The National Council of Teachers of English (NCTE) has named Gerald Campano, associate professor in the Department of Literacy, Culture, and Language Education of the Indiana University School of Education, as the 2009 recipient of the David H Russell Award for Distinguished Research in the Teaching of English, one of the most distinguished awards in English language education. The organization selected Campano for his 2007 book Immigrant Students and Literacy: Reading, Writing, and Remembering (Teachers College Press).

The third annual Chinese Pedagogy Institute concludes this week on the Indiana University campus after two and a half weeks of intensive work to prepare more teachers of the Chinese language. The institute is a project of the Center for Chinese Language Pedagogy (CCLP) within the College of Arts and Sciences.

A professor from the Indiana University School of Education is heading to China for a month to provide input to Chinese educators who are reforming their English instruction system. Faridah Pawan will spend a month in China observing classrooms and working with teachers of "English as a Foreign Language" (EFL), as it's called there. Pawan is an assistant professor in the department of Literacy, Culture, and Language Education, and she is director of TACIT -- a program to prepare more English as a Second Language (ESL) instructors.

A delegation led by IU School of Education Dean Gerardo M. Gonzalez is in China this week to explore new possibilities for collaboration with Chinese universities as well as provide some professional development to Chinese higher education leaders. The delegation of five faculty members and a higher education policy studies student from China is visiting six Chinese universities.

More than 200 experts who study indigenous languages spoken in Latin America will come to Indiana University's Bloomington campus today (August 14) through Saturday for the first biennial Symposium on Teaching Indigenous Languages of Latin America or STILLA.

Continuing the "Pathways Initiative" that began collaborative projects last year, the Indiana University School of Education is funding four projects this year to bring faculty expertise and IU staff assistance together with teachers in Indiana's schools. Two projects based at Gary, Ind. elementary schools will build upon already established Pathways projects; two others will start new projects at Indianapolis high schools.

A national advocate of immigrant students will address an Indiana University group completing certification for English-as-Second-Language teaching. Roger Rosenthal, executive director of the Washington, D.C.-based Migrant Legal Action Program Inc., will address the annual Tandem Certification of Indiana Teachers (TACIT) summer retreat on Friday, June 27.

Around 200 of the top literacy researchers in the U.S. and world will be at the Indiana University School of Education in Bloomington this weekend for the National Council of Teachers of English Assembly for Research's mid-winter conference.

The Indiana University School of Education has received a $1.5 million grant from the U.S. Department of Education. The grant will fund a partnership between the School of Education at IUPUI and the Indianapolis Public Schools to implement a five-year project to better prepare teachers of English Language Learners before they begin their careers, develop skills of current teachers, and revise teaching methods of IU faculty.

Learning Matters discusses faculty and student research involving the rights and responsibilities of college students, why children's books need not always have happy endings, and culturally-relevant group counseling techniques that could help residents in an African country cope with the AIDS epidemic.

Learning Matters for May discusses faculty research involving college students' needs to inform their instructors as early as possible about a learning disability, challeges faced by immigrant students who speak little English and ways to keep girls out of jail.

Learning Matters for April discusses research by Indiana University Bloomington education faculty involving how African American girls handle stifling classroom situations, gender differences in art students, teachers' cultural biases and professional development for teachers. Full story