<div dir="ltr">------------------------------------------------------------------------<br>Arabic-L: Mon 17 Dec 2012<br>Moderator: Dilworth Parkinson <<a href="mailto:dilworth_parkinson@byu.edu" target="_blank">dilworth_parkinson@byu.edu</a>><br>
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unsubscribe arabic-l ]<br><br>-------------------------Directory------------------------------------<br><br>1) Subject:ACTLFL 2013 Arabic SIG CFP<br><br>-------------------------Messages-----------------------------------<br>
1)<br>Date: 17 Dec 2012<br>From:<span name="Mrs. Mouna" style="font-size:13px;font-family:arial,sans-serif">Mrs. Mouna</span><span style="font-family:arial,sans-serif;font-size:13px;white-space:nowrap"> </span><span style="font-family:arial,sans-serif;font-size:13px;white-space:nowrap"><<a href="mailto:ms.mouna@gmail.com" target="_blank">ms.mouna@gmail.com</a>></span><br>
Subject:ACTLFL 2013 Arabic SIG CFP<br><br><div>Dear Colleagues, </div><div><br></div><div>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: </div>
<div><a href="http://www.actfl.org/convention-expo/2013-actfl-convention-world-languages-expo" target="_blank">http://www.actfl.org/convention-expo/2013-actfl-convention-world-languages-expo</a></div><div><br></div><div>
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. </div>
<div><br></div><div>The following are instructions for proposals submitted directly to the SIG by email at: <a href="mailto:arabicsig@gmail.com" target="_blank">arabicsig@gmail.com</a> </div><div><br></div><div>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 <a href="mailto:arabicsig@gmail.com" target="_blank">arabicsig@gmail.com</a></div>
<div><br></div><div>Sincere,</div><div>ACTFL Arabic Sig officers</div><div><br></div><div><br></div><div>Required Information for Your SIG Submission</div><div><br></div><div>Deadline 1/18/2013</div><div><br></div><div>Title</div>
<div><br></div><div>عنوان الأطروحة</div><div><br></div><div>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.</div><div><br></div><div>Description</div>
<div><br></div><div>وصف الأطروحة</div><div><br></div><div>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)</div>
<div><br></div><div>Professional Learning Target Areas</div><div><br></div><div>الموضوع الحرفي المستهدف</div><div><br></div><div>Select ONE Professional Learning Target Area that best captures the focus and content of your presentation:</div>
<div><br></div><div>□ 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.</div>
<div><br></div><div>□ 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.</div>
<div><br></div><div>□ 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.</div>
<div><br></div><div>□ 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?</div>
<div><br></div><div>□ 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.</div>
<div><br></div><div>□ 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.</div>
<div><br></div><div>□ 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. </div>
<div><br></div><div>Level</div><div><br></div><div>المستوى</div><div><br></div><div>Please select one audience to which your presentation is most appropriate:</div><div><br></div><div>□ Pre-K – Grade 8</div><div><br>
</div><div>□ Grades 8-12</div><div><br></div><div>□ Pre-K – Grade 12</div><div><br></div><div>□ Higher Education</div><div><br></div><div>□ Administration</div><div><br></div><div>□ All</div>
<div><br></div><div><br></div><div>List of Presenters</div><div><br></div><div>قائمة المشاركين في التقديم</div><div><br></div><div><br></div><div>Include their name, affiliation, and email address.</div><div><br></div><div>
Language of Presentation</div><div><br></div><div>لغة العرض</div><div><br></div><div> (e.g. English, Spanish, Arabic, etc.)</div><div><br></div><div>Applicable Language</div><div><br></div><div>اللغات المعنية</div><div>
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</div><div> (e.g</div><div>. Spanish, French, etc.)</div>--------------------------------------------------------------------------<br>End of Arabic-L: 17 Dec 2012<br></div>