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LINGUIST List 17.2194

Mon Jul 31 2006

Confs: Applied Ling;Lang Acquisition/Sweden

Editor for this issue: Jeremy Taylor <jeremylinguistlist.org>


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        1.    Ann-Christin Lovstedt, International Conference on Education, Diversity and Excellence


Message 1: International Conference on Education, Diversity and Excellence
Date: 29-Jul-2006
From: Ann-Christin Lovstedt <ann-christin.lovstedtzeta.telenordia.se>
Subject: International Conference on Education, Diversity and Excellence



International Conference on Education, Diversity and Excellence

Date: 26-Jan-2007 - 28-Jan-2007
Location: Upplands Väsby - Stockholm, Sweden
Contact: Ann-Christin Lövstedt
Contact Email: < click here to access email >
Meeting URL: http://conference07.info.se

Linguistic Field(s): Applied Linguistics; General Linguistics; Language Acquisition; Sociolinguistics

Meeting Description:

International Conference on Education, Diversity and Excellence

The main themes of the conference are:

- Connecting Literacy, Language and Content
- The Power of Reading
- Second Language Acquisition and Bilingual Education
- Sheltered instruction and content-based language learning
- Academic language and different genres of language
- Pathways to L2 academic success
- Organization & Leadership in Multicultural Schools

Participants from the U.S., Australia, and Europe include Stephen Krashen, Michael Apple, David & Yvonne Freeman, Arieh Sherris, Jim Martin, David Rose, John Polias, Maurice Crul, Anthony DeFazio, Inger Lindberg, Ruth Mulvad and others.

We expect the conference to be interesting for educators, teachers, school leaders, researchers, school administrators, policy-makers, government officials and the public-at-large.

International Conference on Education, Diversity and Excellence

Vilunda gymnasium, an upper secondary school in the community of Upplands Väsby, welcomes educators, teachers, school leaders, researchers, school administrators, policy-makers, government officials and the public-at-large to an International Conference that explores education, diversity and excellence.

Conference themes include:
- Connecting Literacy, Language and Content
- The Power of Reading
- Organization & Leadership in Multicultural Schools

Conference Objectives
We have organized this conference in order to learn more about pedagogical methods, organizational design, and educational policy that will support the academic needs of linguistically and socially diverse populations. We'd like to be inspired and to inspire teachers and administrators to reflect on these needs at this conference and learn from the presenters and each other. Conference themes are:

- Second language acquisition and bilingual education
- The importance of a child's first language (mother tongue)
- Sheltered instruction and content-based language learning
- Academic language and different genres of language
- Creative solutions to organisational demands on multicultural schools
- Pathways to L2 academic success
- Pathways to the academic success of under-served communities in
general
- Instructional and administrative improvements for teachers,
educational
leaders, and school authorities
- Ethnic mentoring programs

General information about the conference:
The initiative to organize this conference was taken in order to better meet the academic needs of growing numbers of language minority and Swedish underserved students in our schools through initiatives to improve instructional practice, school organization, and educational policy.

Expected audience:
We expect that the conference will attract educators, school leaders, school administrators, policy-makers and researchers.

Speakers:

Stephen Krashen:

Dr. Stephen Krashen is Professor Emeritus of Learning and Instruction, at the University of Southern California. He is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his research has involved the study of non-English and bilingual language acquisition. Recently Dr. Krashen's research has focused on reading and its effects on language acquisition and academic success. In the late 1970s, Stephen Krashen began promoting the ''natural approach'' to language teaching, which he laid out in a landmark text he co-wrote with Tracy Terrell. His ideas about the difference between learning and acquisition have strongly influenced the field of ESL/EFL for several decades. He has published hundreds of books and articles and has been invited to deliver over 500 lectures at universities throughout the United States and the rest of the world. In the past five years, Stephen Krashen has fought to save whole language and bilingual education in the United States and, more recently, has been lobbying for ''recreational reading'' and better stocked school libraries because of research relating both to higher achievement.

(This bio was borrowed from http://www.fhsu.edu/katesol/spring2004/bios.htm )

Michael Apple:

Michael W. Apple is John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin-Madison. A former elementary and secondary school teacher and past president of a teachers union, he has worked with educators, unions, dissident groups, and governments throughout the world in democratizing educational research, policy, and practice. He has written extensively on the relationship between education and inequality. Among his many books are Ideology and Curriculum, Education and Power, Teachers and Texts, Official Knowledge, Democratic Schools, Cultural Politics and Education,Power, Meaning, and Identity, Educating the ''Right'' Way: Markets, Standards, God, and Inequality, and The Subaltern Speak. Two of his books, Ideology and Curriculum and Official Knowledge have been selected as among the most important books on education in the 20th Century. Apple himself has been chosen as one of the fifty most important authors on education in the 20th Century. He has received the Lifetime Achievement Award from the American Educational Research Association and the UCLA Medal for Distinguished Academic Achievement. Michael Apple gives lectures all over the world and he is invited to speak at several international conferences every year.

Michael Apple has also taught at both elementary and secondary levels and provided guidance for teachers and administrators as they strive to improve educational outcomes for all children.
(Most of this information was borrowed from http://www.asu.edu/educ/epsl/EPRU/bios/apple.htm )

Lorraine Monroe

Dr. Lorraine Monroe, Founder of the Lorraine Monroe Leadership Institute, was the founding principal of the renowned Frederick Douglass Academy in Central Harlem and is on extended leave from Bank Street College of Education where she taught graduate courses and founded and directed the Center for Minority Achievement. Dr. Monroe translates her extensive experience in New York City public schools -- as teacher, dean, assistant principal, principal and deputy Chancellor for Curriculum and Instruction -- into the guiding set of Monroe Leadership Principles that define the work of the School Leadership Academy. Dr. Monroe is a national and international consultant who works through lecture, video presentations, hands-on activities, and large and small group discussions to share her powerful message about the role of leadership in creating effective schools.
For more information: http://www.lorrainemonroe.com/

Yvonne Freeman:

Dr. Yvonne Freeman is a professor of bilingual education at The University of Texas at Brownsville. Both Yvonne and her husband, David, are interested in second language acquisition, bilingual education, literacy, biliteracy and dual language for English language learners. In addition to doing staff development with school districts across the country, the Freemans present regularly at international, national, and state conferences. In 1994-95 they spent a year in Mérida, Venezuela, at the Universidad de Los Andes as Fulbright scholars. In the summer of 1997 they worked with bilingual teachers in Argentina and Uruguay. More recently, they have taught courses in Spain and Lithuania.
Yvonne Freeman has published articles and book chapters jointly with her husband and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. The Freeman's newest book, Dual Language Essentials for Teachers and Administrators came out in August of 2005. Their other books include: Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar; Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners, the second edition of Between Worlds: Access to Second Language Acquisition, which received the Mildenberger Award from the Modern Language Association for outstanding research in the field of foreign and second language teaching, Teaching Reading in Multilingual Classrooms, Teaching Reading and Writing in Spanish in the Bilingual Classroom, which is also available in a Spanish version, La enseñanza de la lectura y la escritura en español en el aula bilingüe, and ESL/EFL Teaching: Principles for Success. In March of 2006 the second edition of Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms will be available. All the Freeman's publications are available through Heinemann http://www.heinemann.com/ In addition, to their other publications, the Freemans are authors of Rigby's new ESL program, On Our Way to English are part of the author team for Rigby's new Rigby Literacy program. http://rigby.harcourtachieve.com/en-US/rigby.htm
(This BIO is borrowed from http://blue.utb.edu/education/ci/FACULTY/CI_YFreeman.htm)

David Freeman:

Dr. David Freeman is a Professor of Reading at the University of Texas at Brownsville. He is interested in linguistics, second language acquisition, and literacy education for English learners. He presents regularly at international, national, and state conferences-including NABE (National Association of Bilingual Education) TABE (Texas Association of Bilingual Education), NCTE (National Council of Teachers of English), IRA (International Reading Association) and TESOL (Teachers of English to Speakers of Other Languages) and give featured and keynote presentations across the country. In 1994-95 he spent a year in Mérida, Venezuela, at the Universidad de Los Andes as a Fulbright scholar. In the summer of 1997 she worked with bilingual teachers in Argentina and Uruguay. More recently, he has taught courses in Spain and Lithuania. In the spring of 2006 he will travel to Baharain where he and his wife will keynote at the TARA conference which is an International Reading Association conference in the Middle East and to Toronto to keynote a conference for teachers of English as a second language.
Dr. Freeman, with his wife, Dr. Yvonne Freeman, has published books, articles and book chapters on the topics of second language teaching, biliteracy, bilingual education, and second language acquisition. The Freemans have published several books together. Their newest book, Dual Language Essentials for Teachers and Administrators was published this September. Other books published with Heinemann include Essential Lingusitics: What Teachers Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar, Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners , the second edition of Between Worlds: Access to Second Language Acquisition, which received the Mildenberger Award from the Modern Language Association for outstanding research in the field of foreign and second language teaching, Teaching Reading in Multilingual Classrooms, Teaching Reading and Writing in Spanish in the Bilingual Classroom, also available in a Spanish version, La enseñanza do la lectura y la escritura en español en el aula bilingüe, and ESL/EFL Teaching: Principles for Success. In addition, to their other publications, the Freemans are authors of Rigby's new ESL program, On Our Way to English.
(This BIO is borrowed from http://blue.utb.edu/education/ci/FACULTY/CI_DFreeman.html )

Anthony DeFazio:

Tony DeFazio is a teacher at International High School at LaGuardia Community College (New York City) or the past 17 years. He's also an adjunct professor teaching second language theory and practice, and linguistic analysis at NYU's Graduate School of Education for past 10 years. Mr DeFazio is also a recipient of 2005 Steinhardt School of Education excellence award for adjunct teaching at NYU. In 1992 he was the recipient of the Teacher of English to Speakers of Other Languages.

Read more about International High School at LaGuardia Community College at http://laguardia.edu/ihs/
http://www.internationalsnps.org/ourschools.php


Amy Burrous:

Amy Burrous is a teacher at International High School at LaGuardia Community College (New York City). At the school she is, apart from teaching, responsible for Student Government. She tell us about how this school is organized their school and about the reasons why they succeed in teaching their students, who are all second language learners, so well.

Read more about International High School at LaGuardia Community College at http://laguardia.edu/ihs/
http://www.internationalsnps.org/ourschools.php

Harold Bretstein:

Harold Bretstein is a coach of Middle College National Consortium, chair of Personnel Committee and semi-retired teacher at International High School at LaGuardia Community College, New York City. He has a long experience of education in a diverse environment and a great knowledge about how to organize schools in ways which promote development and engagement from the personnel.

Read more about International High School at LaGuardia Community College at http://laguardia.edu/ihs/
http://www.internationalsnps.org/ourschools.php

Jim Martin:

Dr. J R Martin is Professor of Linguistics (Personal Chair) at the University of Sydney. His research interests include systemic theory, functional grammar, discourse semantics, register, genre, multimodality and critical discourse analysis, focussing on English and Tagalog - with special reference to the transdisciplinary fields of educational linguistics and social semiotics. Publications include Working with Discourse (with David Rose) Continuum, 2003; Re/Reading the Past (Edited with Ruth Wodak) Benjamins, 2003; Negotiating Heteroglossia (a special issue of Text Edited with Mary Macken-Horarik) Mouton de Gruyter, 2003; Language Typology: a functional perspective (Edited with A Caffarel & C Matthiessen) Benjamins 2004; and Interpreting Tragedy: the language of September 11th , 2001 (a special double issue of Discourse & Society Edited with John Edwards) Sage 2004. He has recently completed a book on evaluation (with Peter White, in press with Palgrave) and a book on genre (with David Rose, in press with Equinox). Professor Martin was elected a fellow the Australian Academy of the Humanities in 1998, and awarded a Centenary Medal for his services to Linguistics and Philology in 2003.
This information was borrowed from http://www.arts.usyd.edu.au/research/projects/seahfm/linguistics.shtml)

John Polias

John's area of expertise is in classroom applications of the so-called Hallidayan model of language that underpins much of Jim Martin's work. The classrooms vary across the school to include second language classrooms as well as mainstream classrooms such as the sciences, humanities and mathematics. He provides professional development in what is generally known as language across the curriculum for teachers who teach these subjects, although we are preferring to talk about what we provide as meaning making in the various subjects so that not only can we link language to learning but it is easier for us to link the verbal, the visual and the symbolic (eg in mathematics).
John Polias is an international consultant (Lexis Education, Adelaide, South Australia) in language and literacy. He is currently one of three accredited tutor trainers for Language and Literacy: Classroom Applications of Functional Grammar , ESL in the Mainstream and ESL in the Mainstream for the Early Learner.
See also http://www.lexised.com/people.htm for more information

David Rose

Dr David Rose is a Principal Research Fellow with the Koori Centre, and an Honorary Associate of the Faculty of Education and Social Work at the University of Sydney. His work with the Koori Centre is part of a long-term action research program with school and university programs across Australia and internationally, which has developed strategies for teaching reading and writing at all educational levels, particularly with Indigenous learners. At the Koori Centre these strategies are known as scaffolding academic literacy, and are currently being implemented by staff in the Diploma and Tertiary Preparation courses.

David is non-Indigenous but has worked with Indigenous communities and education programs for 25 years, in remote communities in northern and central Australia, as well as in NSW, Victoria and South Australia. He is a speaker of the Pitjantjatjara, a language of Australia's Western Desert where he and his family lived for many years, and is a member of the Western Desert ceremonial Law. He also holds a PhD in Semiotics from the University of Sydney. His primary research interests are now literacy teaching and relations between language and social contexts.

The literacy program David currently coordinates is known as Learning to Read:Reading to Learn. This program trains teachers from junior primary, though secondary to university levels in literacy scaffolding strategies. The program began with a project in South Australia known as Scaffolding Reading and Writing for Indigenous Children in School. Independent evaluation of this project found that ''average improvement in reading and writing was 2.5 levels [equivalent to four years average development in one year] ...much higher levels of student participation - especially in terms of the quality of dialogue between students and teachers (McRae et al, 2000. What has worked, and will again, www.acsa.edu.au/publications/worked, 24-26). In addition to the Indigenous programs listed above, Learning to Read:Reading to Learn currently conducts major training programs with state and independent school systems in NSW and Victoria, and in universities in Australia, South Africa and Latin America.

(This information was borrowed from http://www.koori.usyd.edu.au/staff/drose.shtml)

Ruth Mulvad

Ruth Mulvad is a senior lecturer (mag. Art) in Danish as a first and as a second language at University College of Greater Copenhagen. She teaches pedagogical functional linguistics as well as and carries out research in this field. She works with implementing the functional grammar and pedagogy of genre in the Danish teacher training. She gives professional development courses for teachers and courses within the teacher training. Ruth Mulvad has also published teaching materials

Bodil Hedeboe

Bodil Hedeboe is, since 2002, a senior lecturer at the Department of Nordic Languages at Stockholm University. Before she came to Stockholm she worked for many years in Denmark as a secondary teacher at the same time as she gave courses to both primary and secondary teachers. Her Ph.D (2002) was based upon school observations of Australian classrooms, particularly where teaching was based upon the work of M.A.H. Hallidays theory of language and language development and teaching based upon the so called ''Sydney School''. The teaching she observed was analysed linguistically to investigate the effects pedagogy had on the students' language development. At the Department of Nordic Languages in Stockholm, she has continued her work and research in the same field. Bodil Hedeboe has worked with both Jim Martin in Australia and is currently collaborating with John Polias.

Inger Lindberg

Inger Lindberg is a professor of Swedish as a second language at the University of Gothenburg. Her PhD (1995) was ''Discourse in and out of Classrooms. Studies of learner discourse in the acquisition of Swedish as a second language in educational contexts''. Her research interests are socio-cultural and socio-political perspectives on second language acquisition/learning and second language teaching, focus on form in second language education, classroom interaction, interaction crossing language and culture barriers. She is involved in many research projects, one is ''Language and language use among youth in multilingual urban environments'', another is ''School related lexicon in a second language perspective - a study on words used in content subject textbooks''. Inger Lindberg has written several books and articles about second language acquisition and education.

For more information: http://hum.gu.se/institutioner/svenska-spraket/personal/sveil

Margareta Holmegaard

Margareta Holegaard is a senior lecturer of Swedish as a second language at the Department of Pedagogy and Curriculum at the University of Gothenburg. In her PhD ''language Awareness and learning of lexicon'' she focuses on the important link between theory and practice in education. She collaborates with Inger Lindberg in the research project ''School related lexicon in a second language perspective - a study on words used in content subject textbooks''. She also coaches teachers at multicultural schools within a project finaned by the Institute for Swedish as a second language (ISA).
For more information: http://hum.gu.se/institutioner/svenska-spraket/personal/svemh

Maurice Crul

Maurice Crul studied Political Science at the University of Amsterdam (MA) and Ethnic Studies at the Vrije Universiteit of Amsterdam. His PhD project investigated the school careers of second-generation Moroccans and Turks. Object of the study was to isolate those factors that make a Moroccan or Turkish student successful at school. The quality of the network of the students proofed to be most important. He has recently finished an evaluation of the national Turkish and Moroccan student Mentor program and a study for an international comparative empirical project on the second generation of immigrants in Europe and the USA , with partners from CEIFO, MIS, IMES, INED, ICMPD, FMS, IMSERSO, CUNY and the Vrije Universiteit Brussel.
For more information see: http://www2.fmg.uva.nl/imes/CRUL.HTM

Arieh (Ari) Sherris

Ari Sherris is a research associate at Center for Applied Linguistics in Washington D.C. He collaborates with Deborah Short in the research of the SIOP Model, which helps teachers design lessons to meet the needs of language minority students in K-12 content areas such as math, science, social studies, and language arts. The SIOP is a research-based observation instrument that has been shown to be a valid and reliable measure of sheltered instruction (Echevarria, Short, Powers, 2006). The SIOP Model, based on the observation instrument, is used for lesson planning and implementation of high quality sheltered instruction. In a study examining the effects of the SIOP Model on student achievement, students whose teachers implemented the SIOP model to a high degree in middle school classes outperformed those students in sheltered classes whose teachers were unfamiliar with the model.
For more information see: http://www.cal.org .

Marina Sellgren

Mariana Sellgren is a teacher who is now working as a research assistant in a research project together with Monica Axelsson and Carin Rosander at Språkforskningsinstitutet in Rinkeby (Stockholm). They investigate school results and students' language development in multicultural schools.

For more information about the conference: http://conference07.info.se
conference07upplandsvasby.se


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