Arabic-L:PEDA:ACTLFL 2013 Arabic SIG CFP

[Dilworth Parkinson]

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Arabic-L: Mon 17 Dec 2012
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:ACTLFL 2013 Arabic SIG CFP

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1)
Date: 17 Dec 2012
From:Mrs. Mouna <ms.mouna at gmail.com>
Subject:ACTLFL 2013 Arabic SIG CFP

Dear Colleagues,

We strongly urge you to consider submitting a proposal for the premiere
conference in the US on the teaching of foreign languages (including
Arabic) ACTFL 2013. The 2013 ACTFL Convention & World Languages Expo is
organized by the American Council on the Teaching of Foreign Languages and
spans the K-16 educational spectrum:
http://www.actfl.org/convention-expo/2013-actfl-convention-world-languages-expo

The deadline for proposals is on January 9th for general submissions to
ACTFL, but the proposal deadline for the Arabic SIG is on January 18. You
must sign up to be be a member of ACTFL and the Arabic SIG in order to
submit to the SIG.

The following are instructions for proposals submitted directly to the SIG
by email at:  arabicsig at gmail.com

Please note that if you submit a proposal to the Arabic SIG, you may write
it in Arabic or English, and the language of your presentation can be
entirely in Arabic if you so wish. Please send any questions to
arabicsig at gmail.com

Sincere,
ACTFL Arabic Sig officers


Required Information for Your SIG Submission

Deadline 1/18/2013

Title

عنوان الأطروحة

Type the title as it should appear in the Program Guide (10 words maximum).
Your title should NOT be all capitals or all lower-case.

Description

وصف الأطروحة

If your proposal is accepted, the abstract is what will appear in the
Program Guide as your session/workshop description (if panel session,
include each presentation title).  ACTFL reserves the right to edit for
spelling, grammar, and punctuation. (50 words maximum)

Professional Learning Target Areas

الموضوع الحرفي المستهدف

Select ONE Professional Learning Target Area that best captures the focus
and content of your presentation:

□        Standards and Assessment - How do language professionals use
standards to drive instruction and assessments? Effective language programs
are derived from rigorous standards aligned with appropriate learning
assessments, both formative and summative, to measure learner progress.
 Proposals in this category include those that focus on performance and
proficiency testing, horizontal and vertical articulation, and development
and alignment of curriculum frameworks, such as the Common Core.

□        Personalized Learning - How can we personalize the language
learning experience?  Effective language programs and experiences that
focus on the needs and interests of learners as well as promote critical
and creative both within and outside the traditional classroom are the
central ideas of this category. Proposals that investigate topics such as
learner motivation and autonomy, meeting the needs of special populations,
developing student leaders, promoting learner interest instruction and
designing language programs for special purposes including career pathways
are the targets for this category. The goal is to create communities of
learners that promote cross-cultural communication and encourage learning
to take language learning beyond the classroom.

□        Educator Effectiveness - How do language professionals determine
the professional development we need to achieve our career goals? Teacher
development is an ongoing need particularly in light of the Race to the Top
requirements for educator effectiveness.  Proposals in this category focus
on teacher development issues including teacher education programs such as
NCATE/CAEP, mentoring and coaching, and National Board certification. Also
included are strategies to meet new state teacher evaluation systems.

□        Research-informed Instruction - How do language professionals
engage students and educators as learners? Instructional strategies
undergirded by research and data-driven decision-making form the basis for
sound instructional programs.  What does the research say about “high
leverage teaching practices” and how can we incorporate these into the
learning process to engage our learners?  What are the most effective means
in promoting language acquisition in our learners?

□        Program Models - What do language educators need to know about
effective models for language learning?  Learning environments that serve
heritage learners, that encourage content-based learning such as STEM
programs, service learning programs, or immersion models should be included
in this category. Study abroad programs as well as online and hybrid
learning models illustrate how learner needs are being met.

□        Cultural Proficiency - How is cultural proficiency developed in
the learner?  What are the elements of intercultural competence and how can
we assess them effectively? Proposals that focus on media literacy,
literature, the arts (dance, music, film, visual arts), and global
competence are included in this category.  In addition, sessions that
examine the relationships among cultural perspectives, products, and
practices demonstrate how cultural proficiency is addressed both within and
beyond the classroom.

□        Educational Policy and Leadership - What collaborative efforts
have led to effective advocacy for improving the prospects for language
funding, legislation, and policies that move the national agenda forward?
 What programs are developing leaders in our profession to ensure our
efficacy in these areas? Promoting language education from the local and
state levels to the national level is an important priority for the
language profession.  Examples of effective advocacy for language programs
are informative for others facing similar threats to their programs.
Proposals that focus on professional issues from language advocacy to
leadership development are included in this category.

Level

المستوى

Please select one audience to which your presentation is most appropriate:

□       Pre-K – Grade 8

□       Grades 8-12

□       Pre-K – Grade 12

□       Higher Education

□       Administration

□       All


List of Presenters

قائمة المشاركين في التقديم


Include their name, affiliation, and email address.

 Language of Presentation

لغة العرض

 (e.g. English, Spanish, Arabic, etc.)

Applicable Language

اللغات المعنية

 (e.g
. Spanish, French, etc.)
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