Spanish BETAC Bulletin Jan 2010

NYS Spanish BETAC @ http://steinhardt.nyu.edu/metrocenter/SBETAC.html Volume 4 #4 December/January 2010 1

December/January 2010 In this issue:

Internet Resources 1

Bilingual Education Resources 2

Teaching with UNICEF Materials

NY State and City News

2

3

Response to Intervention (RTI) 5

Employment Opportunities

NYS Spanish Spelling Bee Update

6

7

Calendar of SBETAC Activities

State and National Conferences

11

12

Special Announcements 13

TO OUR READERS The NYSSBETAC Bulletin and other programs news are now distributed every month via email through NYU Metropolitan Center for Urban Education’s “E-Blast”

NYUSteinhardt Metropolitan Center for Urban Education New York State Spanish BETAC

Internet Resources for Teaching ELLs

The Internet can be a valuable tool for English language learners. Below are web resources for integrating the teaching of language and content, teaching idioms, finding schools around the globe with which to connect, and teaching languages with a digital whiteboard. Don’t miss the “Make Beliefs Comix” site! It’s easy to use and allows students to be creative with language.

Digest: Integrated Content and Language Instruction

The Center for Applied Linguistics (CAL) has just published a digest on “Integrated Content and Language Instruction.” The digest describes four key principles of practice found in classrooms where content and language instruction are integrated effectively. Download it for free at: http://www.cal.org/resources/digest/integratedcontent.html

Center for Language Education and Research (CLEAR) Fall Newsletter

Tips and techniques for teaching idioms can be found in an article by Dr. Eve Zyzik of the University of California, Santa Cruz. Published in the fall 2009 CLEAR newsletter, the article can be found at: http://clear.msu.edu/clear/newsletter/files/fall2009.pdf

Connecting with Schools around the World

In the journal The Language Educator, Leslie Davison recommends “Around the World in 80 Schools” as a portal to finding schools in other countries with which to connect via computers: http://aroundtheworldin80schools.com “Tools You May Use” by Leslie Davison in The Language Educator, October 2009 (Vol. 4, #5, p. 29).

Websites to Enhance Digital Whiteboard Language and Foreign-language Teaching

In the October 2009 issue of The Language Educator (Vol. 4, #5, pp.52-55), Susan Bausch lists websites that will assist language and foreign language teachers in taking full advantage of digital whiteboards in their classrooms:

• SMART Board Revolution is a social-networking tool for teachers using SMART boards: http://www.smartboardrevolution.ning.com • Interactive activities in Spanish: http://oye.languageskills.co.uk/index.html • Make Beliefs Comix allows students to create online comic strips: http://www.makebeliefscomix.com • Foreign-language lessons: http://technology.usd259.org/resources/whiteboards/smart-lessons/foreign_language_lessons.html


Bilingual Education Resources

The Benefits of Bilingual Spanish-English Crosswords

An article by Ken Stiles highlights the possibility of using crossword puzzles to boost comprehension skills in English and Spanish. In his words, “if you want to become proficient in learning English AND Spanish, then spending a little time working on English to Spanish/Spanish to English translation crossword puzzles would be most helpful.” Find out more at the English learners blog <http://www.englishlearnersblog.com/?p=1325>

Bilingual Education Websites

This ring of websites provides bilingual language lesson plans, books, and lists of other resources for bilingual education K-Adult: <http://c.webring.com/hub?ring=tzalistbilingual;id=15;prvw>

Teaching ELLs Language and Content Using UNICEF Materials

On December 17th, more than 25 educators attended the second of a two-part series of workshops sponsored by the U.S. Fund for UNICEF, the Asian, Haitian, and Spanish BETACs, and the Center for Latin American and Caribbean Studies at NYU. Before being introduced to additional UNICEF print and online materials, teachers shared activities that they had conducted with their students based on the activities introduced at the first workshop in the series. At this second workshop, teachers chose one of seven global themes and worked in teams to plan lessons to develop language and content skills with ELLs.

The 7 themes were:

• maternal and newborn health

• child survival

• disability awareness

• gender equality

• millennium development goals

• armed conflict

• poverty Several teachers developed lesson plans on the theme of “armed conflict.” These teachers decided to focus on big ideas and essential questions such as: What are the sources of armed conflict and what are the effects of armed conflict on children? By accessing children’s drawings of armed conflict occurring all around them (available on the UNICEF website), teachers were able to develop activities to introduce this theme to students. Additional UNICEF videos and materials on armed conflicts in different countries were earmarked for case study research by students. Following their case study research, students would be asked to write essays explaining some of the sources and effects of armed conflict. There were many other activities and resources shared by David Donaldson, Director of Education, U.S. Fund for UNICEF, Tara Broughel, Special Projects Coordinator, U.S. Fund for UNICEF, and Dr. Gail M. Slater, Resource Specialist, NYS Spanish BETAC. Teachers received information on how to form a High School UNICEF Club and how to organize a Water Walk during World Water Week in March. The value of the workshops can be seen in one teacher’s evaluation comment: “It’s great to find materials designed to teach not only English [language] skills, but also [that] empower young people.”


NY STATE AND CITY NEWS

ELA Testing Requirements for New Immigrant English Language Learners in Grades 3 - 8

Due to changes to the state’s testing calendar, the date and criteria for new immigrant English Language Learner exemptions from the ELA exam have changed. Limited English proficient-eligible students (including students from Puerto Rico) in grades 3-8 who will have been attending school in the United States for the first time for less than one year as of April 1, 2010 must take the NYSESLAT and can use this assessment in lieu of the ELA exam to meet the NCLB participation requirement in ELA. You can review the entire text of the new rules on page 39 of the 2009-10 SIRS Manual. If you have any questions, please e-mail [email protected] For the final ‘June 2010 Regents Examination Schedule’, go to http://emsc.nysed.gov/osa/sched.html.

NYSED Changes in the English Regents Examination Beginning in January of 2011, the Regents Comprehensive Exam in English will be a three hour one-day exam rather than the two session exam that is currently administered. The new examination will:

• assess the high-school level of the New York State English Language Arts Core Curriculum

• be based on the current English Language Arts Core Performance Indicators, Standards 1-3 and the key ideas of listening, reading, and writing

• consist of four parts and include 25 multiple-choice questions, two short constructed-response questions, and one essay

By late May 2010, the Office of State Assessment will provide schools with the Regents Comprehensive Examination in English Test Sampler. This Test Sampler will provide examples of the types of passages, questions, the formatting, and the scoring guides that are being developed for the examination. It may be duplicated for classroom instruction and will be available at: http://www.emsc.nysed.gov/osa/hseng.html.

The Regents Comprehensive Examination in English

New Format

Part Number of Questions

Question Type

Part 1 Listening Passage

8 One-Credit Multiple Choice

Part 2 One Literary Passage One Informational Passage

6 6

One-Credit Multiple Choice One-Credit Multiple Choice

Part 3 Two Literary Passages linked by a common theme

5 2

One-Credit Multiple Choice Two-Credit Short Constructed Response—one on the controlling idea and one on a literary element or technique from one of the passages

Part 4 Critical Lens Quotation

1 Six-Credit Essay applying the quotation to literature read for school


NYSED Date Changes - ELA Test Dates and ELL Exemption Date

The English Language Arts exemption date for ELLs has been changed along with the administration date of the ELA. On July 22, the NYS Education Department moved the ELA test date from January to April for the 2010 Grades 3-8 ELA tests. Effective with the April 2010 ELA test administration, schools may exempt the following ELLs from the ELA tests: English language learners (including those from Puerto Rico) who, on April 1, 2010, will have been attending school in the United States for less than one year. Only one exemption is permitted per student. The NYSESLAT may be administered to these students in lieu of the ELA test.

NYSED Clarification on the Length of Time Schools Must Provide Services to

English Language Learners Commissioner’s Regulations Part 154 (CR Part 154) requires that identified LEP/ELLs receive services and funding for three years. Services and funding can be extended for three additional years by completing the Extension of Services Form in the yearly CR Part 154 Data/Information Report. When a student has been designated as LEP/ELL for more than six years, districts must continue to provide ESL services even though no further CR Part 154 State funding is provided. Another source of targeted funding for ELL services is Title III under the No Child Left Behind Act. These funds continue to be available for all LEP/ELL students provided that the district has an approved CR Part 154 Comprehensive/Data Plan on file with New York State.

NYSED Summer School Art Opportunity Announcement


Common Core Standards Initiative

(www.corestandards.org).

As part of the national dialogue to develop Common Core Standards, the New York State Education Department has created a Common Core State Standards website, which includes information about how New York State is involved in the initiative: http://www.emsc.nysed.gov/ciai/common_core_standards/home.html. New drafts of the K-12 Common Core Standards in ELA and Mathematics will be released in January 2010. The website includes a toolkit with a video of Commissioner Steiner, a PowerPoint presentation, and surveys to collect feedback on the ELA and Mathematics Standards. To access the toolkit, visit: http://www.emsc.nysed.gov/ciai/common_core_standards/toolkit.html

NYSESLAT Item Maps Available for 2009

The New York State Education Department Office of State Assessment has posted the 2009 NYSESLAT Item Maps to the NYSESLAT home page at http://www.emsc.nysed.gov/osa/nyseslat/home.shtml showing the standard and performance indicator represented by each item on each level of the exam.

Webinar on Response to Intervention (RTI) Policies

Webinar: Response-to-Intervention Policies in 16 States REGISTER NOW

Thursday, January 28, 2010 3:00 PM EST CO-HOSTED BY REL Northeast and Islands and REL West.

OVERVIEW

Response-to-Intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities. In this 60-minute webinar, researchers at REL Northeast and Islands and REL West will talk about their review of state education agency (SEA) policies and supports for RTI in 16 states: Arizona, Arkansas, California, Connecticut, Illinois, Maine, Massachusetts, Nevada, New Hampshire, New Mexico, New York, Pennsylvania, Utah, Vermont, Rhode Island, and Washington.

PRESENTERS

• Natalie Lacireno-Paquet, REL-NEI; Senior Program/Research Associate, Learning Innovations at WestEd; and Kristin Reedy, REL-NEI; Director, Northeast Regional Resource Center (NERRC), Learning Innovations at WestEd; co-authors, “Features of State Response to Intervention Initiatives in Northeast and Islands Region States”

• Thomas B. Parrish, REL West; Managing Research Scientist, American Institutes for Research (AIR); co-author, “The Status of State-Level Response to Intervention Policies and Procedures in the West Region States and Five Other States”

• Carole Urbano, REL-NEI; Technical Moderator, Education Development Center, Inc. (EDC)

WHO SHOULD PARTICIPATE

• National, state, and local policymakers; state education leaders; district and school administrators; representatives of professional associations and unions; and teachers, parents, and students.

• Please forward this invitation to your colleagues. Space is limited, and early registration is encouraged. Registrants will receive a confirmation e-mail and instructions for logging into the webinar. If you have questions, please contact Carole Urbano at [email protected] or 617-618-2828.


NYSED Implementation of the LEP/ELL Program Evaluation Toolkit (PET)

A Self-Evaluation Tool for the Review of Educational Services to Limited English Proficient/English Language Learners (LEP/ELL PET)

The New York State Education Department Office of Bilingual Education and Foreign Language Studies in conjunction with Academic Enterprises, Inc., will use the LEP/ELL Program Evaluation Toolkit (PET) in a pilot program during 2009-2010 to identify strengths and weaknesses in instructional programs and services for LEP/ELLs and develop action steps, when needed, in districts throughout New York State. The purpose of the Toolkit is to review and improve performance levels of LEP/ELLs on AMAOs, AYP, and overall academic achievement. The PET will also aid in the identification of professional development needs for all staff regarding the specific instructional and support needs of LEP/ELLs and will determine the degree to which programs are designed and delivered based on sound educational practice, thereby fulfilling federal, state, and local requirements.

Employment Opportunities in Education

The Pennsylvania Department of Education K-12 Division

The Pennsylvania Department of Education is seeking applicants to fill two vacant positions in the K-12 Division. To view the positions and their descriptions, please click on the links below. Position:

• Bilingual Education Advisor 1 2008-132 (Curriculum Specialist – code 20670) Minimum Experience and Training: Four years of professional experience in the field of bilingual and ESL education, including at least one year of experience in the development and implementation of bilingual and/or ESL education curricula or programs; or an equivalent combination of experience and training.

• Bilingual Education Advisor 2 2008-132 (Curriculum Specialist – code 20280) Minimum Experience and Training: One year as a Bilingual Education Advisor 1; or five years of professional experience in the field of bilingual and ESL education, including at least two years of experience in the development and implementation of bilingual and/or ESL education curricula or programs; or an equivalent combination of experience and training

Candidates who meet the requirements and are interested should click here to go the Civil Service web site. Curriculum Specialists are employed by the Pennsylvania Department of Education. All positions are in Harrisburg, Dauphin County. The Pennsylvania Department of Education is an equal opportunity/Affirmative Action Employer.

Long Island and Brooklyn Opportunities for Bilingual Teachers and Assistants

The Roosevelt UFSD has an Opening for a Bilingual Teaching Assistant. Please send a copy of your resume and a letter of intent to Lissette Laboy, ESL and LOTE Coordinator, Roosevelt UFSD, 240 Denton Place, Roosevelt, NY 11575. Phone: 516-345-7010 Fax: 516-377-4750.

Certified Bilingual teachers and/or academic deans are sought for the Achievement First Bushwick Elementary School. Contact Dixon Deutsch, Director of Special Services, 1137 Herkimer Street, Brooklyn, NY 11233. Tel: 347-768-0341 or Fax: 718 804-0131


New York State Spanish Spelling Bee Update

Every year, the New York State Spanish Spelling Bee (for Grades 4 to 8) generates great excitement among participants and educators while encouraging students to achieve excellence in their education. While there are vast numbers of Spanish language speakers and Spanish language learners in the United States, only New York State consistently encourages schools to conduct local Spanish Spelling Bees and hosts an annual Spanish Spelling Bee Final Competition that brings together winners of many participating New York State individual and schools districts.

Sponsored by the New York State Spanish Bilingual Education Technical Assistance Center (SBETAC) at NYU Steinhardt’s Metro Center, Scholastic Inc., and the Office of Education of the Consulate of Spain in New York, the 2010 New York State Spanish Spelling Bee Final Competition will take place on Friday, May 28, 2010 at the Scholastic Inc. World Headquarters in New York City. This year, the keynote and motivational speech for the 2010 Final Competition will be provided by the well-known and highly respected television personality, anchorman and humanist, Mr. Rafael Pineda. Mr. Pineda currently anchors Univision’s nightly news. In preparation for the 2010 final competition, schools and districts that have expressed interest in the Spanish Spelling Bee will conduct local competitions for their 4th through 8th grade students starting in January 2010. Following local competitions, it is expected that the 2010 “Bee” will bring approximately 100 local 1st place winners to the Scholastic Auditorium in New York City to determine the New York State Spanish Spelling Bee Champions for 4-5th and 6-8th grades. Students will be accompanied and celebrated by their parents, teachers, and other school representatives. A hugely welcomed support of the activities of the 2010 local “Bees” and the final competition has been pledged by Univision, the Spanish-language communication giant, through its Univision Television Network, one of the top five TV networks in any language in the USA. Univision’s Director of Programming, Norma Morato, addressed “Bee” coordinators at our December meeting and presented a plan to provide coverage for the local as well as the final competitions. Univision will broadcast a number of local districts and/or schools’ competitions, and include information about the schools and the participating students on the network’s website.

On January 12th, the Spanish BETAC sponsored a training workshop for school personnel responsible for coordinating individual school or district Spelling Bees. Dr. María del Pilar Fernández González, Education Advisor, Office of Education of the Consulate of Spain, spoke to the coordinators, and reviewed the rules and accepted conventions for spelling individual Spanish sounds. She also discussed methods of teaching students to spell correctly, and included a number of outstanding websites useful for that purpose. These resources will be available shortly on the NYS Spanish BETAC website: http://steinhardt.nyu.edu/metrocenter/sbetac/2010spellingbee.

Watch a video clip featuring a 2009 NYS Spanish Spelling Bee winner. Televised through Univision, this video clip appeared in local tri-state channels and in the T.V. network website. http://www.univision.com/content/video.jhtml?cid=1965954&channelName=Videos&_requestid=47343 The approved names of some the letters in Spanish are reprinted here in the following pages. Up-to-date information on the Spanish Spelling Bee and monthly SBETAC Bulletins will appear in future NYU Metro Center’s E-Blasts, or visit our website, http://steinhardt.nyu.edu/metrocenter/sbetac


CLARIFICATION GUIDE

NAMES OF SPECIAL LETTERS AND SOUNDS Letras Nombre

b be larga; be alta * *Su nombre es be, be alta o be larga. Sin embargo, para este evento no se acepta “be” ya que queremos distinguir esta letra de la “ve”.

ñ eñe q cu r

ere; erre * *Su nombre es ere cuando se quiere hacer notar su carácter vibrante simple o erre, cuando se quiere hacer notar su carácter vibrante múltiple. (En final de sílaba, agrupada con otra consonante en la misma sílaba y en posición intervocálica, es un fonema consonántico vibrante simple. En los demás casos, y combinada con otra r, representa un fonema vibrante múltiple.)

v uve; ve baja; ve corta* *Fonema consonántico labial y sonoro, el mismo que la b en todos los países de lengua española. Su nombre es uve, ve, ve baja o ve corta. Sin embargo, para este evento no se acepta “ve” ya que queremos distinguir esta letra de la “be”.

w uve doble; ve doble; doble ve * * Su nombre es uve doble, ve doble o doble ve.

y i griega; ye * *Su nombre es i griega o ye. En áreas, como el Río de la Plata, se articula con rehilamiento. Cuando es final de palabra se pronuncia como semivocal; p. ej., en soy, buey. La conjunción y se pronuncia como consonante cuando la palabra anterior termina en vocal y la siguiente empieza también en vocal; p. ej., en este y aquel; representa a la vocal i si está entre consonantes, p. ej., en hombres y mujeres; y adquiere valor de semivocal o semiconsonante cuando forma diptongo con la última vocal de la palabra anterior, p. ej., en yo y tú, o con la primera vocal de la palabra siguiente, p. ej., en parientes y amigos.

z

zeta; zeda; ceta; ceda* *En la mayor parte de España, representa un fonema consonántico fricativo, interdental y sordo, distinto del correspondiente a la s; en casi toda Andalucía, así como en Canarias, Hispanoamérica, etc., se articula como una s. Su nombre es zeta o zeda o ceta o ceda.

Letras Dígrafos

Dos letras con un solo sonido ch

che * *Su nombre es che. Dígrafo que, por representar un solo sonido consonántico de articulación africada, palatal y sorda, como en mucho o noche.

ll

elle * *Avance propuesto en la vigésima tercera edición Su nombre es elle. En gran parte de los países y regiones

hispánicos se pronuncia como y, con salida central del aire, y con sus mismas variaciones de articulación.

Dígrafo

rr

erre * *Una r combinada con otra r, representa un fonema vibrante múltiple. Su sonido es erre. Su nombre se dice “ere ere” o “erre erre”.

Diéresis ü

u con diéresis

Vocales acentuadas

Expresión y nombre de la Vocal con acento (dos posibilidades en cada caso)

á a acentuada; a con acento é e acentuada; e con acento í i acentuada; i con acento ó o acentuada; o con acento ú u acentuada; u con acento

Basado en el DICCIONARIO DE LA LENGUA ESPAÑOLA - Vigésima segunda edición (22. ª EDICIÓN - 2001)

(Real Academia Española – 22nd Edition) con referentes a la 23rd edición. http://www.rae.es


Addendum

Included on the Guidelines and Updated January 12, 2010

Letras / Dígrafos

Aclaración de Pronunciación y Deletreo para el Certamen de 2010

ch

Al deletrear “ch”, se dice y se acepta “c, hache” y “che”. Se recomienda a los maestros que entrenen los alumnos con el modelo “c, “hache” Ejemplo: Palabra Deletreo “muchacha” = “eme”, “u”, “c”, “hache”, “a”, “c”, “hache”, “a” Ejemplo: Palabra Deletreo “muchacha”= “eme”, “u”, “che”, “a”, “che”, “a”

ll

Al deletrear “ll”, se dice y se acepta “ele, ele” y “elle”.

Se recomienda a los maestros que entrenen los alumnos con el modelo “ele, ele” Ejemplo: Palabra Deletreo “lluvia” = “ele”,” ele”,” u”, “ve corta”, “i”, “a”

Ejemplo: Palabra Deletreo “lluvia” = “elle”, “u”, “ve corta”, “i”, “a”

Aunque es popular enseñar el deletreo de la ‘elle” o “ele, ele” diciendo “doble ele” como una forma alterna de su deletreo, se ha decidido no aceptar “doble ele” como deletreo de la “ele, ele” / “elle” en el Certamen Final de 2010.

r

Al deletrear “r” se dice y se aceptan las dos pronunciaciones de la letra, “ere” y “erre.” Ejemplos: Palabra Deletreo Palabra Deletreo “pero” = “pe”, “e”, “ere”, “o” perro = “pe”, “e”, “ere”, “ere”, o” “pe”, “e”, “erre”, “o” “pe”, “e”, “erre”, “erre”, “o” Palabra Deletreo “ratón” = “ere”, “a”, “te”, “o acentuada”, “ene” “erre”, “a”, “te”, “o acentuada”, “ene” Palabra Deletreo “porque” = “pe”, “o”, “ere”, “cu”, “u”, “e” “pe”, “o”, “erre”, “cu”, “u”, “e” Aunque es popular enseñar el deletreo del dígrafo “rr” diciendo “doble ere” o “doble erre” como una forma alterna de su deletreo, se ha decidido no aceptar ni “doble ere” ni “doble erre” como deletreo del dígrafo “rr” en el Certamen Final de 2010.


NYS Spanish BETAC at NYUSteinhardt Metro Center

726 Broadway, 5th Floor New York, NY 10003

NYU Metro Center Professor Pedro A. Noguera

Executive Director

NYSED OBE/FLS Pedro J. Ruiz, Ph.D.

Coordinator

NYS Spanish BETAC Bulletin Staff

Nellie B. Mulkay Publisher & Director

Irene C. Pompetti-Szul, Ph.D. Bulletin Editor-in-Chief & Resource Specialist

Gail M. Slater, Ph.D. Bulletin Editor

& Resource Specialist

Marguerite Lukes Bulletin Contributor

& Resource Specialist

Ché C. Melson Bulletin Coordinator & Project Associate

Contact information [email protected]

TO OUR READERS

The NYSSBETAC Bulletin and other programs news are now distributed every month via email through NYU Metropolitan Center for Urban Education’s “E-Blast”

CALENDAR OF SPANISH BETAC ACTIVITIES 2009-2010

NYS SPANISH BETAC VOCES HISPÁNICAS SERIES

Voces Hispánicas VI at Western Suffolk BOCES

“Las artes dramáticas en la clase de español”

January 22, 2010

In collaboration with the Long Island (Nassau and Eastern Suffolk Boces) BETACs, Pedro de Llano, New York - based actor and high school educator, will be the featured presenter. Mr. de Llano is currently appearing at the Repertorio Español’s La Fiesta del Chivo, a play based on Mario Vargas Llosa’s novel of the same title about the effects of dictatorships in the lives of a nation, which in this case is the Dominican Republic. Copies of the script and novel will be distributed and addressed during this presentation; in Spanish. In addition, Dr. Irene C. Pompetti-Szul of the Spanish BETAC will complete the day with a workshop on developing Spanish native language arts and literacy in the classroom for ELL/LEP Spanish speaking students; in Spanish and English. This workshop is intended for: Secondary school (6-12) bilingual Spanish and LOTE teachers and administrators Location: Western Suffolk BOCES. Registration: Contact the Western Suffolk BETAC at (631)244-4016.

Upcoming Workshops * * See special BETACs conference announcement in this Bulletin, page 12.

Building Academic Vocabulary for English Language Learners in Middle School Content Area and Language Classes. Thursday, February 11, 2010 9 a.m. – 12 noon at NYU A light breakfast will be provided and textbooks will be distributed. Register online by sending an e-mail to: [email protected] . In the subject line, write: “Building Academic Vocabulary for ELLs, Feb 11th AM”

Building Academic Vocabulary for English Language Learners in High School Content Area and Language Classes. Thursday, February 11, 2010 12 noon – 3 PM at NYU A light lunch will be provided and textbooks will be distributed. Register online by sending an e-mail to: [email protected] . In the subject line, write: “Building Academic Vocabulary for ELLs, Feb 11th PM”


NYSABE 33rd Annual Conference

"Bilingual Education: Pathway to Multicultural and Multilingual Learning Communities"

March 11-14, 2010 at the Huntington Hilton, Melville, New York

http://nysabe.org/conference/NYSABE_Conference2010_SaveTheDate.pdf

Plan to attend the “Dual Language Institute” to be held at the NYSABE Conference Sponsored by NYSABE and the NYS Network of New York City BETACs

STATE AND NATIONAL CONFERENCES

National Association for Bilingual Education

(NABE) February 3 – 6, 2010

Denver Convention Center Denver, CO www.nabe.org

TESOL

March 24-27, 2010 Boston, MA www.tesol.org

Association for Supervision and Curriculum

Development (ASCD) March 6-8, 2010 San Antonio, TX www.ascd.org

Northeast Conference on the Teaching of Foreign Languages (NECTFL) March 25-27, 2010

New York, NY Marriott Marquis www.dickinson.edu/prorg/nectfl/

California Association for Bilingual Education

(CABE) March 10-13, 2010 San José, CA

http://www.bilingualeducation.org

International Reading Association (IRA)

April 25-29, 2010 Chicago, IL www.ira.org


CALL FOR WOMEN ARTISTS! (ALL MEDIA): Women in the Heights, Contemporary Women Artists of Northern Manhattan NoMAA Gallery, March 4 – April 2, 2010

CALL FOR ARTISTS: In celebration of Women’s History Month (March 2010), the Northern Manhattan Arts Alliance (NoMAA) will present the exhibition Women in the Heights, Contemporary Women Artists of Northern Manhattan, from March 4 to April 2, 2010.

DEADLINE FOR SUBMISSIONS: FRIDAY JANUARY 29, 2010, 5PM EST ELIGIBILITY: WOMEN ARTISTS RESIDING IN WASHINGTON HEIGHTS AND INWOOD. All fine art media will be considered. All work must fit through a standard door (please note that there is very limited space for self-standing sculpture, so wall-mounted work is preferred).

PLEASE READ AND FOLLOW GUIDELINES CAREFULLY In order to be considered, artists should submit vie email the submission form, and all relevant attachments no later than Friday, January 29, 2010, before 5pm EST. Email submissions to: [email protected] Questions: 212.568.4396 ALL SUBMISSIONS MUST CONSIST OF:

1. Submission form 2. Bio / Resume (2 pages maximum - Word or PDF) 3. Brief Artist’s Statement (Word or PDF) 4. Six digital images of available work (please follow image specifications) 5. Image list (Word or PDF)

IMPORTANT DATES:

• Deadline: Friday, January 29, 5pm EST.

• Notification date: by February 15

• Delivery of accepted work: February 17-22 (Wed-Mon)

• Hanging/installation: February 23-24 (Tues-Wed)

• Exhibit dates: March 4-April 2

• Press Preview: Friday, February 26

• Opening reception: Thursday, March 4 (6-8pm)

• Pick up of work: April 5-6 ACCEPTED WORK (please read and follow instructions carefully):

• Participating artists must be ready to provide all requested materials in a timely fashion.

• All artwork must be presented professionally (professional-grade framing, matting and display materials, as well as hanging wire are expected). All work must be labeled on the back (Artist’s name, title, medium, and retail price).

• All artwork must be ready to hang. If specialized display materials or pedestals are needed, artist must provide them (unless instructed otherwise).

Spanish BETAC Bulletin Jan 2010

Documents

Transcript of Spanish BETAC Bulletin Jan 2010