The U.S. State Department's Bureau of Educational and Cultural Affairs supports language learning through several programs. It provides scholarships for American youth and students to study critical languages abroad. Over 1 million people in over 160 countries participate in its exchanges each year. Its goal is to increase mutual understanding between the U.S. and other countries through educational and cultural exchange.
This document provides information about federally-funded opportunities for Chinese language learning, including scholarships, summer programs, study abroad programs, and teacher development programs. It discusses programs run by STARTALK, NSLI-Y, The Language Flagship, and the Department of Education including eligibility requirements and goals of increasing participation in critical language education.
The document discusses factors that have impacted foreign language education programs and considerations for starting an elementary school Chinese language program. It covers the history of Chinese language schools and immersion programs. National standards and initiatives that promoted language learning are outlined. Research on benefits of early language learning is presented. The document examines program models and discusses elements critical for success, including adequate time and intensity of instruction, continuity, and teacher effectiveness. It also provides perspectives from an example Chinese immersion program.
This document discusses several programs and studies that aim to promote Arabic language education and cultural understanding between Jews and Arabs in Israel. It outlines programs that introduce spoken Arabic in elementary schools, establish bilingual schools, and integrate Arab culture into the curriculum. Studies show positive effects of early exposure to the language, use of native teachers, and teaching culture alongside language. The document advocates for mandatory Arabic education in all Jewish schools to foster shared citizenship.
This resume is for Ibrahim Khaled, a senior English teacher with over 14 years of experience teaching in Egypt, the UK, and the US. He has a bachelor's degree in TEFL and postgraduate diplomas in ESL. He is TESOL and TKT certified. His career objective is to combine research and teaching to positively impact students. He has led test score increases and conducted educational outreach. References are provided from principals and supervisors in Egypt and the US.
The document discusses education and indigenous languages in Alaska. It notes that Alaska has 22 indigenous languages belonging to two major language families. It describes some language immersion schools that teach local indigenous languages to help preserve them. It also discusses challenges indigenous communities have faced with education systems not respecting their cultures and languages, and the importance of involving parents and using culturally-relevant teaching methods.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Inclusive Education: A View of Higher Education In IndiaiBoP Asia
This document summarizes a public lecture given by Prof. Ganesh N. Devy at the National Institute of Advanced Studies in Bangalore, India on September 26, 2010. The lecture discussed issues of inclusiveness and access to higher education in India. It noted that despite decades of affirmative action, discrimination and marginalization still exist in Indian society. It argued that loss of indigenous languages and cultural amnesia have denied access to education for many communities. The lecture also highlighted the complex layering of social inequalities in India's caste system that has marginalized the majority of its population.
This document provides information about federally-funded opportunities for Chinese language learning, including scholarships, summer programs, study abroad programs, and teacher development programs. It discusses programs run by STARTALK, NSLI-Y, The Language Flagship, and the Department of Education including eligibility requirements and goals of increasing participation in critical language education.
The document discusses factors that have impacted foreign language education programs and considerations for starting an elementary school Chinese language program. It covers the history of Chinese language schools and immersion programs. National standards and initiatives that promoted language learning are outlined. Research on benefits of early language learning is presented. The document examines program models and discusses elements critical for success, including adequate time and intensity of instruction, continuity, and teacher effectiveness. It also provides perspectives from an example Chinese immersion program.
This document discusses several programs and studies that aim to promote Arabic language education and cultural understanding between Jews and Arabs in Israel. It outlines programs that introduce spoken Arabic in elementary schools, establish bilingual schools, and integrate Arab culture into the curriculum. Studies show positive effects of early exposure to the language, use of native teachers, and teaching culture alongside language. The document advocates for mandatory Arabic education in all Jewish schools to foster shared citizenship.
This resume is for Ibrahim Khaled, a senior English teacher with over 14 years of experience teaching in Egypt, the UK, and the US. He has a bachelor's degree in TEFL and postgraduate diplomas in ESL. He is TESOL and TKT certified. His career objective is to combine research and teaching to positively impact students. He has led test score increases and conducted educational outreach. References are provided from principals and supervisors in Egypt and the US.
The document discusses education and indigenous languages in Alaska. It notes that Alaska has 22 indigenous languages belonging to two major language families. It describes some language immersion schools that teach local indigenous languages to help preserve them. It also discusses challenges indigenous communities have faced with education systems not respecting their cultures and languages, and the importance of involving parents and using culturally-relevant teaching methods.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Inclusive Education: A View of Higher Education In IndiaiBoP Asia
This document summarizes a public lecture given by Prof. Ganesh N. Devy at the National Institute of Advanced Studies in Bangalore, India on September 26, 2010. The lecture discussed issues of inclusiveness and access to higher education in India. It noted that despite decades of affirmative action, discrimination and marginalization still exist in Indian society. It argued that loss of indigenous languages and cultural amnesia have denied access to education for many communities. The lecture also highlighted the complex layering of social inequalities in India's caste system that has marginalized the majority of its population.
This document summarizes the history and evolution of bilingual education in the United States, legal issues surrounding bilingual education, organizational models used in schools, and issues involving teaching English language learners. It traces bilingual education from the 17th century to modern times, outlines key court cases and legislation, and discusses challenges like underachievement among minority groups and appropriate placement of ELL students.
Updated slideshow. Please view to learn about the Convivencia Project at Maple Valley Schools in Michigan. For more information, visit our website: www.convivencia-us.org
Clayton Chiarelott has over 11 years of experience in higher education. He is currently a PhD candidate in Rhetoric and Writing at Bowling Green State University and has held various roles such as writing center coordinator, instructor, and tutor. His research interests include ESL acquisition, media and communication, community literacy programs, and language politics.
The document discusses language discrimination and diversity. It defines linguistic discrimination as unfair treatment based solely on a person's use of language. This can lead to unjust treatment as people make judgments about others based on perceived traits related to their language. While most nations protect language diversity, discrimination still exists through prejudicial treatment of those who speak particular languages. The document proposes an activity-based framework to address language discrimination for elementary/junior students through role plays, documentaries, and presentations to promote understanding and inclusion of linguistic diversity.
The document provides an overview and orientation for volunteers at the Literacy Council of Northern Virginia (LCNV). It discusses LCNV's mission to teach basic English skills to empower adult learners in the community. It was founded in 1962 and now serves over 1,500 learners annually through four programs - Basic Literacy Tutoring, ESOL Tutoring, ESOL Learning Centers, and a Family Learning Program. Volunteers are key to LCNV's work, with over 800 volunteers providing direct instruction and other support each year. The orientation outlines the various volunteer opportunities and roles in the tutoring and classroom programs, and addresses frequently asked questions.
Watch what you Say: Study Abroad & Language Learning at DUbowmanel
The document discusses language acquisition and study abroad opportunities at the University of Denver (DU). It notes that DU strongly encourages students studying languages like Chinese to study abroad in countries where that language is spoken. The annual Global Gala celebrates students' experiences living and studying overseas. Language acquisition is a primary reason many DU students choose to study abroad. Resources like the Center for World Languages and Cultures and partnerships with international students help DU students maintain or learn new languages.
This document discusses research on the underachievement of ethnic minority students in the UK education system. It finds that Pakistani and Bangladeshi students who speak English as a second language underachieve because they have difficulty understanding their teachers. It also notes that the education system is largely based on Western and Christian norms, ignoring the histories and cultures of other ethnic groups. Underachievement is linked both to social class factors and negative stereotypes that become self-fulfilling prophecies.
After the ‘new migration’: re-examining perceptions and experiences of teachi...RMBorders
Presentation by Naomi Flynn at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Benefits of culturally and linguistically diverse classroomsaekoehn
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
This document is a student project on linguistic chauvinism. It includes an acknowledgement, certificate, and index signed by the student and teacher. The objective is to explain linguistic chauvinism, highlight the importance of language, and describe related historical events. The project covers the concept of linguistic chauvinism, importance of language, relationship between language and culture, and historical examples like the Franco-Prussian War, Japanese invasion of Korea, and annexation of Tibet by China where linguistic identity was threatened. The conclusion is that imposing foreign languages can create inferiority complexes and suppress future uprisings. The student reflection indicates they learned about impacts of foreign language imposition on a region's culture.
Azim akhtar decline of urdu &impact on education in upsatyendraurinfo
The document discusses the decline of Urdu language in education in Uttar Pradesh and its impact. It notes that historically both Urdu and Hindi were used as mediums of instruction in schools in the region. However, after independence the government promoted Hindi as the sole official language, neglecting Urdu. This went against the historical dual role of Urdu and Hindi in education. The document outlines how international organizations like UNESCO have emphasized the importance of using a child's mother tongue in early education. However, the Uttar Pradesh government has failed to implement mother tongue education policies and promote the use of Urdu in schools.
This document provides information for incoming 9th grade students at Shiloh High School. It outlines graduation requirements, course options, testing requirements, and extracurricular opportunities. Students need 23 credits total to graduate, including 4 credits each of English, math, science, and social studies. The document describes the various academies and majors students can choose from related to career pathways. It also reviews standardized tests students will take such as Gateway, EOCs, PSAT, SAT, and ACT. Finally, it mentions athletics, Title I support, and the process for finalizing course registration.
Cultural and linguistic discrimination of international studentsElisabeth Chan
The document summarizes research from two studies on international students' experiences with discrimination and acculturative stress.
The 2008 study interviewed 5 Japanese students who reported experiencing discrimination, such as being rejected from basketball games by Black Americans and feeling treated like a "baby" by a White professor due to their race and English abilities. All students reported Americans knew little about Japanese culture.
The 2013 study surveyed 56 international students and found most believed Americans had negative views of their home countries prior to arriving. Themes included students' lack of awareness about discrimination and challenges to their acceptance and intelligence while in the US.
This document discusses social diversity in India. It defines social diversity as differences within a society based on factors like caste, class, religion, language, and economic status. It notes there are various levels of social diversity, including individual, regional, linguistic, religious, caste-based, and tribal diversity. India has a large amount of social diversity with many religious groups, languages, and tribes. The document emphasizes that education can help promote understanding of social diversity by teaching history, encouraging travel, and implementing curriculum that fosters secularism and national integration.
1. The document discusses best approaches for involving English language learner (ELL) parents and families, including building relationships, developing trust, and creating partnerships to support student learning.
2. It provides information on refugee, immigrant, and various visa statuses and discusses the growing diversity within school districts. Over 60 first languages are represented among ELL students.
3. Suggestions are given for effective parent engagement strategies like school-home liaisons, tutoring programs, assisting with community resources, and holding parent education sessions addressing various topics.
The document discusses 7 reasons for studying in the US, including the best educational programs and research opportunities, outstanding career prospects, and excellent student experiences. It highlights the variety of programs available and flexibility of the US education system, which emphasizes hands-on learning. The document advises students to carefully select their university based on fit and guidance from consultants, rather than solely based on recommendations from others.
This document summarizes a scholarship workshop that provides information to students about studying abroad and applying for scholarships. It discusses preparing for study abroad through financial planning and program selection. It then outlines different types of scholarships, including academic, need-based, location-based, diversity, and program-based scholarships. Finally, it provides tips for strong scholarship applications, such as starting early, requesting letters of recommendation, ordering transcripts, writing essays, and following up after submitting applications.
Xian Franzinger Barrett is an experienced educator seeking a position as a middle or high school teacher. They have over 15 years of experience teaching a variety of subjects including Japanese, social studies, writing, and mathematics. They have a proven track record of helping students achieve academic growth and leading extracurricular clubs focused on social justice, service learning, and publishing student work. Barrett has received several awards for their teaching and leadership. They hold multiple teaching certifications and a master's degree in teaching.
The document discusses incorporating Chinese guest teachers into elementary school programs to teach Mandarin Chinese. It notes that children are most receptive to learning a new language like Mandarin before age 10. The program would have the guest teachers provide 20-30 minute lessons to K-4 students 5 days a week to help them learn the spoken language and culture through songs, stories and activities. The district aims to expand such opportunities for students to engage with Chinese language and culture.
This document summarizes the history and evolution of bilingual education in the United States, legal issues surrounding bilingual education, organizational models used in schools, and issues involving teaching English language learners. It traces bilingual education from the 17th century to modern times, outlines key court cases and legislation, and discusses challenges like underachievement among minority groups and appropriate placement of ELL students.
Updated slideshow. Please view to learn about the Convivencia Project at Maple Valley Schools in Michigan. For more information, visit our website: www.convivencia-us.org
Clayton Chiarelott has over 11 years of experience in higher education. He is currently a PhD candidate in Rhetoric and Writing at Bowling Green State University and has held various roles such as writing center coordinator, instructor, and tutor. His research interests include ESL acquisition, media and communication, community literacy programs, and language politics.
The document discusses language discrimination and diversity. It defines linguistic discrimination as unfair treatment based solely on a person's use of language. This can lead to unjust treatment as people make judgments about others based on perceived traits related to their language. While most nations protect language diversity, discrimination still exists through prejudicial treatment of those who speak particular languages. The document proposes an activity-based framework to address language discrimination for elementary/junior students through role plays, documentaries, and presentations to promote understanding and inclusion of linguistic diversity.
The document provides an overview and orientation for volunteers at the Literacy Council of Northern Virginia (LCNV). It discusses LCNV's mission to teach basic English skills to empower adult learners in the community. It was founded in 1962 and now serves over 1,500 learners annually through four programs - Basic Literacy Tutoring, ESOL Tutoring, ESOL Learning Centers, and a Family Learning Program. Volunteers are key to LCNV's work, with over 800 volunteers providing direct instruction and other support each year. The orientation outlines the various volunteer opportunities and roles in the tutoring and classroom programs, and addresses frequently asked questions.
Watch what you Say: Study Abroad & Language Learning at DUbowmanel
The document discusses language acquisition and study abroad opportunities at the University of Denver (DU). It notes that DU strongly encourages students studying languages like Chinese to study abroad in countries where that language is spoken. The annual Global Gala celebrates students' experiences living and studying overseas. Language acquisition is a primary reason many DU students choose to study abroad. Resources like the Center for World Languages and Cultures and partnerships with international students help DU students maintain or learn new languages.
This document discusses research on the underachievement of ethnic minority students in the UK education system. It finds that Pakistani and Bangladeshi students who speak English as a second language underachieve because they have difficulty understanding their teachers. It also notes that the education system is largely based on Western and Christian norms, ignoring the histories and cultures of other ethnic groups. Underachievement is linked both to social class factors and negative stereotypes that become self-fulfilling prophecies.
After the ‘new migration’: re-examining perceptions and experiences of teachi...RMBorders
Presentation by Naomi Flynn at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Benefits of culturally and linguistically diverse classroomsaekoehn
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
This document is a student project on linguistic chauvinism. It includes an acknowledgement, certificate, and index signed by the student and teacher. The objective is to explain linguistic chauvinism, highlight the importance of language, and describe related historical events. The project covers the concept of linguistic chauvinism, importance of language, relationship between language and culture, and historical examples like the Franco-Prussian War, Japanese invasion of Korea, and annexation of Tibet by China where linguistic identity was threatened. The conclusion is that imposing foreign languages can create inferiority complexes and suppress future uprisings. The student reflection indicates they learned about impacts of foreign language imposition on a region's culture.
Azim akhtar decline of urdu &impact on education in upsatyendraurinfo
The document discusses the decline of Urdu language in education in Uttar Pradesh and its impact. It notes that historically both Urdu and Hindi were used as mediums of instruction in schools in the region. However, after independence the government promoted Hindi as the sole official language, neglecting Urdu. This went against the historical dual role of Urdu and Hindi in education. The document outlines how international organizations like UNESCO have emphasized the importance of using a child's mother tongue in early education. However, the Uttar Pradesh government has failed to implement mother tongue education policies and promote the use of Urdu in schools.
This document provides information for incoming 9th grade students at Shiloh High School. It outlines graduation requirements, course options, testing requirements, and extracurricular opportunities. Students need 23 credits total to graduate, including 4 credits each of English, math, science, and social studies. The document describes the various academies and majors students can choose from related to career pathways. It also reviews standardized tests students will take such as Gateway, EOCs, PSAT, SAT, and ACT. Finally, it mentions athletics, Title I support, and the process for finalizing course registration.
Cultural and linguistic discrimination of international studentsElisabeth Chan
The document summarizes research from two studies on international students' experiences with discrimination and acculturative stress.
The 2008 study interviewed 5 Japanese students who reported experiencing discrimination, such as being rejected from basketball games by Black Americans and feeling treated like a "baby" by a White professor due to their race and English abilities. All students reported Americans knew little about Japanese culture.
The 2013 study surveyed 56 international students and found most believed Americans had negative views of their home countries prior to arriving. Themes included students' lack of awareness about discrimination and challenges to their acceptance and intelligence while in the US.
This document discusses social diversity in India. It defines social diversity as differences within a society based on factors like caste, class, religion, language, and economic status. It notes there are various levels of social diversity, including individual, regional, linguistic, religious, caste-based, and tribal diversity. India has a large amount of social diversity with many religious groups, languages, and tribes. The document emphasizes that education can help promote understanding of social diversity by teaching history, encouraging travel, and implementing curriculum that fosters secularism and national integration.
1. The document discusses best approaches for involving English language learner (ELL) parents and families, including building relationships, developing trust, and creating partnerships to support student learning.
2. It provides information on refugee, immigrant, and various visa statuses and discusses the growing diversity within school districts. Over 60 first languages are represented among ELL students.
3. Suggestions are given for effective parent engagement strategies like school-home liaisons, tutoring programs, assisting with community resources, and holding parent education sessions addressing various topics.
The document discusses 7 reasons for studying in the US, including the best educational programs and research opportunities, outstanding career prospects, and excellent student experiences. It highlights the variety of programs available and flexibility of the US education system, which emphasizes hands-on learning. The document advises students to carefully select their university based on fit and guidance from consultants, rather than solely based on recommendations from others.
This document summarizes a scholarship workshop that provides information to students about studying abroad and applying for scholarships. It discusses preparing for study abroad through financial planning and program selection. It then outlines different types of scholarships, including academic, need-based, location-based, diversity, and program-based scholarships. Finally, it provides tips for strong scholarship applications, such as starting early, requesting letters of recommendation, ordering transcripts, writing essays, and following up after submitting applications.
Xian Franzinger Barrett is an experienced educator seeking a position as a middle or high school teacher. They have over 15 years of experience teaching a variety of subjects including Japanese, social studies, writing, and mathematics. They have a proven track record of helping students achieve academic growth and leading extracurricular clubs focused on social justice, service learning, and publishing student work. Barrett has received several awards for their teaching and leadership. They hold multiple teaching certifications and a master's degree in teaching.
The document discusses incorporating Chinese guest teachers into elementary school programs to teach Mandarin Chinese. It notes that children are most receptive to learning a new language like Mandarin before age 10. The program would have the guest teachers provide 20-30 minute lessons to K-4 students 5 days a week to help them learn the spoken language and culture through songs, stories and activities. The district aims to expand such opportunities for students to engage with Chinese language and culture.
This document summarizes a presentation on strengthening Chinese language teaching. It discusses challenges like varied program types and lack of funding. It outlines criteria for effective Chinese teachers and sources of professional support like ACTFL. It describes teacher certification programs from the World Languages Institute and Department of Asian Languages and Cultures. It also discusses a NJ Chinese Teacher Roundtable for collaboration and an online platform for the Chinese teaching community.
Participants in this session examined the Utah Chinese Literacy Framework, from the national
conversation on literacy that inspired the project to the current curriculum decisions guiding Utah’s
statewide implementation of Chinese in its K–12 public schools. Presenters discussed national
literacy trends and their role in student-proficiency outcomes, and traced the development of the
Utah Chinese Literacy Framework and how it guided the K–12 Chinese curriculum. Utah Chinese Dual Immersion Programs was presented, as well as the framework’s assessment structure and future plans for grade seven through 12 articulation.
The document discusses strategies for expanding world language education in states. It outlines a systems approach with aligned standards, curriculum, and assessments. It also discusses elementary school language programs, innovations in teacher certification like visiting international teacher licenses, and intensive licensure programs. Funding sources and partnerships between K-12 districts and higher education are also presented as ways to establish long-term language learning commitments.
Central Pacific College is an English language school located in Hawaii that offers 5 academic programs in English proficiency from beginner to advanced levels. It aims to provide high-quality ESL education through developing students' linguistic, social, cultural, and reflective competencies. Classes utilize a method called Student Development Activities which follow the process of Think, Do, Reflect to encourage organic language learning through hands-on projects. The school ensures quality and improvement through regular evaluations, faculty support, and opportunities for extracurricular learning outside the classroom.
This document provides a retrospective and prospective assessment of an institution's capacity as a Hispanic-Serving Institution (HSI) before and after receiving Title V grants. It identifies pre-grant challenges like low Hispanic graduation rates and limited resources. Title V strategies helped establish an English language center, faculty development, and community partnerships. As a result, Hispanic retention and graduation increased substantially. While gaps remain, Title V strengthened the institution's capacity through programs, enrollment growth, finances, and expanded grant writing. Overall, aligning Title V goals with the mission and using data-informed practices were keys to the institution's increased effectiveness in serving Hispanic students.
This document outlines the curriculum and assessments for a Grade 4 Mandarin Chinese language class. It discusses what topics students will learn over the year, including their identity, time and space, self-expression, and self-organization. Assessment includes performance-based and formative/summative evaluations to track student progress. Students will develop reading, writing, speaking and listening skills. Parents are encouraged to support learning at home through checking assigned work and exposing children to additional Chinese materials. Cultural immersion opportunities like trips to China are also highlighted.
The document provides information about Language Resource Centers (LRCs) in the United States. It begins by explaining that LRCs were established by the US Department of Education to improve foreign language teaching and learning. There are currently 15 LRCs located at various universities across the country. The document then lists each LRC and their specific language focus areas or geographic regions. It provides examples of free resources produced by the LRCs, including teacher guides, journals/newsletters, materials for K-12 language teaching, and materials for specific languages. In summary, the document outlines the mission and activities of LRCs in producing free resources to support foreign language education in the US.
Remote Control Language in Indigenous Education Policy and PracticeNinti_One
This document summarizes a presentation given by Samantha Disbray and Gillian Wigglesworth at the ACTA Conference in Melbourne in October 2014. The presentation examined the concept of "remote control" in Indigenous language education policy and practice in Australia, where governments and other actors develop policies from a distance without local input. While rhetoric emphasizes the value of Indigenous languages, in practice the National Indigenous Languages Policy does not commit dedicated funding and privileges English. Data was presented from long-term studies of language practices in Northern Territory schools and communities to analyze the realities of language education policies.
The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable students who help create a more peaceful world through cultural understanding. It offers challenging academic programs and assessments to encourage lifelong learning and an appreciation of multiple perspectives. The IB Diploma Program is a two-year curriculum for students aged 16-19 that balances exams in six subject groups with projects in theory of knowledge, service, and research. Assessments are criterion-based to evaluate skills rather than compare students, and curricula are reviewed regularly to maintain relevance. Universities widely recognize the diploma for admissions advantages.
Stuart B. Foster is seeking opportunities in education after 25 years of experience teaching both in the US and overseas. He has taught a variety of subjects at both the introductory and advanced levels, including sociology, ESL, and student success courses. Foster also initiated and oversaw an international student exchange program between the US and China. He has a MA in sociology and is looking for a new position where he can best utilize his experience and skills.
Buffalo Public Schools Multilingual Advisory Committee mtg.7 27-10elena cala
The document summarizes a meeting of the Buffalo Public Schools Multilingual Education Community regarding programs for English language learners. It provides an overview of ELL demographics and programs in the district, including bilingual education, ESL, assessment practices, and professional development for teachers. It also discusses recommendations from a report to improve ELL programs, such as expanding community outreach, improving newcomer programs, and developing a district ELL advisory committee.
The document summarizes Chinese language and cultural programs at the University of Rhode Island (URI). It outlines the Chinese B.A. program, Chinese teacher certification program, Confucius Institute, Chinese Flagship program, and Chinese summer immersion opportunities at URI. It also discusses partnerships with K-12 schools to develop after-school, in-school, and summer Chinese language programs and the 3-year plan to build sustainable Chinese language offerings in Rhode Island schools. Contact information is provided for those interested in learning more.
1) The document discusses the importance of elementary school students learning a second language and different program models for foreign language instruction in elementary schools.
2) Data from a national survey found that the number of elementary schools offering foreign language instruction has not increased in the last decade and that many schools feel standards have had a negative effect on language programs.
3) The document recommends starting language instruction early and providing immersion experiences to help students reach high proficiency levels in a foreign language.
Kate Lulinski seeks a position as an English instructor with over 3 years of experience teaching ESL. She has a Master's in TESOL and has taught ESL to students of various ages and backgrounds in the US, South Korea, and online. Her teaching emphasizes communicative, student-centered lessons and incorporating technology and culture.
There are several forms of indigenous language education programs in Canada. Core language programs teach an indigenous language for one class period per day, while immersion programs fully integrate the indigenous language into all classes. Language nests are preschool immersion programs conducted entirely in the indigenous language. Some schools, like the Akwesasne Freedom School, are fully immersed language schools that aim to incorporate indigenous language and culture into all aspects of education to reverse cultural assimilation and ensure language survival. Bilingual programs teach students to be fluent in both an indigenous language and English. Challenges to maintaining indigenous languages include a lack of community and financial support along with few remaining fluent speakers.
The document summarizes the Chinese language program at a high school (SHS). It provides details on the instructor's background and experience teaching Chinese. It describes the growth of the Chinese program from one level with 85 students in 2006 to four levels with about 200 students currently. It lists opportunities for students to learn Chinese outside the classroom, such as a Chinese club and summer trips to China. Finally, it provides information on scholarships available to students to study Chinese abroad, such as the NSLI scholarship from the US Department of State and the Schwarzman Scholarship.
The document discusses a STARTALK program that aims to motivate high school students in Chicago to continue their study of Chinese or Arabic beyond the 2-year graduation requirement. The 4-week intensive summer program at the University of Chicago is targeted at rising juniors who have completed levels 1 and 2 of the language. It includes immersive language and cultural classes and field trips to engage students. The program provides incentives for students like a $1,000 stipend and transportation assistance to encourage continued language study through university. It exposes students to using the language in real-world settings and the university environment. The goal is to develop a language "pipeline" for students to continue Chinese study from elementary through university levels.
Similar to U.S. Department of State programs supporting mandarin language learning (20)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
U.S. Department of State programs supporting mandarin language learning
1. U.S. State Department Programs
Supporting Language Learning
Bureau of Educational and
Cultural Affairs
April 13, 2012
Bureau of Educational and Cultural Affairs, U.S. Department of State
2. U.S. Department of State
Bureau of Educational and Cultural Affairs
(ECA)
Mission: to increase mutual understanding
between the people of the U.S. and people in
other countries through educational and
cultural exchange.
Bureau of Educational and Cultural Affairs, U.S. Department of State
3. ECA by the Numbers
• More than 160 countries
• Over 1 million people around the world
• Approximately 310,000 Fulbrighters since 1946
• More than 50 Nobel Laureates
• Over 350 current and former heads of state
Bureau of Educational and Cultural Affairs, U.S. Department of State
5. National Security Language Initiative for
Youth (NSLI-Y)
• Promote critical language learning among American
youth
• Use their skills to advance international dialogue,
compete effectively in the global marketplace, promote
mutual understanding, and contribute to a more peaceful
world
Bureau of Educational and Cultural Affairs, U.S. Department of State
6. NSLI-Y
Scholarships for American youth to study 7 critical
languages in overseas programs:
• Arabic, Chinese (Mandarin), Hindi, Korean, Persian
Russian, and Turkish
• Chinese is the largest program
Bureau of Educational and Cultural Affairs, U.S. Department of State
7. History:
• Chinese & Arabic summer institutes 2006
(46 participants)
• Academic Year and Semester programs added in 2009
2012-13 Program:
• Summer (6 week) and Academic Year Programs
• 650 scholarships available for 2012-13
• Chinese – 250 Summer; 25 Academic Year
• 10 Countries and Locations
• Summer and Academic Year in China
• Academic Year in Taiwan
Bureau of Educational and Cultural Affairs, U.S. Department of State
8. Eligibility
– American citizen
– 15-18 years old at program start; gap year welcome
– All levels of proficiency; beginners welcome
Recruitment: Fall 2012
Currently finishing selection for 2012-13 program
Implemented by American Councils for International Education and
partners
Bureau of Educational and Cultural Affairs, U.S. Department of State
10. NSLI-Y
• ACTFL OPI Testing – started in 2011
All NSLI-Y Participants
• Academic Year 2010-11:
Pre-Program: 61% had little or no prior knowledge of language
Post-program: 92% scored Intermediate-Mid or Above
42% scored in the Advanced level
• Summer 2011 participants: (6 weeks)
Pre-Program: Nearly 50% of participants had
little or no experience with the language
Post-Program:
48.5% tested Intermediate or Advanced
Improved on average one or two levels
Bureau of Educational and Cultural Affairs, U.S. Department of State
12. NSLI-Y
Chinese Participants – OPI Results
• Spring Semester 2011 & Academic Year 2010-11:
Pre-Program: Approx 25% little or no experience with the language
Post-Program: 100% scored Intermediate-Mid or Advanced
65% scored in the Advanced levels
• Summer 2011 participants: (6 weeks)
Pre-Program: 28% No knowledge or Novice Low
Post-Program: 60% scored Intermediate or Advanced
Bureau of Educational and Cultural Affairs, U.S. Department of State
13. Summer 2011 OPI Results – CHINESE
Bureau of Educational and Cultural Affairs, U.S. Department of State
15. Critical Language Scholarship Program (CLS)
Participants: U.S. undergraduate and graduate students.
Expectation: Participants will continue their language study
beyond the scholarship period and apply their critical
language skills in their future academic and professional
goals.
Languages: 13 languages will be offered for summer 2012:
Arabic, Azerbaijani, Bangla/Bengali, Chinese, Hindi,
Indonesian, Japanese, Korean, Persian, Punjabi, Russian,
Turkish and Urdu. All CLS institutes are located in countries
where these language are predominantly spoken.
Competition: Over 5,200 applications received for 631
awards.
Bureau of Educational and Cultural Affairs, U.S. Department of State
16. CLS Program Structure
Group-based summer intensive language instruction and
structured cultural enrichment experiences.
4-5 hours of formal language instruction each day, five
days a week, covering approximately one year’s worth of
language study during the summer institutes.
Activities outside of formal classes are designed to
complement language learning and include: tutoring,
local peer conversation partners, cultural enrichment
activities.
Summer only. 8-10 weeks.
Bureau of Educational and Cultural Affairs, U.S. Department of State
17. CLS Program Diversity Snapshot (2011)
• 10% are STEM majors;
• 20% self-identify as a student
of color.
• 225 institutions represented,
including: public and private
institutions, community colleges,
and Minority-Serving Institutions.
• Undergraduate students (70%);
graduate students (30%).
• Women (60%); Men (40%).
Bureau of Educational and Cultural Affairs, U.S. Department of State
18. Chinese Language Institutes
Beijing
Xi’an
Levels offered:
Intermediate and
Shanghai advanced
Bureau of Educational and Cultural Affairs, U.S. Department of State
22. Gilman Scholarship for Study Abroad
• Scholarships for American undergraduates who are Pell
grant recipients to study abroad for college credit
• In FY 2011, more than 2,300 scholarships to critical
language countries
• 50 Critical Language Supplements (additional funding)
Bureau of Educational and Cultural Affairs, U.S. Department of State
24. Critical Language Enhancement Award (CLEA)
• Open to Americans accepted to Fulbright program
• Before or concurrent with Fulbright award
• Three to six months language training
• Arabic, Bahasa, Indonesian, Bangla/Bengali, Chinese,
Gujarati, Hindi, Marathia, Punjabi, Russian, and Urdu
Bureau of Educational and Cultural Affairs, U.S. Department of State
25. Fulbright Foreign Language Teaching
Assistant (FLTA)
• Awards to young foreign
teachers of English to teach
their native languages on
U.S. campuses
• In 2011-2012, 440 Fulbright
FLTAs from 51 countries
teach 32 languages on U.S.
campuses in 50 states
• Arabic, Chinese, Hindi,
Turkish, Russian and Swahili
Bureau of Educational and Cultural Affairs, U.S. Department of State
27. Intensive Summer Language Institutes (ISLI)
• Six week language “boot camp” for
U.S. teachers of Arabic and Mandarin
at the intermediate and advanced
level
• Alexandria, Egypt and Changchun,
China
• Includes: peer tutors, enrichment
activities and excursions, graduate
credit hours, book and shipping
allowance, room and board, airfare,
and insurance
Bureau of Educational and Cultural Affairs, U.S. Department of State
28. Teachers of Critical Languages Program
(TCLP)
• U.S. K-12 schools host highly qualified
teachers from the Middle East and
China for an academic year
• Open to U.S. school with developing
and existing Mandarin and Arabic
programs
• Program includes extensive
orientation for exchange teachers,
professional development workshops,
and small grant opportunities
Bureau of Educational and Cultural Affairs, U.S. Department of State
30. Questions?
Visit us at Exchanges.State.Gov
Bureau of Educational and Cultural Affairs, U.S. Department of State
Editor's Notes
The Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State fosters mutual understanding between the people of the United States and the people of other countries to promote friendly, and peaceful relations, as mandated by the Mutual Educational and Cultural Exchange Act of 1961 . ECA accomplishes its mission through a range of programs based on the benefits of mutual understanding, international educational and cultural exchange, and leadership development. We engage youth, students, educators, artists, athletes, and rising leaders in many fields in the United States and more than 160 countries through academic, cultural, sports, and professional exchanges. Striving to reflect the diversity of the United States and global society, ECA programs, funding, and other activities encourage the involvement of American and international participants from traditionally underrepresented groups, including women, racial and ethnic minorities, and people with disabilities. ECA exchange program alumni encompass over 1 million people around the world, including more than 50 Nobel Laureates and over 350 current and former heads of state and government. ECA by the Numbers Origins of ECA Exchange Participants to the United States in 2009 Sub-Saharan Africa 8,112 East Asia and Pacific 10,602 Europe and Eurasia 36,222 Near East 22,611 South Central Asia 17,706 Western Hemisphere 15,816
The Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State fosters mutual understanding between the people of the United States and the people of other countries to promote friendly, and peaceful relations, as mandated by the Mutual Educational and Cultural Exchange Act of 1961 . ECA accomplishes its mission through a range of programs based on the benefits of mutual understanding, international educational and cultural exchange, and leadership development. We engage youth, students, educators, artists, athletes, and rising leaders in many fields in the United States and more than 160 countries through academic, cultural, sports, and professional exchanges. Striving to reflect the diversity of the United States and global society, ECA programs, funding, and other activities encourage the involvement of American and international participants from traditionally underrepresented groups, including women, racial and ethnic minorities, and people with disabilities. ECA exchange program alumni encompass over 1 million people around the world, including more than 50 Nobel Laureates and over 350 current and former heads of state and government.
Launched in 2006 as part of a U.S. government interagency effort to increase language proficiency and cultural awareness among K-12 students, undergraduate and graduate students, and teachers. The CLS Program provides fully-funded group-based intensive language instruction and structured cultural enrichment experiences. In 2012 the CLS Program awarded 631 scholarships in one of 13 critical languages: Arabic, Azerbaijani, Bangla, Chinese, Hindi, Indonesian, Japanese, Korean, Persian, Punjabi, Russian, Turkish, and Urdu. Institutes are held for 8-10 weeks each summer in 14 countries where critical languages are spoken. NOTE: Countries are: Azerbaijan, Bangladesh, China, India, Indonesia, Japan, Jordan, Morocco, Oman, Russia, South Korea, Tajikistan, Tunisia, and Turkey. ELIGIBILITY: Open to U.S. citizens only. Applicants must be enrolled in a U.S. degree-granting program at the undergraduate or graduate level. Must be 18 years old and have completed their first year of university-level study at the start of the CLS institute.
Students receive a minimum of 20 hours of formal classroom instruction per week with classes typically held for four hours a day/five days a week. An estimated year’s worth of instruction is provided. Students also receive tutoring, language partners, and cultural activities meant to enforce language learning.
CLS Program encourages applicants across a diverse range of fields, from area studies to business to sciences to public health to engineering. Language is essential for work in a variety of fields and CLS works to support that. SELECTION: Recruitment and selection is handled by our cooperating agency, the Council of American Overseas Research Centers. Each application is read by two independent readers, with the top third forwarded to selection panels convened in Washington, DC. Readers and panelists are typically language and area studies professors. For 2012, over 5,200 applications were received.
CHINA The CLS Chinese Program is administered by the American Councils for International Education in cooperation with the Alliance for Global Education. 80 scholarships are awarded each year for intermediate and advanced Chinese. In 2012, CLS Chinese institutes will take place in Beijing, Shanghai, and Xi’an. Beijing: Beijing Language and Culture University Shanghai: Shanghai University of Finance and Economics (SUFE) Xi’an: Shaanxi Normal University Students are housed with Chinese host families or in dormitories with Chinese roommates.
PROGRAM OVERVIEW Nine-month, non-degree grant that brings young foreign teachers of English to U.S. campuses to teach their native languages as well as take two courses each semester in U.S. studies and/or teaching methodology PROGRAM GOALS (3 PILLARS) Increase language learning of strategic languages by U.S. students Support and encourage the improvement and development of language classes on U.S. campuses Improve English teaching abroad Throughout life we are both students and teachers and this program illustrates that perfectly, which is what really makes it stand out from other Fulbright Programs. Look for a Fulbright FLTA on your university campus when you get there!