital Storytelling Conference
September 25-27, 2015
Principal Venue - Smith College, Northhampton, MA
We invite you to join us in Massachusetts this fall for an amazing gathering of digital storytelling professionals, academics, youth and activists. The conference is hosted by Smith College and the Five Campus Consortium (Smith College, Hampshire College, Mount Holyoke College, University of Massachusetts Amherst, and Amherst College). This will be the first time the International Conference will be held in the Western Hemisphere, and we are thrilled to have an opportunity to bring the international community to the United States.
As we have watched the events of the Fall of 2014 in the United States unfold regarding issues of race and social justice, we wanted the conference to reflect the current events by focussing on a principal theme of Youth and Activism. Our goal is to hold a one day youth summit in conjunction with the 2.5 day academic and practitioner conference. The hope is that a portion of the Youth Summit will be integrated into one event. In addition, we will be inviting an exploration of any number of additional themes including the use of Digital Storytelling in public health, curriculum, intercultural and international education, service learning, sustainability and the environment, heritage and memory, participation and social inclusion, as well as new and innovative forms of participatory media.
The conference will host various events in its structure for inclusion of diverse perspectives and voices. While there will be a formal process of juried paper presentation sessions for academics, we will also provide space for practitioners from community settings to present. We will work to have exhibition opportunities for individual digital stories, as well as a number of ancillary workshops, special events, and exhibitions to be held in the period surrounding the conference.
The conference invites proposals for academic papers that discuss digital storytelling and its theoretical, social, and cultural contexts. We also invite proposals from digital storytelling practitioners interested in reflecting on their work in community-based participatory media. All presenters are encouraged to show examples of digital stories within their allocated 15 to 20-minutes presentations.
Deadline for Abstract Submission: March 31, 2015
For more information please visit the website
]]>
Voices of Change Storywork in Activism, Education, and Public Service 6th International Digital Storytelling Conference September 25-27, 2015 Principal Venue - Smith College, Northhampton, MA...
http://dst2015.org
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Thu, 29 Jan 2015 16:59:51 -0500
Thu, 29 Jan 2015 17:00:47 -0500
Why study public policy?
Read this Baltimore Sun op-ed by Donald F. Norris
As we celebrate 40 years of public policy graduate studies at UMBC, Don Norris explains the importance of our program to the State, and why we need public policy leaders as much as we need scientists, engineers, teachers, and doctors.
]]>
As we celebrate 40 years of public policy graduate studies at UMBC, Don Norris explains the importance of our program to the State, and why we need public policy leaders as much as we need...
http://www.baltimoresun.com/news/opinion/oped/bs-ed-public-policy-schools-20141120-story.html
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Public Policy Department
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Tue, 25 Nov 2014 13:48:37 -0500
Job Announcement: Tenure-Track Position in Reading/Literacy
Berea College, Berea, KY
The Education Studies Program at Berea College is seeking applications for a tenure-track, 9-month position in Reading/Literacy Education, at the rank of Assistant Professor.
Responsibilities include teaching courses in reading/literacy, contributing to program development and assessment, advising and mentoring students, and engaging in scholarship and service that contributes to the institution and profession. The program is seeking individuals who are committed to culturally responsive instructional practices. The successful applicant may also participate in the College’s General Education Program.
Qualified applicants will have
- an earned doctorate in Curriculum & Instruction or related field by August 2015
- an educational background in reading/literacy
- a minimum of five years full-time teaching experience in grades K-12 or the equivalent with a preferred emphasis on literacy instruction.
Review of applications begins October 15, 2014, and continues until the position is filled.
Applicants should submit a letter of application that addresses specific qualifications, a current vita, transcripts of all degrees, evidence of effective teaching, three letters of recommendation, and statement of teaching philosophy to
EDSsearch@berea.edu.
Berea College achieved national distinction as the first coeducational and interracial college in the South. With an emphasis on service to the people of Appalachia and beyond, Berea enrolls 1,600 students from 40 states and 60 countries. The College has a longstanding commitment to interracial education; here, people of different races seek to learn from and about each other, while also living together. Berea is among the most racially diverse private liberal arts colleges in the United States. The college admits only students whose families are unable to afford the high cost of tuition and awards each of them a four-year tuition scholarship. Berea’s students excel in the College’s supportive but demanding academic environment, and many are the first in their families to graduate from college. The College is one of seven federally recognized Work Colleges, and all students hold a labor position in which they work 10-12 hours per week in all areas of the College. Graduates distinguish themselves in a variety of fields, including social service, government, ministry, the arts, business, education, medicine, and science, and many go on to earn graduate degrees.
Located where the Bluegrass Region meets the Cumberland Mountains, the town of Berea (pop. 14,000) lies forty miles south of Lexington and is approximately two hours from Cincinnati, Louisville, and Knoxville.
]]>
The Education Studies Program at Berea College is seeking applications for a tenure-track, 9-month position in Reading/Literacy Education, at the rank of Assistant Professor. Responsibilities...
http://www.berea.edu/people-services/faculty-positions/tenure-track-position-readingliteracy-education/
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Language, Literacy and Culture Doctoral Program
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Wed, 19 Nov 2014 10:05:31 -0500
Job Opportunity: Center for Applied Linguistics (CAL)
The Center for Applied Linguistics currently has the following job vacancies:
- Language Testing Specialist, Grades 6-8
- Language Testing Specialist, K-12
- Post Doctoral Psychometrician
- Professional Development Specialist
- Test Development Assistant
- Test Development Assistant, WLIP (temporary)
Visit CAL
website to learn more about each position, CAL, and the application process.
Interested parties should send resume and cover letter:
Mail:
Center for Applied Linguistics
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Human Resources Coordinator, Recruitment
Attn: Recruitment
]]>
The Center for Applied Linguistics currently has the following job vacancies: Language Testing Specialist, Grades 6-8 Language Testing Specialist, K-12 Post Doctoral Psychometrician...
http://www.cal.org/who-we-are/career-opportunities/jobs
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Language, Literacy and Culture Doctoral Program
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Wed, 12 Nov 2014 23:24:14 -0500
CIES Dissertation Award 2015
Comparative and International Education Society
The Comparative International Education Society (CIES) Language Issues (LI) Special Interest Group (SIG) is pleased to announce its 2013-2015 Dissertation Award! The award is open to dissertations that focus on educational language issues, broadly defined, in comparative and international education. Dissertations will be reviewed based on the following criteria:
- The dissertation’s relevance to current thinking in the field
- The degree of sophistication or innovation of the methodology used
- The soundness of data collection and analysis
- The dissertation’s social utility and/or its implication for policy
- The degree to which the dissertation incorporates a comparative perspective
Eligible dissertations must have been filed within the two-years prior to the LI SIG award application deadline of December 15, 2014. Students in Ed.D. or Ph.D. programs are eligible and the applicant and/or the Dissertation Chair must be a current CIES member. The winning dissertation will receive a monetary award and will be announced at the annual conference in Washington D.C. in March Applicants should submit the following four documents to be considered for the award:
- A detailed abstract of no more than five pages along with a self-assessment indicating how the dissertation meets the above five criteria; both should be doubled-spaced with no author identification (for blind review)
- A title page (not counted within the page limit) with author’s name, address, institutional affiliation, telephone, e-mail address, and names of dissertation committee chair(s) and
- A reference page (not counted within the page limit) with only the references cited in the abstract
- One letter from the Dissertation Chair recommending the dissertation for this award (this letter may be sent directly to the Committee at the e-mail address below).
After the initial round of consideration, the two highest rated candidates will be asked to send the Committee a file with their entire dissertation. Awardees will be recognized formally at the LI SIG business meeting at the CIES Conference in Washington D.C. on March 8-13, 2015.
Please submit the above documents electronically (as attachments in Word compatible files) with the key word “Dissertation Award Submission” in the subject line to:
cieslangsig@gmail.com by December 15, 2014. If you have any questions, do not hesitate to contact the Awards Committee at the above e-mail address.
For more information, contact Carmen Cáceda, PhD. search committee chair,
cacedac@wou.edu
36th Ethnography in Education Research Forum February 27-28, 2015
Penn Graduate School of Education
Inequality, Poverty, and Education: An Ethnographic Invitation
Given the vast array of reforms that are at play in and transforming the landscape of education, how can ethnographers contribute to more insightful analyses of the interplay of inequality, poverty, and educational experiences and outcomes, particularly with economic disparities growing in our current era? How might ethnographers continue to challenge problematic and pathologizing assumptions to provide more powerful explanations of the influence of poverty and racialized class inequality on education?
At a time dominated by high stakes testing and increased surveillance in educational settings, ethnographers have an ever-increasing role to play in reframing dominant discourses of accountability in policy and practice conversations. A primary purpose of the University of Pennsylvania’s Center for Urban Ethnography (CUE) from its founding in 1970, and of the Ethnography in Education Research Forum since its beginnings in 1980, has been to encourage and support field research applying anthropological, folkloristic and linguistic skills to the study of American cities, with priority given to the study of ethnic groups in Philadelphia. An early CUE research effort was an ethnographic project in Philadelphia public schools directed toward collaborative monitoring of the effects and consequences of programs and policies in terms of countering educational inequities and advancing social justice.
In keeping with this research tradition, and in today’s transformed educational landscape, the 36th Ethnography Forum invites exploration of methodological alternatives and modes of collaboration in ethnographic research on education. How do proposals such as ethnographic monitoring, practitioner inquiry, decolonizing methodologies, culturally responsive methodologies, and other participatory ethnographic approaches invite, value and respect the teachers, learners, schools and communities we work with? How might ethnographers invite deeper engagement and self-reflection by all of us as we work to create more socially just educational policies and practices?
See proposal guidelines on the attached file [Only on MyUMBC Groups]
]]>
36th Ethnography in Education Research Forum February 27-28, 2015 Penn Graduate School of Education Inequality, Poverty, and Education: An Ethnographic Invitation Given the vast array...
http://www.gse.upenn.edu/cue/forum
Document
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Mon, 15 Sep 2014 09:32:30 -0400
Mon, 15 Sep 2014 09:35:14 -0400
Gary Rozanc recognized by AIGA with prestigious grant
Preparing students to pursue careers as UI professionals
Assistant Professor Gary Rozanc was awarded funding from the
prestigious AIGA DEC Design Faculty Research Grant program. Professor Rozanc’s
grant project is “Web Designer Competencies Inventory and Recommendations for
Inclusion in Design Curricula.”
His research will help identify and validate sets of
core competencies that need to be effectively taught to students preparing to
pursue careers as interaction and user experience designers. He will interview
a select group of interaction design educators and professionals to
determine, contextualize and prioritize these competencies.
Gary Rozanc is an Assistant Professor in the Graphic Design
emphasis, in the Department of Visual Arts.
]]>
Assistant Professor Gary Rozanc was awarded funding from the prestigious AIGA DEC Design Faculty Research Grant program. Professor Rozanc’s grant project is “Web Designer Competencies Inventory...
http://educators.aiga.org/meirelles-and-rozanc-awarded-2013-14-aiga-design-faculty-research-grants-by-the-aiga-design-educators-community-aiga-dec/
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CIRCA
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CIRCA
0
0
true
Fri, 29 Aug 2014 16:22:25 -0400
Fri, 29 Aug 2014 16:32:09 -0400