Grants, Professional Development, and Conferences
JFLA Japanese Language Learners Event Grant
The Japan Foundation, Los Angeles (hereafter “JFLA”) provides financial support (up to $1,000) for Japanese-language related events on the national/state/regional levels (speech contests, quiz contests, or presentational events, etc.) that are intended to motivate a large number of Japanese-language learners in multiple schools featuring different educational levels (primary, secondary, collegiate levels, and adults) and promote Japanese-language education in the area. Closed events for a single school are not eligible.
- Expenses for inviting judges/guests to the event (honorarium, transportation, accommodation)
- Expenses for venue (rental fee for venue and equipment, service fee for tech support, etc.)
- Prize expenses for participating Japanese-language learners (no cash prizes)
- Production costs for handouts/programs/flyers of the event
- Group transportation costs for participants/student audiences (charter buses, vans, etc.)
Deadline: March 1, 2017
To learn more and apply, visit: http://www.jflalc.org/grants-jle-contest.html
Qatar Foundation International Teacher Fellowships
As part of its overall mission to expand and improve the teaching of K-12 Arabic in the United States, Qatar Foundation International (QFI) is pleased to offer Teacher Fellowship grants for current or prospective K-12 teachers to become certified in Teaching Arabic as a Foreign Language. Fellowships provide up to $25,000 toward tuition and fees for programs that will lead to licensure or certification to teach Arabic in U.S. public or public charter schools. Fellowships are awarded to three types of applicants:
- Teacher candidates who are pursuing a Masters of Arts in Teaching (degree names vary by state and institution, but the result should be certification in Teaching Arabic as a Foreign Language);
- Teachers who are already certified in another discipline and are seeking an endorsement to teach Arabic; or
- Teacher candidates seeking certification to teach Arabic in the U.S. through any other recognized means, including undergraduate programs and alternative routes to certification.
The goal of QFI’s Teacher Fellowship program is to develop a strong cohort of highly trained teachers who will be leaders in the field of K-12 Arabic education, and the program provides participating teachers with significant professional development opportunities.
The deadline to apply is Sunday, March 5, 2017 at 11:59pm EST.
For more information, visit: http://www.qfi.org/programs/arabic-language-and-culture/teacher-fellowships/
2017 Fulbright-Hays Group Projects Abroad ProgramThe International and Foreign Language Education (IFLE) office of the U.S. Department of Education is pleased to announce the the opening of the competition for the Fiscal Year 2017 Fulbright-Hays Group Projects Abroad (GPA) program.
The GPA program provides grants to institutions that organize programs for K-12 teachers, college students, and faculty to engage in short-term and long-term overseas projects focused on training, research, and curriculum development in modern foreign languages and area studies. Short-term projects include seminars, curriculum development, and group research or study. Long-term projects support advanced intensive overseas programs that focus on languages, the humanities, or social sciences.
Deadline to apply: March 7, 2017
To learn more and apply, visit: https://www.federalregister.gov/documents/2017/01/06/2016-32046/applications-for-new-awards-fulbright-hays-group-projects-abroad-program?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=
Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program (DDRA)
This program provides grants to colleges and universities to fund individual doctoral students who conduct research in other countries, in modern foreign languages and area studies for periods of six to 12 months. Projects deepen research knowledge on and help the nation develop capability in areas of the world not generally included in U.S. curricula. Projects focusing on Western Europe are not supported.
Application deadline: March 14, 2017
To learn more and apply, visit: https://www2.ed.gov/programs/iegpsddrap/index.html
JFLA Japanese Teaching Material Purchase Grant
This program is intended to assist educational institutions in the U.S. to purchase teaching materials (textbooks, audio-visual materials, dictionaries, digital learning software, teachers’ reference books, etc.) for their Japanese-language courses by providing financial support not exceeding $1,000.
The eligible items for support are Japanese-language teaching materials (textbooks, audio-visual materials, dictionaries, digital learning software, teachers’ reference books, etc.) as well as cultural items (origami papers, calligraphy sets, etc.). The grant will NOT COVER electronics (laptop computers, tablet computers, camcorders, digital cameras, etc.) or consumable stationery supplies (papers, pens, etc.).
Deadline: March 15, 2017
To learn more and apply, visit: http://www.jflalc.org/grants-jle-materials.html
JFLA Salary Assistance Grant for Japanese Language Courses
The Japan Foundation, Los Angeles (hereafter “JFLA”) supports non-profit educational institutions or school districts in the U.S. that are facing temporary financial difficulties in the following three cases.
The grant covers a part of the Japanese language instructor’s salary and fringe benefits up to $30,000 per year on a cost-sharing basis.
Case (1): Starting up a brand new Japanese program
Case (2): Expanding a current existing Japanese program by adding new course(s)/section(s)
Case (3): Maintaining a current existing program which is in danger of cut back or closure
It is required that applying institutions (hereafter “applicants”) submit a commitment letter(s) or support letter(s) from the stakeholders (e.g., Dean, Dept. Chair, District Superintendent, Head of the Board of Education, Principal, or local supporters, etc.) at the time of application regarding the continuation of the Japanese program after the completion of JFLA’s grant support and beyond. Applications without these letters may also be considered depending on the situation.
Application deadline: April 10, 2017
To learn more and apply, visit: http://www.jflalc.org/grants-jle-courses.html
National Institute of Health Grants
Health Services Research on Minority Health and Health Disparities
The purpose of this FOA is to encourage system-level health services research that can directly contribute to the improvement of minority health and/or the reduction of health disparities in health care settings. Research topics of specific interest include but are not limited to: “Analysis of local, state, or national policies relevant to health care systems that increase or reduce health disparities, such as those related to insurance coverage or reimbursement, language access policies, or organization of government-run or -funded health care services.”
For more information and to apply:
Application deadline: April 11, 2017
JFLA Japanese Language Education Project Grant
The Japan Foundation, Los Angeles (hereafter “JFLA”) provides financial assistance for projects which promote Japanese language education on a national or state/regional levels, not exceeding $5,000. The project should benefit as many Japanese language programs/teachers/learners as possible in a wide region or nationwide. Therefore, projects which only benefit a sigle school/institution are not eligible for this grant program. JFLA accepts applications from non-profit educational institutions/organizations (Japanese language teachers’ associations, higher educational institutions, etc.) in the U.S., not from individuals.
Grant Amount: Up to $5,000 per project
The eligible projects must start and finish between April 1, 2017 and March 15, 2018.
Application deadline: two months prior to project start date
To learn more and apply, visit: http://www.jflalc.org/grants-jle-language.html
Administration for Native Americans Funding Opportunities
ANA provides funding opportunities in the following program areas:
- Native American Language Preservation and Maintenance (P&M)
- Native American Language Preservation and Maintenance – Ester Martinez Immersion (EMI)
- Social and Economic Development Strategies (SEDS)
- Sustainable Employment and Economic Development Strategies (SEEDS)
- Environmental Regulatory Enhancement (ERE)
- Social and Economic Development Strategies for Alaska (SEDS-AK)
- Native Language Community Coordination Demonstration Project (NLCC)
- Native Youth Initiative for Leadership, Empowerment, and Development (I-LEAD)
The Endangered Language Fund Isenberg Award
The Isenberg Award for the Documentation of Languages of the Former Soviet Union is named for the late Charles R. Isenberg (1944-1997), a professor of Russian literature at Wesleyan University and Reed College. This award, given in years when a deserving and eligible proposal is received, honors projects focused on documentation and maintenance of languages spoken in the former Soviet Union. Read more.
The Endangered Language Fund Language Legacies Grants
The Language Legacies grant program supports documentation and revitalization efforts throughout the world. It is open to community members and researchers from any country. An academic degree is not required, but the application must provide evidence that the applicant can achieve the stated goals. Grants are for one year and average around $2,500 (US). Read more.
IES Education Research Grants
The English Learners topic supports research to improve the educational outcomes of English Learners (ELs) from kindergarten through high school. The Institute uses the term English Learner under a broad definition encompassing all students whose home language is not English and whose English language proficiency hinders their ability to meet learning and achievement expectations for students at their grade level.The Early Learning Programs and Policies (Early Learning) topic supports research on the improvement of school-readiness skills (e.g., pre-reading, pre-writing, early science, early mathematics, and social and behavioral competencies) of prekindergarten children (i.e., 3- to 5-year-olds).The Evaluation of State and Local Education Programs and Policies (State/Local Evaluation) topic supports the evaluation of fully-developed programs and policies implemented by state and local education agencies to determine whether they produce a beneficial impact on student education outcomes relative to a counterfactual when they are implemented under routine conditions in authentic education settings. These evaluations are to determine both the overall impact of the programs/policies and the impact across a variety of conditions.The Cognition and Student Learning (CASL) topic supports research that capitalizes on our understanding of how the mind works to inform and improve education practice in reading, writing, mathematics, science, and study skills.The Low-Cost, Short Duration Evaluation of Education Interventions program is designed to support rigorous evaluations of education interventions that state or local education agencies expect to produce meaningful improvements in student education outcomes within a short period (for example, within a single semester or academic year). These evaluations are to be conducted for $250,000 or less and completed within two years. The program will be carried out by research institutions and state or local education agencies working together as partners. The evaluations will use randomized controlled trials or regression discontinuity designs to determine the impact of interventions on student education outcomes, and will rely on administrative data or other sources of secondary data to provide measures of these student outcomes. The costs of interventions and their implementation are to be covered by the state and/or local education agency. Evaluation results are to be disseminated throughout the education agency and to the public before the end of the grant.The Researcher-Practitioner Partnerships in Education Research (Research Partnerships) topic supports partnerships composed of research institutions and state or local education agencies that have identified an education issue or problem of high priority for the education agency that has important implications for improving student education outcomes. These partnerships are to carry out initial research on that education issue and develop a plan for future research on it. Through this joint research, the education agency’s capacity for taking part in research and using research results is expected to increase. The ultimate goal of the partnerships supported under this topic is to conduct and promote research during and after the grant that has direct implications for improving programs, processes, practices, or policies that will result in improved student education outcomes.The Social and Behavioral Context for Academic Learning (Social/Behavioral) topic supports research on social skills, attitudes, and behaviors (i.e., social and behavioral competencies) to improve student achievement and progress through the education system.
- English Learners
- Early Learning Programs and Policies
- Evaluation of State and Local Education Programs and Policies
- Cognition and Student Learning
- Low-Cost, Short Duration Evaluation of Education Interventions CFDA
- Researcher-Practioner Partnerships in Education Research CFDA
- Social and Behavior Context for Academic Learning
Native American and Alaska Native Children in School Program
The purpose of the Native American and Alaska Native children in School (NAM) program in the Department of Education is to award grants to eligible entities to develop and enhance capacity to provide effective instruction and support to Native American students who are identified as English learners (ELs). The goal of this program is to support the teaching, learning and studying of Native American languages while also increasing the English language proficiency of students served to achieve the same challenging State academic content and achievement standards for all students. Read more.
Title VI American Overseas Research Centers
This program provides grants to establish or operate overseas research centers that promote postgraduate research, exchanges, and area studies. Grants may be used to pay for all or a portion of the cost of establishing or operating a center or program. Costs may include faculty and staff stipends and salaries; faculty, staff, and student travel; operation and maintenance of overseas facilities; teaching and research materials; the acquisition, maintenance, and preservation of library collections; travel for visiting scholars and faculty members who are teaching or conducting research; preparation for and management of conferences; and the publication and dissemination of material for the scholars and general public. Read more.
Title VI Undergraduate International Studies and Foreign Language
This program provides funds to plan, develop, and carry out programs to strengthen and improve undergraduate instruction in international studies and foreign languages. Each program assisted with federal funds must enhance primarily the international academic program of the institution. Eligible activities may include but are not limited to:
- Development of a global or international studies program that is interdisciplinary in design;
- Development of a program that focuses on issues or topics, such as international business or international health;
- Development of an area studies program and programs in corresponding foreign languages;
- Creation of innovative curricula that combine the teaching of international studies with professional and preprofessional studies, such as engineering;
- Research for and development of specialized teaching materials, including language instruction, i.e., business French;
- Establishment of internship opportunities for faculty and students in domestic and overseas settings; and
- Development of study abroad programs.
Federal Business Opportunities
Sign Language Interpreting Services
Agency: Department of Health and Human Services
Office: National Institutes of Health
Response Date: Feb 28, 2017 1:00 pm Eastern
ICITAP/OPDAT Worldwide Support Services
Agency: Department of Justice
Response Date: March 3, 2017 01:00PM EST
Sign Language Interpreter Services Video Remote Interpreter Services
Agency: Department of Veterans Affairs
Office: VA Technology Acquisition Center(Austin)
Response Date: March 6, 2017
National Call Center
Agency: Department of Health and Human Services
Office: Program Support Center
Response Date: March 8, 2017 10:00AM EST
Machine Foreign Language Translation System (MFLTS) Industry Day Announcement
Agency: Department of the Army
Office: Army Contracting Command
Event Date: March 14, 2017 – March 16, 2017
Sign Language Translation Service
Agency: Department of Veterans Affairs
Office: West Palm Beach VAMC
Response: April 18, 2017
Agency: Department of Veterans Affairs
Office: West Palm Beach VAMC
Response: April 18, 2017
Heritage Speakers and Learners of Russian: Webinar Series
The 3-part webinar series on heritage speakers and learners of Russian led by distinguished scholars and by language instructors experienced in teaching heritage students (or instead of “distinguished and experienced”, just simply state the names?). Each part will focus on some aspect of heritage language linguistics and pedagogy. The second and third webinars will be building on the information covered in the previous sessions. You can register for only for one webinar, but we strongly recommend registering for all three parts of the series.
Session 2: 28 Feb 2017, 4:00 PM 5:30 PM – Heritage Language Curricular Development for Russian Heritage Speakers: Foundations and Rationale by Olga Kagan (UCLA)
Session 3: 02 Mar 2017, 4:00 PM 5:30 PM – Approaches to Working with Heritage Learners: Learning Outcomes and Ways to Achieve Them
Cost of event: Free for ACTR members, $40 for non-ACTR members
To learn more and register, visit: https://actr.wildapricot.org/event-2459998
NEA Global Learning Fellowship
The NEA Foundation recognizes that in order for students to prepare for the global age, the educator must first be equipped with the knowledge, skills and disposition needed to teach in the global age. By participating in the Global Learning Fellowship program, educators have an opportunity to lead the profession by acquiring the necessary skills to integrate global competence into their daily classroom instruction, advance pedagogy in their school/district, prepare students to thrive in the flattened global age, and thus contribute to the closing of the global achievement gap.
Application deadline: February 28, 2017
To learn more and apply, visit: http://www.neafoundation.org/pages/global-learning-fellowship/
MIIS Monterey Forum 2017
Join language industry professionals, academics and students on April 1-2, 2017 in Monterey, California as they explore new trends in localization and language training. Hosted by the Middlebury Institute of International Studies at Monterey, this year’s theme is The Future of Localization Training: Keeping Pace with an Evolving Industry. The localization industry moves at a rapid pace, closely following the software development industry, and requiring us to quickly adapt to new technologies and markets. How do we train individuals who are new to the industry? How do we challenge experienced professionals to expand their skillset to meet new industry needs? Monterey Forum 2017 will address how localization professionals and language educators can prepare students for a career in the language industry while keeping up with the latest trends.
Early Bird Registration Deadline: February 28, 2017
More information: Visit http://www.miis.edu/academics/programs/gstile/montereyforum/welcome
Call for Proposals: Language, the Sustainable Development Goals, and Vulnerable Populations
The Study Group on Language at the United Nations + The Centre for Research and Documentation on World Language Problems + the Center for Applied Linguistics invite you to contribute to a symposium on Language, the Sustainable Development Goals, and Vulnerable Populations.
The organizers welcome proposals for 20-minute papers on topics linking the SDGs with vulnerable populations, such as:
- Language as a factor in sustainable development
- Language policy for refugees, migrants, and displaced populations
- Language & migration
- Language as it relates to race, ethnicity, age, gender, religion, economic status, or other factors
- Language & education of refugees and migrants
- Language & quality education for vulnerable populations (Goal 4)
- Language & Stateless nations
- Language & Stateless nations
- Language & mother-tongue education (Goal 4)
- Language & gender equality (Goal 5)
- Language & economic growth (Goal 8)
- Language & reducing inequalities (Goal 10)
- Language & peace & justice (Goal 16)
- NGOs, language & vulnerable populations
- UN language policy & implementation of the SDGs
- The role of regional or minority languages
Preference will be given to papers that move the discourse forward by proposing theoretical and/or research-based strategies for addressing language-related concerns.
Send proposals (200 words or less) & bio. (50 words) to the organizing committee at firstname.lastname@example.org
Deadline: February 28, 2017
More information: Visit http://linguistlist.org/callconf/call-action.cfm?ConfID=273436
AATG MINT Summer Seminar
This three-week seminar for K-16 educators in Leipzig will explore the integration of MINT/STEM subjects in German curriculum. In addition to observing classroom instruction, experiencing numerous workshops, and designing instructional materials, participants will visit the Deutsches Hygiene-Museum in Dresden and enjoy a two-day excursion to Wolfsburg for a hands-on experience with leaders in the German auto industry. The seminar will be conducted in German. This program is made available by the Transatlantik-Programm der Bundesrepublik Deutschland through funds of the European Recovery Program (ERP) of the Bundesministerium für Wirtschaft und Energie. Program costs and accommodations as well as a small travel stipend are provided. Participation is limited to 20 AATG members.
Dates of event: June 15 – July 7, 2017
Deadline: March 1, 2017
More information: Visit http://www.aatg.org/?page=SummerSeminars#.WJs4SPkrLcs
NEH’s Muslim American Identities, Past and Present
What does it mean to be both Muslim and American? You are invited to explore this fascinating and important question this coming summer. You will read compelling texts and conduct engaging field trips as you study the diverse facets of Muslim American identity, both as grounded in the past and as experienced in the present. As an NEH Summer Scholar, you will reflect on and discuss thirty primary source documents and two major academic monographs; visit two mosques; and make a final presentation about how you will integrate teaching about Muslim Americans into your classroom.
All participants will receive a stipend of $2,700
Seminar dates: July 9-28, 2017
Application deadline: March 1, 2017
To learn more and apply, visit: https://muslimamericanseminar.wordpress.com/
Call for Abstracts for an Edited Volume: Recognizing Sign Languages – An International Overview of National Campaigns for Sign Language Legislation and their OutcomesThis edited collection surveys national advocacy campaigns for the legal recognition of sign languages around the world and the legislation which sometimes resulted from these campaigns. Each chapter will focus on a country’s campaign, its outcomes in terms of the type of sign language legislation achieved versus desired outcomes and deaf community expectations for this legislation. Chapters will cover strategies used in achieving passage of this legislation, including alliance building and negotiations with governments and other stakeholders, as well an account of barriers confronted in the legislative process and how these were or were not overcome. The legislation will be summarized and chapters will look at the work undertaken in the implementation of the law, including language promotion bodies and the policy-making processes post-passage. This includes evaluation of the success of the legislation vis-à-vis deaf community goals. Chapters will set sign language laws within their national settings, with reference to the language policies and the status of other minority languages of that country.
Potential contributors should send a one paragraph abstract (max. 200 words) and a three-sentence biography (including previous publications relevant to the book). Contributors will be notified of acceptance of their proposals by March 31, 2017
Deadline: March 6, 2017
For more information, email email@example.com
National Humanities Alliance Conference Call for Proposals
The Federation of State Humanities Councils and the National Humanities Alliance are pleased to announce the 2017 National Humanities Conference. The National Humanities Conference brings the humanities community together as a whole to explore how we can achieve broader public impact and advance the role the humanities play in addressing both local and global challenges. The 2017 conference asks how humanities practitioners and scholars can deepen, expand, and even re-envision the public role of the humanities.
Deadline: March 15, 2017
More information: Visit http://www.nhalliance.org/2017_national_humanities_conference for more information and to submit proposal
Cross Cultural Communications ‘The Language of Justice’ Legal Interpreter Training
An exciting, groundbreaking curriculum, this three-day legal interpreter training is the only national program for legal interpreting in community settings. The training manual for THE LANGUAGE OF JUSTICE was authored by four experts across the country, including an attorney as well specialists in legal and community interpreting. The lead author is Isabel Framer, former Chair of the National Association of Judiciary Interpreters and Translators. The curriculum includes an overview of the legal interpreting profession, requirements and procedures, a model code of ethics and standards of practice, linguistic mediation techniques, legal terminology and an overview of the U.S. legal system.
Event dates: March 30 – April 1, 2017
Registration deadline: March 16, 2017 ($500)
To learn more and register, visit: http://www.cultureandlanguage.net/trainings/the-language-of-justice
IREX Teachers for Global Classrooms Project
The Teachers for Global Classrooms Program (TGC) is a year-long, fully funded professional development opportunity for US elementary, middle, and high school teachers to become leaders in global education. Global education is integral to building 21st century skills, and teachers are the greatest resource to empower students as global citizens. TGC equips teachers to bring an international perspective to their schools through targeted training, experience abroad, and global collaboration.
Application deadline: March 20, 2017
To learn more and apply, visit: https://www.irex.org/project/teachers-global-classrooms-program-tgc
Concordia Language Villages Programs for STARTALK Teachers of Critical Languages
Concordia Language Villages is now pre-registering participants for its STARTALK Teacher Program, open to teachers of Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish and Urdu. For 11 days (June 25-July 5) you will be immersed in top-notch professional development with regular visits to the Language Villages, opportunities for micro-teaching, and meaningful collaboration with critical-language teachers from across the country. Our residential program includes room and board, 4 units of graduate credit and travel-expense reimbursement. Thanks to a generous grant from STARTALK, this program is free of charge to teachers of STARTALK languages. We are excited to welcome you to our program in Bemidji, Minn. this summer!
Dates of program: June 25, 2017 – July 5, 2017
Priority deadline: May 1, 2017
Language, the Sustainable Development Goals, and Vulnerable Populations
When the UN General Assembly unanimously approved the 17 Sustainable Development Goals 2015-2030, proponents foresaw a comprehensive and cooperative effort extending beyond the United Nations and its Member States to incorporate civil society in general. The SDGs, they said, should “leave no one behind” and should emerge from a dialogue in which all parties collaborate in a spirit of equality. Moreover, the most vulnerable populations need to be first on the agenda.
These populations speak a multiplicity of languages often little understood by development specialists, and they are often isolated or neglected, and unconnected to those who seek to help. Reaching them requires reaching across languages, and it implies listening to their concerns, freely expressed. Is the UN ready for such an effort? Though the SDGs are largely silent on language issues, sustainability requires two-way, democratic communication in multiple languages.
The world is witnessing the largest population movement since World War II: refugees who must be returned to their homes or resettled, displaced children who need education, migrants who must acquire new languages to become productive in new circumstances. In negotiating their way in foreign environments, they must deal with officials who often do not know their languages. The SDGs identify problems but say little about reaching these populations.
Dates of event: May 11-12, 2017
Location: New York, NY
To learn more, visit: http://linguistlist.org/callconf/browse-conf-action.cfm?ConfID=273436
CARLA Summer Institute Program for Language Teachers
The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota has provided high-quality professional development for language teachers for over 20 years. Launched in 1996, this internationally known program reflects CARLA’s commitment to link research and theory with practical applications for the classroom. Each institute is highly interactive and includes discussion, theory-building, hands-on activities, and plenty of networking opportunities. CARLA also offers popular institutes that are designed specifically for immersion educators (K-12) and immersion program leaders.
Early bird deadline: May 26, 2017
For more information, visit: http://carla.umn.edu/institutes/2017/schedule.html
CULTR 2017 Summer Workshops for World Language Educators
Join us at CULTR’s 3rd Annual Summer World Language Teacher Workshops! Grow professionally through accelerated 3-day workshops held at Georgia State University’s downtown campus. This year’s workshops feature four dynamic topics that are hosted by leading researchers and practitioners that are designed to benefit all K-16 language educators. Attendees can earn 30 contact hours per workshop.
Cost: $150 for the first workshop ($100 for each additional workshop) – if you pay online there is a $5 fee
Housing: available on GSU’s campus for $37 per night
Dates of workshops: July 6-19, 2017
To learn more and register, visit: http://cultr.gsu.edu/initiatives/professional-development/workshops-2017/
NFLRC 2017 Project-Based Language Learning Intensive Summer Institute
During the NFLRC 2017 Intensive Summer Institute held in Hawai’i, inservice K-16 world language educators will learn how to orchestrate rich, experiential language learning opportunities that draw on a diverse array of disciplines and career pathways. Community college instructors interested in creating interdisciplinary connections will receive special consideration. Please note: This is not a beginner’s workshop. Applicants must first earn a digital badge from the Fundamentals of PBLL Online Institute as a prerequisite.
Dates of event: August 2-9, 2017
To learn more, visit: http://nflrc.hawaii.edu/events/view/97/
New University of Maryland Professional Degrees
The University of Maryland Department of Communications has announced two new programs offered on-campus and online:
Enhanced English Fluency (EEF): Graduate Certificate of Professional Studies in Professional Communication for Enhance English Fluency
Our EEF program serves both native and non-native speakers of English who want to build professional language skills for effective and meaningful communication. Courses strengthen skills in speaking and writing across a diverse set of contexts: critical thinking and vocabulary development. Courses will be offered on-campus and online. A bachelor’s degree is required to enter the program. We invite applicantsto apply who are interested in the EEF certificate before entering our Graduate Studies in Interpreting and Translation program.
Graduate Studies in Interpreting and Translation (GSIT): Graduate Certificate in Professional Studies in Consecutive Interpreting, Master of Professional Studies in Interpreting, Graduate Certificate in Professional Studies in Translation, Master of Professional Studies in Translation
Graduate Studies in Interpreting and Translation offers graduate degrees that advance students’ professional skill set and enhance their career advancement readiness.
Application deadline: May 17, 2017
Japan Foundation, Los Angeles (JFLA) Video Interview ProjectThe Japan Foundation, Los Angeles is in the planning stage of a video project to promote the study of the Japanese language. JFLA is gathering the contact information of Japanese-speaking professionals who learned Japanese as a second language. At this stage, JFLA welcomes professionals from all over the United States, and even those who are currently working in Japan.
Depending on where you live, JFLA might:
Send a camera crew to you to interview you at work and maybe even film you speaking, reading, or typing in Japanese (if possible).
1. Bring you to LA to interview you!
2. Would you like to be interviewed about your experiences studying Japanese and speaking it at work? Learn more.
NABE ‘My Name, My Identity’ CampaignWhat does your name mean to you? We receive our names from beloved family members or special people who are close to our family. We may be named after a family member, a saint, or a positive personality characteristic. Our name may recall an event, tell where the stars were at our birth, or state an aspiration of our future.
Objectives of this Campaign:
Bring awareness to the importance of respecting one’s name and identity in schools as measured by the number of community members making a pledge to pronounce students’ names correctly.
Build a respectful and caring culture in school communities that values diversity as measured by my name stories posted on social media with #mynamemyid.
If you believe that all students have the right to be called by the names that represent their identity and culture, begin by asking them how they would like their names to be pronounced. Help NABE build positive school culture and promote respect to students and families. Read Dr. Yee Wan’s guest blog on EdWeek about how “My Name, My Identity” can create a global consciousness locally, and take the pledge.
IU Summer Language Workshop (SWSEEL)Since 1950, the Summer Language Workshop has enabled thousands of students and professionals to intensively study languages critical to academic research, economic development, human rights, diplomacy, national security, cultural exchange, scientific advancement, and other global issues. Go beyond the classroom to engage with language and culture through clubs, cooking demonstrations, conversation tables, research groups, music, dance, film nights, and more. Network with other language professionals through career events with IU Career Services, guest speakers, and alumni presentations. Study in small classes with highly qualified instructors. The Workshop is one of the most affordable programs of its kind in the country and undergraduate and graduate funding is also available. Read more for more information about upcoming workshops.
NABE 2017 ConferenceLeadership for Equity and Excellence through Bilingualism and Biliteracy
Location: Hilton Anatole, Dallas, TX
Date: February 23-25, 2017
2017 SWCOLT/OFLTA ConferenceKeynote Speaker: Dr. Bill VanPatten
“Did you know…? Things they never taught you in your methods course”
To learn more and register, visit: http://www.swcolt.org/conference
Location: The Skirvin Hilton, Oklahoma City, OK
Date: March 2-4, 2017
2017 CSCTFL ConferenceThe annual Central States Conference on the Teaching of Foreign Languages includes approximately 300 workshops and sessions presented by world language teachers at all levels of instruction. It is governed by a Board of Directors which is elected by the membership of the CSCTFL Advisory Council as outlined in its by-laws.
To learn more and register, visit: http://www.csctfl.org/
Location: The Palmer House Hilton, Chicago, IL
Dates: March 9-11, 2017
2017 SCOLT ConferenceLanguages: Your Global Fast Pass
To learn more and register, visit: http://www.scolt.org/index.php/component/content/article/45-conferences/current-conference/58-2017-orlando-conference
Location: Orlando Airport Marriott, Orlando, FL
Dates: March 16-18, 2017
GALA 2017 ConferenceThe Globalization and Localization Association (GALA) is a global, non-profit trade association for the language industry. As a membership organization, GALA supports member companies and the language sector by creating communities, championing standards, sharing knowledge, and advancing technology. Read more. GALA is now accepting proposal submissions for their annual conference. GALA 2017 welcomes submissions addressing:
Language technology (automation, integration, new technology, etc.)
Executive leadership and operations (managing resources and growth, consolidation, specialization, leadership skills, succession planning, etc.)
Interpreting (interpreting service models, resourcing, technologies, white-labeling, etc.)
Buyer/Client-side focus (creating executive buy-in, proving translation/localization ROI, legal compliance, information security, data-driven decision-making, sector-specific challenges, etc.)
Sales and marketing strategies for language service companies (account management, business development, hiring practices, partnerships, etc.)
To learn more, visit: https://www.gala-global.org/conference/annual-conference-2017-amsterdam
Conference location: Hotel Okura, Amsterdam
Conference date: March 26-29, 2017
2017 LSA Linguistic InstituteThe LSA’s Linguistic Institutes take place in odd-numbered summers on a major university campus. The Institute brings together approximately 100 faculty and hundreds more students for a month-long program of courses, lectures, workshops, and social events. The LSA supports the Institutes with seed grants, funding for endowed professorships, lectureships, and special named student fellowships, and in addition awards a large number of competitive student fellowships providing tuition for the Institute. The next Linguistic Institute will be held in the summer of 2017 at the University of Kentucky. Student members of the LSA are eligible to apply for fellowships, including several named fellowships, which provide tuition and other benefits to Institute attendees. Professional linguists may also participate in the Institute, either as students or as faculty. Read more.
Location: University of Kentucky, Lexington
Dates: July 5 – August 1, 2017