Table of Contents |
|
|
NNELL Summer Institute
July 11-13, 2014
Glastonbury, CT
Save The Date Info
Here! |
|
Become a NNELL State
Representative
As a national organization,
NNELL operates through a network of state
representatives. You could help NNELL to continue with
its mission by becoming a representative of your state.
As a State Representative, you will serve as an advocate
for early language learning, heighten public awareness
of foreign languages in elementary and middle school
education, serve as state representative for NNELL to
your state language association and ensure that foreign
languages in grades K-8 are recognized as a priority
matter in your state. If you are interested in being
more involved with NNELL and its advocacy efforts,
please read the description for this position or contact
NNELL's National Networking Coordinator,
Marcela
Summerville (msummerville@nnell.org)
Download PDF to view responsibilities
|
|
|
|
|
|
|
NNELL
Summer Institute
The NNELL Summer Institute is a great
way for educators to come together in a casual and relaxed
atmosphere to debrief the school year prior as well as pick up
new and exciting ideas for the school year to come.
Won't you consider joining us in
Glastonbury, CT in July?
Registration is NOW open!
Download complete details here
Back to top
Reminder: Vote NOW on the proposed changes to the NNELL Bylaws
Don't forget to vote!
The bylaws have been approved by the NNELL Board of Directors
and are ready to be voted on by the NNELL general membership.
Each member has been sent a unique voter ID and a link to the
bylaws.
Please use this voter ID when voting. If you do not use your
voter ID, your vote will not be counted. If your Voter ID is
used more than once, only the first vote will be counted and the
remaining will be thrown out.
You have until June 27th
to cast your vote.
Votes will be tallied by an independent consultant who has been
commissioned by the NNELL Board to do this work. Results will be
presented to the NNELL Board for their approval after the close
of the voting period.
If you have any questions about this process, please e-mail
NNELL at info@nnell.org
Thank you to all of you who have feedback and participated in
the revising of the NNELL Bylaws.
Back to top
Languages For All
On September 30, 2013, the University of
Maryland Center for Advanced Study of Language (CASL) convened
an international forum on language education and policy entitled
Languages for All? The Anglophone Challenge. More than 150
government, education, and industry leaders examined the
feasibility of breaking down language learning barriers at every
level. The forum asked whether developments in language
education have affected decisions to support increased language
learning.
Languages for All was attended by 170
guests and speakers. The event was also streamed live to more
than 1,400 viewers in the United States and around the world. In
addition, a lively conversation continued on Twitter with more
than 350 tweets using #languagesforall.
Before the event, the white paper executive summary was released
and viewed by more than 600 language enthusiasts and a draft was
distributed to more than 2,000 experts. Readers were encouraged
to respond by sharing their thoughts and comments online and the
final report is now available.
To download the Languages for All? Final
Report: Can All U.S. Residents Have the Opportunity to Learn a
Second Language?,
click here.
Back to top
When Life Gives You Lemons, Make Lemonade
The attached article by Dale
Perry is reprinted with permission by JNCL-NCLIS as it appeared
in the April 24, 2014 NewsBrief. This summary, written by NNELL
member Dr. Sally Hood, University of Portland, gives you
highlights of the article, which is printed in full using the
link that follows the summary.
In this guest opinion piece, Dale Perry expresses his views on
early foreign language instruction as the Bainbridge Island
(located in Washington state) School Board decides whether to
add music, PE, library and art to the elementary curriculum or
foreign languages. The author believes that foreign language
instruction should occur at the earliest age possible. He bases
this belief on his own language learning experiences and his
children’s, and current calls by organizations, such as the NEA,
to prepare our youth for global issues and a widely diverse
population. The author overviews current research on the
benefits of learning languages: academic progress in other
subjects, narrows achievement gaps, benefits basic skills
development, benefits higher order, abstract and creative
thinking, enriches and enhances cognitive development, enhances
a student’s sense of achievement, helps students score higher on
standardized tests, promotes cultural awareness and competency,
improves chances of college acceptance, achievement and
attainment, enhances career opportunities, and benefits
understanding and security in community and society. The author
concludes his opinion by claiming that the costs between the two
options are similar and encourages parents to contact the school
board to voice their own opinions.
Back to top
It's never too early for children to learn a second language, say experts
The attached article by Mabel Sieh is
reprinted with permission by JNCL-NCLIS as printed in the May 1,
2014 NewsBrief in the link provided. This summary written by
NNELL member Dr. Kennedy Schultz, founder and director of
Explor-A-World LLC, gives you highlights of the article.
Husband and wife team Patricia Kuhl and Andrew Meltzoff, brain
researchers from the University of Washington, have led a number
of studies on the development of infant language and the
learning experiences that lead to greatest cognitive benefits
where language is concerned. One of the primary findings is that
babies are able to distinguish between sounds in any language
when they are born, but become more 'culture-bound listeners',
tuning into the specific sounds of their parents' language
("parentese") as they grow. For bilingual babies, the ability to
distinguish between different languages from birth leads to
increased reading ability and linguistic development by the time
they are five years old.
Just hearing different sounds is not enough, however. Further
studies by Kuhl have shown that when infants are exposed to a
new language through natural face-to-face interaction, they gain
much more knowledge of the language sounds than when exposed to
the same material via audio or television. The social, natural
interaction of language learning is key to embedding new
language knowledge in the brain. In an age when digital learning
seems to threaten the livelihood of language teachers, Kuhl's
research is a key point in advocating for face-to-face language
education.
Back to top
Website:
Lightbulb Languages
Light Bulb Languages is a website packed
with over 5,000 language resources for teachers of languages.
The idea behind the title is to give teachers that light bulb
moment of inspiration when you are planning and preparing. The
site includes a Blog or all the latest news and links.
Back to top
Website: Online Free Spanish
Online Free Spanish is a website that presents several
Spanish games at different levels of language learning.
Back to top
Website: Learn the Names of Body
Parts in Mandarin Chinese
This website teaches the names of basic body parts
including the Chinese words for head, mouth, hair, ear,
face, eye, nose, teeth and eyebrows. Chinese characters for
each word are presented along with clear pronunciation.
Back to top
App Review:
Devine Qui C'est
Devine qui c'est! is
the French version of Guess Who!, a face-matching game for 1 or
2 players. Free games are La Classique, Monstres, ou Noël. Pay
for Pirates, Vikings ou Héros. This game consists of a board of
24 characters. The game starts with receiving one of the
characters; the goal of the game is to be the first to discover
who your adversary's character is. Along the way, players
alternately pose questions about the character's physical
features (hair, eyes, nose, glasses, etc.) This app would assist
students with questioning skills about physical traits and is
best for upper elementary or immersion students.
App Review:
Cherche et trouve Astérix
A variant on Where is Waldo. It’s fun
and it’s free!
|