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Voice and Vision in Language Teacher Education: Selected Papers from the Fourth International Conference on Language Teacher Education
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This volume of fourteen selected papers presented at the Fourth International Conference on Language Teacher Education showcases work from eight different national contexts in settings as diverse as English as a Foreign Language (EFL), English as a Second Language (ESL), French immersion education, and Spanish and Japanese language instruction. Echoing the theme of the conference, these papers highlight a diverse range of teacher educator voices as they interact with the vision of conceptual frameworks teacher educators have come to share.The ideas and insights presented in these papers help to push forward our understandings and our practice of language teacher education.

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UG access in L2 acquisition: Reassessing the question Colloquium papers from the Second Language Research Forum 1998 October 15–18, 1998 at the University of Hawai‘i
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Original Invitation to the Colloquium: At a special colloquium at SLRF/Los Angeles in 1989, participants examined the so-called access question: Is Universal Grammar accessible to the (adult) L2 learner? Given that nearly ten years have passed since that colloquium, and given that we have, in that time, learned a good deal more about the nature of the human language faculty, it seems like a good time to reexamine the assumptions that went into the original UG-access research of the 1980s. In particular, then, questions that participants at the present colloquium might consider include (at least) the following: Is the original access question a reasonable one to ask at the present time? Does the current state of linguistic theory, our current understanding of the human language potential, warrant the original question? If not, how should the question be reformulated? How would such a reformulation affect our understanding of previous research, as well as any future attempts at falsification of a reformulated question? After the colloquium, several members of the audience asked whether we had taped or videotaped the session. In fact, the idea had never dawned on any of us. In the days after the conference, we then discussed the feasibility of making the papers available as unpublished manuscripts on the web. Of course, because the manuscripts do not include the Q&A discussions that followed each and every presentation, making the papers web-accessible will not substitute entirely. Nevertheless, we hope that the papers will at least stimulate further discussion of the issues. Indeed, if you have questions of your own, you are certainly welcome to e-mail any of us.

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Teaching Russian reading in a distance classroom: A report
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In the spring of 1997, the author team-taught a Russian Reading course at the University of Hawai'i via a distance classroom. A brief report about the course is found at this site.

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2020 International Conference on the Development and Assessment of Intercultural Competence

Seventh International Conference on the Development and Assessment of Intercultural Competence. Internationalizing the Curriculum: The Role of Intercultural Competence on January 23-26, 2020, in Tucson, Arizona, and online. Invited Presentations: Adriana Diaz (University of Queensland – Australia) Marianne Larsen (Western University – Canada) Sharon Stein (University of British Columbia – Canada) This biennial event brings together researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices, and to foster meaningful professional dialog on issues related to the development and assessment of Intercultural Competence, especially in a foreign or second language. The 2020 ICC conference will take stock of current models for internationalizing curricula as well as the genealogies of these discussions. The organizers are interested in accounts of best practices as well as critical examinations of current trends and conceptual think pieces around what it might mean to internationalize higher education. Proposal submission deadline: May 31, 2019

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undergraduate internship at NASA Johnson Space Center’s Language Education Center (JLEC)

The Duke University Slavic and Eurasian Language Resource Center (SEELRC) is pleased to announce a call for applications for a weeklong internship (June, 2020) through TechTrans International Inc. at the NASA Johnson Space Center’s Language Education Center (JLEC) in Houston, TX. The JLEC teaches Russian to members of the NASA Astronaut Corps who need to acquire a high level of Russian language proficiency in both everyday language and in relevant technical language. We are looking for candidates with backgrounds in Russian language and culture; those with backgrounds in STEM-related fields are especially encouraged to apply. The intern’s activities will include, but not be limited to: • working with the JLEC Russian-language teaching group • gaining experience in a variety of areas specific to the JLEC’s activities • The intern will have the opportunity to: • Observe and, possibly, participate in providing basic and advanced Russian language training for astronauts • Gain experience in the primary areas of the JLEC’s work in preparing American crew members to live and train in Russian The SEELRC/TTI internship provides: • funding for intern’s lodging and some local transportation • access to the JLEC, its staff, and some JLEC students • an overview of TTI as a company that specializes in language services Requirements: • currently enrolled in an undergraduate program pursuing a Russian major or area concentration • minimum of 3.0 cumulative GPA on a 4.0 scale (or equivalent) • indication of career interest in teaching Russian • U.S. Citizen or Permanent Resident • minimum Russian language proficiency level of ILR (1) or CEFR/TRKI B1 • availability to work full-time for one week (40 hours) during June 2020 Application Process and Timeline: • If you are interested in this opportunity, please write to c.lewis@duke.edu by February 15, 2020 • Electronic applications deadline: March 6, 2020 • Finalists will have a 10-20 minute phone interview with the selection committee in both English and Russian (end of March, 2020) • Decision announced by April 15, 2020

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6th Annual Olympiada of Spoken Russian, Carolinas District

Participants may earn gold, silver, or bronze medals in recognition of their proficiency in Russian conversation, poetry recitation, and Russian civilization at various levels of study. In addition, every third or fourth year outstanding contestants at regional ACTR Olympiada contests have the opportunity to participate in an international Olympiada contest that takes place in Moscow and brings together winners of Russian Olympiada contests from throughout the world to compete for international medals and engage in a rich program of cultural activities.

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