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New England Regional Association for Language Learning Technology Fall Conference

Call for Participation: UW-Madison World Languages Day

Webinar: Turn on language learning for students by using technology they already have

U of Arizona National Center for Interpretation Teacher Workshops
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7/12/2010 to 7/30/2010
When: 7/12/2010
Where: University of Arizona National Center for Interpretation
Tucson, Arizona 
United States
Contact: Paul Gatto

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Thanks to a series of U.S. Department of Education grants, University of Arizona National Center for Interpretation has developed an innovative, teacher-driven, rapid-student-impact model that addresses the well-documented academic underperformance of Latino middle school, high school, and college level students, by (1) building teacher capacity through in-service training in interpreting and translating, and (2) providing teachers comprehensive, multimedia, reproducible translation and interpretation curriculum units for integration into existing Spanish course. These has demonstrated a transformative ability to rapidly increase Latino students' engagement with and interest in education, as well as their academic performance, improving composition, reading comprehension, critical thinking skills, GPA, attendance, retention and completion rates.

We are offering two upcoming teacher in-service training opportunities. The first is a teacher in-service to be held onsite here in Tucson this July 12-30. Participants will receive 120 hours of in-service instruction (which has been used for recertification credit) as well as turn-key curriculum units focused on criminal justice, healthcare, education, business, and other settings (all with lesson plans and materials). The second isa pilot of an online version of the in-service, which is scheduled to begin in June 2011. For more information, please contact Armando Valles ( or Paul Gatto (

NPR's Morning Edition recently (Feb 1, 2008) captured the excitement the Preparación T&I curriculum generates in both students and teachers alike and students' newfound academic engagement and aspirations towards higher education:

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