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Today's Topics:<br>
<br>
1. Why all our children should be raised bilingual ( MINNPOST)<br>
(David Balosa)<br>
2. Re: Educational Linguistics Symposium (ELS) -- 25 March 2012<br>
-- Boston, MA (Nancy Hornberger)<br>
<br>
<br>
----------------------------------------------------------------------<br>
<br>
Message: 1<br>
Date: Mon, 19 Mar 2012 12:44:04 -0400<br>
From: David Balosa <<a href="mailto:dbalosa1@umbc.edu">dbalosa1@umbc.edu</a>><br>
Subject: [Edling] Why all our children should be raised bilingual (<br>
MINNPOST)<br>
To: "The Educational Linguistics List." <<a href="mailto:edling@lists.sis.utsa.edu">edling@lists.sis.utsa.edu</a>><br>
Message-ID:<br>
<CAL5XPksE_55Lp+c6R8ejkyTa=<a href="mailto:SxDR9JLaRNvpHRoMropHj5DmA@mail.gmail.com">SxDR9JLaRNvpHRoMropHj5DmA@mail.gmail.com</a>><br>
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<br>
Republican presidential candidate Rick Santorum<br>
clarified that he wants all Puerto Rican children to learn English in<br>
addition to Spanish. But learning two languages could benefit all children.<br>
<br>
Last week, Republican presidential candidate Rick Santorum got into trouble for<br>
stating<<a href="http://abcnews.go.com/blogs/politics/2012/03/rick-santorum-defends-call-for-puerto-rico-to-adopt-english-after-delegate-defection/" target="_blank">http://abcnews.go.com/blogs/politics/2012/03/rick-santorum-defends-call-for-puerto-rico-to-adopt-english-after-delegate-defection/</a>>that<br>
Puerto Rico needed to adopt English as its main language if it wanted<br>
to be considered for statehood.<br>
<br>
Later, he backtracked a bit, perhaps after someone informed him that both<br>
English and Spanish were the Caribbean island?s official languages.<br>
<br>
?What I want,? he said in a ?clarification?<br>
statement<<a href="http://abcnews.go.com/Politics/wireStory/santorum-english-condition-statehood-15927731#.T2cmP8xXRQM" target="_blank">http://abcnews.go.com/Politics/wireStory/santorum-english-condition-statehood-15927731#.T2cmP8xXRQM</a>>released<br>
by his campaign late in the week, ?is for every child in Puerto<br>
Rico to speak English fluently, in addition to Spanish of course."<br>
<br>
Well, Santorum is right to want Puerto Rican children to be bilingual. But<br>
he shouldn?t be stopping there. Santorum should be advocating for<br>
*all*kids ? including those living in the current 50 U.S. states ? to<br>
be raised<br>
speaking two languages.<br>
you can read the full story at Republican presidential candidate Rick<br>
Santorum clarified that he wants all Puerto Rican children to learn English<br>
in addition to Spanish. But learning two languages could benefit all<br>
children.<br>
<br>
Last week, Republican presidential candidate Rick Santorum got into trouble for<br>
stating<<a href="http://abcnews.go.com/blogs/politics/2012/03/rick-santorum-defends-call-for-puerto-rico-to-adopt-english-after-delegate-defection/" target="_blank">http://abcnews.go.com/blogs/politics/2012/03/rick-santorum-defends-call-for-puerto-rico-to-adopt-english-after-delegate-defection/</a>>that<br>
Puerto Rico needed to adopt English as its main language if it wanted<br>
to be considered for statehood.<br>
<br>
Later, he backtracked a bit, perhaps after someone informed him that both<br>
English and Spanish were the Caribbean island?s official languages.<br>
<br>
?What I want,? he said in a ?clarification?<br>
statement<<a href="http://abcnews.go.com/Politics/wireStory/santorum-english-condition-statehood-15927731#.T2cmP8xXRQM" target="_blank">http://abcnews.go.com/Politics/wireStory/santorum-english-condition-statehood-15927731#.T2cmP8xXRQM</a>>released<br>
by his campaign late in the week, ?is for every child in Puerto<br>
Rico to speak English fluently, in addition to Spanish of course."<br>
<br>
Well, Santorum is right to want Puerto Rican children to be bilingual. But<br>
he shouldn?t be stopping there. Santorum should be advocating for<br>
*all*kids ? including those living in the current 50 U.S. states ? to<br>
be raised<br>
speaking two languages.<br>
<br>
<br>
Full story<br>
<br>
<br>
<a href="http://www.minnpost.com/second-opinion/2012/03/why-all-our-children-should-be-raised-bilingual" target="_blank">http://www.minnpost.com/second-opinion/2012/03/why-all-our-children-should-be-raised-bilingual</a><br>
--<br>
*David M. Balosa*<br>
*Graduate Student:<br>
Language, Literacy and Culture (LLC) PH.D. Program*<br>
*University Of Maryland, Baltimore County<br>
**1000 Hilltop Circle, Baltimore, MD 21250*<br>
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Message: 2<br>
Date: Fri, 16 Mar 2012 19:32:13 -0400<br>
From: Nancy Hornberger <<a href="mailto:nancyh@gse.upenn.edu">nancyh@gse.upenn.edu</a>><br>
Subject: Re: [Edling] Educational Linguistics Symposium (ELS) -- 25<br>
March 2012 -- Boston, MA<br>
To: "The Educational Linguistics List." <<a href="mailto:edling@lists.sis.utsa.edu">edling@lists.sis.utsa.edu</a>><br>
Message-ID: <<a href="mailto:4F63CD7D.8060309@gse.upenn.edu">4F63CD7D.8060309@gse.upenn.edu</a>><br>
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<br>
Dear Ed Ling,<br>
<br>
I greatly regret not being able to attend! it will surely be a very<br>
worthwhile gathering of people and ideas. Many thanks to Francis for<br>
organizing!!<br>
<br>
It occurs to me many of you might be interested to know of the recent<br>
publication of a set of readers in /Educational Linguistics/!!!<br>
Selected and edited by me as part of Routledge's /Critical Concepts in<br>
Linguistics/ series. I truly hope they will be of use to the field.<br>
More information at <a href="http://208.254.74.79/books/details/9780415588393/" target="_blank">http://208.254.74.79/books/details/9780415588393/</a><br>
<br>
Nancy<br>
<br>
<br>
<br>
On 3/16/12 6:02 PM, Francis Hult wrote:<br>
><br>
> ***Reminder***<br>
><br>
> EDUCATIONAL LINGUISTICS SYMPOSIUM<br>
><br>
> Sponsored by Springer<br>
><br>
> "Alternatives and Innovation in Applied Linguistics"<br>
><br>
> Sunday, March 25, 2012<br>
><br>
> Hilton Boston Back Bay<br>
><br>
> Boston, MA<br>
><br>
> ABOUT ELS<br>
><br>
> Since the 1970s, educational linguistics has continued to gain<br>
> strength as a transdiscipline dedicated to conducting research about<br>
> and addressing practical concerns pertaining to language (in)<br>
> education. With cultural and linguistic diversity flourishing<br>
> worldwide while ominous political and economic circumstances in many<br>
> countries are also leading to the problematization of educational<br>
> systems, the core focus of educational linguistics to foster education<br>
> that is both linguistically appropriate and socially responsible is<br>
> more acute than ever.<br>
><br>
> The Educational Linguistics Symposium (ELS) brings together<br>
> educational linguists working in diverse scholarly traditions in order<br>
> to encourage dialogue about innovative ideas for addressing well known<br>
> challenges in multilingual education. As such, ELS provides a space<br>
> for seeking alternative connections among different lines of inquiry<br>
> that may not normally intersect. The inaugural meeting of ELS includes<br>
> eleven paper presentations and three keynote talks by leading scholars.<br>
><br>
> KEYNOTE SPEAKERS<br>
><br>
> "From Monolingualism to Multilingualism and Back Again?"<br>
><br>
> Sinfree Makoni, Pennsylvania State University<br>
><br>
> "Some Questions for Educational Linguistics: Time, Trust, Tasks, Tests"<br>
><br>
> Mary McGroarty, Northern Arizona University<br>
><br>
> "What Counts as Language and Communication Competence in<br>
> Ethnolinguistically Diverse Classrooms?"<br>
><br>
> Constant Leung, King's College London<br>
><br>
> SYMPOSIUM VENUE<br>
><br>
> ELS will take place in the Fenway Room of the Hilton Boston Back Bay<br>
> from 9:00am to 6:00pm. Directions to the hotel are available here:<br>
><br>
> <a href="http://www1.hilton.com/en_US/hi/hotel/BOSBHHH-Hilton-Boston-Back-Bay-Massachusetts/directions.do" target="_blank">http://www1.hilton.com/en_US/hi/hotel/BOSBHHH-Hilton-Boston-Back-Bay-Massachusetts/directions.do</a><br>
><br>
> REGISTRATION<br>
><br>
> Participants registered for the American Association for Applied<br>
> Linguistics (AAAL) conference* may attend ELS at no additional cost.<br>
> In addition, ELS is free for all graduate students in language-related<br>
> fields at Boston-area universities. Pre-registration is not required,<br>
> but RSVP with name and institutional affiliation to EdlingL AT<br>
> <a href="http://gmail.com" target="_blank">gmail.com</a> is appreciated.<br>
><br>
> * ELS is not affiliated with AAAL.<br>
><br>
> SPONSOR<br>
><br>
> Springer publishes the Educational Linguistics book series<br>
> (<a href="http://www.springer.com/series/5894" target="_blank">http://www.springer.com/series/5894</a>). It is also the publisher of the<br>
> /Encyclopedia of Language and Education/, /Language Policy/ journal,<br>
> and /Multilingual Education/ journal, along with numerous other titles<br>
> in language and education. For more information, visit:<br>
><br>
> <a href="http://www.springer.com/education+%26+language?SGWID=0-40406-0-0-0" target="_blank">http://www.springer.com/education+%26+language?SGWID=0-40406-0-0-0</a><br>
><br>
> QUESTIONS?<br>
><br>
> Contact EdlingL ATgmail.com<br>
><br>
> PROGRAM<br>
><br>
> Opening Remarks (9:15-9:30)<br>
><br>
> *Francis M. Hult*<br>
><br>
> University of Texas at San Antonio<br>
><br>
> Opening Keynote (9:30-10:00)<br>
><br>
> /From Monolingualism to Multilingualism and Back Again?/<br>
><br>
> *Sinfree Makoni*<br>
><br>
> Pennsylvania State University<br>
><br>
> 10:05-10:25<br>
><br>
> /Disagreement in English as a Lingua Franca of Practice in China/<br>
><br>
> *Diana Boxer* *Weihua Zhu*<br>
><br>
> University of Florida University of Wisconsin<br>
><br>
> 10:25:10:45<br>
><br>
> /Tell me a Story: Developing Narrative and Agency through Analysis of<br>
> Life Stories/<br>
><br>
> *Simon Coffey*<br>
><br>
> King's College London<br>
><br>
> 10:45-11:20<br>
><br>
> Coffee Break<br>
><br>
> 11:20-11:40<br>
><br>
> /Critical Reflections on a Professional Licensure Test Review Panel:<br>
> An Analysis of Participation,Consequences, and Policy/<br>
><br>
> *Ellen Rintell*<br>
><br>
> Salem State University<br>
><br>
> 11:40-12:00<br>
><br>
> /From Linguistic Competence to Linguistic Capital: Language Learning<br>
> as an Economic Activity /<br>
><br>
> *Hyunjung Shin*<br>
><br>
> University of Saskatchewan<br>
><br>
> 12:05-12:25<br>
><br>
> /Redesigning Communication Practices in Introductory FL Classrooms<br>
> through Multiliteracies of Heuristic Literary Mini-genres/<br>
><br>
> *Ekaterina (Katya) Ites *<br>
><br>
> University of Massachusetts, Amherst<br>
><br>
> 12:25-12:45<br>
><br>
> /The Political Economy of Language Education in Mexico: English for<br>
> Public Primary Schools/<br>
><br>
> *Peter Sayer*<br>
><br>
> University of Texas at San Antonio<br>
><br>
> 12:45-1:05<br>
><br>
> EXPERIMENTAL SPACE I<br>
><br>
> Afternoon Keynote (2:30-3:00)<br>
><br>
> /Some Questions for Educational Linguistics: Time, Trust, Tasks, Tests/<br>
><br>
> *Mary McGroarty*<br>
><br>
> Northern Arizona University<br>
><br>
> 3:05-3:25<br>
><br>
> /Because cars reflect national characteristics, don't they?": The<br>
> Contribution of Stereotyping Humor to Nationalist Ideology and Why It<br>
> Matters for Students in a Globalized World./<br>
><br>
> *Bryan**Meadows*<br>
><br>
> Fairleigh Dickinson University<br>
><br>
> 3:25-3:45<br>
><br>
> /Does Linguistics Matter?: Benefits for Developmental Skills Community<br>
> College Students/<br>
><br>
> *Susan L. Price*, *Christine M. Jacknick*, and *Maureen T. Matarese*<br>
><br>
> Borough of Manhattan Community College -- CUNY<br>
><br>
> 3:45-4:05<br>
><br>
> EXPERIMENTAL SPACE II<br>
><br>
> 4:05-4:20<br>
><br>
> Coffee Break<br>
><br>
> 4:25-4:45<br>
><br>
> /Minding the Policy Gaps- A Teacher Educator's Self Study on Steps to<br>
> Address Tensions in Assessing "Needs" /<br>
><br>
> *Theresa Austin*<br>
><br>
> University of Massachusetts, Amherst<br>
><br>
> 4:45-5:05<br>
><br>
> /Symbolic Policy and Classroom Practices/<br>
><br>
> *Tracey Costley*<br>
><br>
> King's College London<br>
><br>
> Closing Keynote (5:10-5:40)<br>
><br>
> /What Counts as Language and Communication Competence in/<br>
><br>
> /Ethnolinguistically Diverse Classrooms?/<br>
><br>
> *Constant Leung*<br>
><br>
> King's College London<br>
><br>
><br>
><br>
> _______________________________________________<br>
<br>
<br>
<br>
--<br>
Nancy H. Hornberger, Ph.D.<br>
Professor, University of Pennsylvania<br>
Chair, Educational Linguistics<br>
Convenor, Ethnography in Education Research Forum<br>
Editor, Anthropology& Education Quarterly<br>
<br>
<a href="http://www.gse.upenn.edu/%7Ehornberg/" target="_blank">http://www.gse.upenn.edu/~hornberg/</a><br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
End of Edling Digest, Vol 54, Issue 5<br>
*************************************<br>
<br>
</div><br><br clear="all"><br>-- <br>=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+<br><br> Harold F. Schiffman<br><br>Professor Emeritus of <br> Dravidian Linguistics and Culture <br>Dept. of South Asia Studies <br>
University of Pennsylvania<br>Philadelphia, PA 19104-6305<br><br>Phone: (215) 898-7475<br>Fax: (215) 573-2138 <br><br>Email: <a href="mailto:haroldfs@gmail.com">haroldfs@gmail.com</a><br>
<a href="http://ccat.sas.upenn.edu/~haroldfs/">http://ccat.sas.upenn.edu/~haroldfs/</a> <br><br>-------------------------------------------------<br>