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Contentid:
11355
Content Type: 1
Title: Le Petit Débrouillard à Portland
Body: The Alliance is pleased to announce the launching of an online newcomers' or visitors' guide to Portland, in French. Called Le Petit Débrouillard (for Petit Debr Bannerresource guide), this site is the result of a months-long partnership between a volunteer committee formed by the Alliance and the Consulate of France in San Francisco, along with key support from Travel Portland. Merci to the volunteer committee members who put many hours of effort into this project. Click on http://lepetitdebrouillardportland.blogspot.com to visit the site which we hope will be useful to Francophone newcomers and visitors alike.
Source: Alliance Française de Portland
Inputdate: 2010-06-20 12:37:53
Lastmodifieddate: 2010-06-20 12:37:53
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Publishdate: 2010-06-21 00:00:00
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Title: Le Petit Débrouillard à Portland
Body: The Alliance is pleased to announce the launching of an online newcomers' or visitors' guide to Portland, in French. Called Le Petit Débrouillard (for Petit Debr Bannerresource guide), this site is the result of a months-long partnership between a volunteer committee formed by the Alliance and the Consulate of France in San Francisco, along with key support from Travel Portland. Merci to the volunteer committee members who put many hours of effort into this project. Click on http://lepetitdebrouillardportland.blogspot.com to visit the site which we hope will be useful to Francophone newcomers and visitors alike.
Source: Alliance Française de Portland
Inputdate: 2010-06-20 12:37:53
Lastmodifieddate: 2010-06-20 12:37:53
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Publishdate: 2010-06-21 00:00:00
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Contentid:
11356
Content Type: 1
Title: Updated Spanish Language and Culture Website
Body: Spanish Language and Culture with Barbara Kuczun Nelson was formerly known as Spanish Grammar Exercises. Explore the grammar and cultural resources available at http://www.colby.edu/~bknelson/SLC/index.php
Source: Spanish Language and Culture
Inputdate: 2010-06-20 12:38:49
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Publishdate: 2010-06-21 00:00:00
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Title: Updated Spanish Language and Culture Website
Body: Spanish Language and Culture with Barbara Kuczun Nelson was formerly known as Spanish Grammar Exercises. Explore the grammar and cultural resources available at http://www.colby.edu/~bknelson/SLC/index.php
Source: Spanish Language and Culture
Inputdate: 2010-06-20 12:38:49
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Publishdate: 2010-06-21 00:00:00
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11357
Content Type: 1
Title: Improve Your Spanish Skills with Tomísimo
Body: Tomísimo is a community where you can get help with Spanish and connect with other Spanish learners and Spanish speakers. Try the Spanish <-> English Dictionary, the Spanish verb conjugator, the Blog and the Forums at http://www.tomisimo.org
Source: Tomísimo
Inputdate: 2010-06-20 12:39:16
Lastmodifieddate: 2010-06-20 12:39:16
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Publishdate: 2010-06-21 00:00:00
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Title: Improve Your Spanish Skills with Tomísimo
Body: Tomísimo is a community where you can get help with Spanish and connect with other Spanish learners and Spanish speakers. Try the Spanish <-> English Dictionary, the Spanish verb conjugator, the Blog and the Forums at http://www.tomisimo.org
Source: Tomísimo
Inputdate: 2010-06-20 12:39:16
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Publishdate: 2010-06-21 00:00:00
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Contentid:
11358
Content Type: 1
Title: Graded Spanish Readers
Body: From http://cvc.cervantes.es Periódicamente irán apareciendo diferentes lecturas que hemos organizado en tres niveles —inicial, intermedio y avanzado— según la complejidad de los textos que incluyen; en cada una de ellas encontrarás, además, actividades que te facilitarán la comprensión de los textos y servirán para que practiques lo que has aprendido. Access these readers and accompanying activities at http://cvc.cervantes.es/aula/lecturas
Source: Centro Virtual Cervantes
Inputdate: 2010-06-20 12:40:05
Lastmodifieddate: 2010-06-20 12:40:05
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Publishdate: 2010-06-21 00:00:00
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Title: Graded Spanish Readers
Body: From http://cvc.cervantes.es Periódicamente irán apareciendo diferentes lecturas que hemos organizado en tres niveles —inicial, intermedio y avanzado— según la complejidad de los textos que incluyen; en cada una de ellas encontrarás, además, actividades que te facilitarán la comprensión de los textos y servirán para que practiques lo que has aprendido. Access these readers and accompanying activities at http://cvc.cervantes.es/aula/lecturas
Source: Centro Virtual Cervantes
Inputdate: 2010-06-20 12:40:05
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Publishdate: 2010-06-21 00:00:00
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Contentid:
11359
Content Type: 1
Title: New Issue of AccELLerate! Newsletter
Body: NCELA is pleased to announce the publication of a new edition of its quarterly newsletter AccELLerate! that is devoted to assessment of ELLs. In this issue: Cook: Formative Assessment: FLARE Project Logan-Terry & Wright: Making Thinking Visible: An Analysis of ELLs’ Interactions With Access-based Science Assessment Rasmussen: Issues in the Assessment of English Language Learners Wilde: What Makes a “Good” Assessment? Willner & Rivera: State Practices for Ensuring Meaningful Participation of ELLs in State Mathematics, Reading/Language Arts, and Science Assessments Wolf & Martiniello: Validity and Fairness of Assessments for ELLs: The Issue of Language Demands in Content Assessments You can download AccELLerate! 2.4 from http://www.ncela.gwu.edu/files/uploads/17/Accellerate_2_4.pdf .
Source: NCELA
Inputdate: 2010-06-20 12:40:39
Lastmodifieddate: 2010-06-20 12:40:39
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Publishdate: 2010-06-21 00:00:00
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Content Type: 1
Title: New Issue of AccELLerate! Newsletter
Body: NCELA is pleased to announce the publication of a new edition of its quarterly newsletter AccELLerate! that is devoted to assessment of ELLs. In this issue: Cook: Formative Assessment: FLARE Project Logan-Terry & Wright: Making Thinking Visible: An Analysis of ELLs’ Interactions With Access-based Science Assessment Rasmussen: Issues in the Assessment of English Language Learners Wilde: What Makes a “Good” Assessment? Willner & Rivera: State Practices for Ensuring Meaningful Participation of ELLs in State Mathematics, Reading/Language Arts, and Science Assessments Wolf & Martiniello: Validity and Fairness of Assessments for ELLs: The Issue of Language Demands in Content Assessments You can download AccELLerate! 2.4 from http://www.ncela.gwu.edu/files/uploads/17/Accellerate_2_4.pdf .
Source: NCELA
Inputdate: 2010-06-20 12:40:39
Lastmodifieddate: 2010-06-20 12:40:39
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Publishdate: 2010-06-21 00:00:00
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Contentid:
11360
Content Type: 1
Title: 10 Ways to Support English Language Learning With The New York Times
Body: From http://learning.blogs.nytimes.com 10 Ways to Support English Language Learning With The New York Times By HOLLY EPSTEIN OJALVO June 7, 2010 Many people don’t realize that The New York Times can be quite accessible for English Language Learners. Due to its focus on current events and news, using The Times to learn vocabulary and practice reading can be much more inviting and rewarding than a textbook. And NYTimes.com has some extra tools and features that are particularly useful for language learning. Here are 10 ideas for using The Times to teach and learn the English language: http://learning.blogs.nytimes.com/2010/06/07/10-ways-to-support-english-language-learning-with-the-new-york-times/?nl=learning&emc=a1
Source: New York Times
Inputdate: 2010-06-20 12:41:21
Lastmodifieddate: 2010-06-20 12:41:21
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Publishdate: 2010-06-21 00:00:00
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Content Type: 1
Title: 10 Ways to Support English Language Learning With The New York Times
Body: From http://learning.blogs.nytimes.com 10 Ways to Support English Language Learning With The New York Times By HOLLY EPSTEIN OJALVO June 7, 2010 Many people don’t realize that The New York Times can be quite accessible for English Language Learners. Due to its focus on current events and news, using The Times to learn vocabulary and practice reading can be much more inviting and rewarding than a textbook. And NYTimes.com has some extra tools and features that are particularly useful for language learning. Here are 10 ideas for using The Times to teach and learn the English language: http://learning.blogs.nytimes.com/2010/06/07/10-ways-to-support-english-language-learning-with-the-new-york-times/?nl=learning&emc=a1
Source: New York Times
Inputdate: 2010-06-20 12:41:21
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Publishdate: 2010-06-21 00:00:00
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Contentid:
11361
Content Type: 1
Title: New York Libraries’ Adult English Programs Face Cuts
Body: New York Libraries’ Adult English Programs Face Cuts by Kate Taylor May 30, 2010 he New York Public Library is one of many providers of free English classes in New York City. The Queens and Brooklyn Public Libraries offer them, as do the New York City Department of Education, the City University of New York, and various nonprofit community groups. Even so, the need for instruction in English still seems to outpace the supply. Now, with the library facing a possible $37 million budget cut, even fewer people may be able to take classes next year. If the cuts go through, the library says that in addition to closing 10 branches and cutting service across the system to four days from six, it will have to cut the number of English language classes it offers from 117 to 48, and the number of spots from roughly 3,000 to less than 1,300. The Brooklyn and Queens library systems are facing similar financing cuts that threaten their English classes as well. Read the full article at http://www.nytimes.com/2010/05/31/nyregion/31library.html
Source: New York Times
Inputdate: 2010-06-20 12:42:15
Lastmodifieddate: 2010-06-20 12:42:15
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Publishdate: 2010-06-21 00:00:00
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Title: New York Libraries’ Adult English Programs Face Cuts
Body: New York Libraries’ Adult English Programs Face Cuts by Kate Taylor May 30, 2010 he New York Public Library is one of many providers of free English classes in New York City. The Queens and Brooklyn Public Libraries offer them, as do the New York City Department of Education, the City University of New York, and various nonprofit community groups. Even so, the need for instruction in English still seems to outpace the supply. Now, with the library facing a possible $37 million budget cut, even fewer people may be able to take classes next year. If the cuts go through, the library says that in addition to closing 10 branches and cutting service across the system to four days from six, it will have to cut the number of English language classes it offers from 117 to 48, and the number of spots from roughly 3,000 to less than 1,300. The Brooklyn and Queens library systems are facing similar financing cuts that threaten their English classes as well. Read the full article at http://www.nytimes.com/2010/05/31/nyregion/31library.html
Source: New York Times
Inputdate: 2010-06-20 12:42:15
Lastmodifieddate: 2010-06-20 12:42:15
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Publishdate: 2010-06-21 00:00:00
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Contentid:
11362
Content Type: 1
Title: Computer-Mediated Communication Forum
Body: From http://www.eslweb.org The CMC forum exists as a place for those interested in the role of Computer-Mediated Communication (CMC) in language learning and teaching. Feel free to use any of the information you find here, but do give credit where it is due! Also, post your own contributions to the forum. Access the forum at http://www.eslweb.org/cmcforum
Source: ESLWeb.org
Inputdate: 2010-06-20 12:42:51
Lastmodifieddate: 2010-06-20 12:42:51
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Publishdate: 2010-06-21 00:00:00
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Active: 1
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Content Type: 1
Title: Computer-Mediated Communication Forum
Body: From http://www.eslweb.org The CMC forum exists as a place for those interested in the role of Computer-Mediated Communication (CMC) in language learning and teaching. Feel free to use any of the information you find here, but do give credit where it is due! Also, post your own contributions to the forum. Access the forum at http://www.eslweb.org/cmcforum
Source: ESLWeb.org
Inputdate: 2010-06-20 12:42:51
Lastmodifieddate: 2010-06-20 12:42:51
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Publishdate: 2010-06-21 00:00:00
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Contentid:
11363
Content Type: 1
Title: Dialogue Activity Ideas
Body: Here are two ideas for activities to do with dialogues, from the American Association of Teachers of German listserv: --- This idea is from a colleague of mine, Mrs. Georgia Hash- Put 5 random words on the board. The students have 5 minutes to create a dialog (number of lines per person is up to the teacher) using all the words. They then present or hand in a written copy. The less related the words are, the more hilarious the dialog. Gronlund, P. Re: [AATG-L] Dialogue activities needed. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 1 Jun 2010). --- 1. You can have a dialogue - say an exchange at a clothing store or something similar - and cut it up into strips, separating the lines, and have students put them into the correct order. However, that means at the end of each hour you'll inevitably find one strip of paper on the floor. 2. When discussing professions, have students brainstorm lines related to each...."things a _____ might say" - Isn't that from the 25,000 dollar pyramid? 3. Somewhere on the internet i found a whole set of dialogues (Verkaeufer - Kunde) with the customer part blank. You see this often for tests... Students are prompted to create language that THEY might use... Those dialogues that i found - each one has about 20-25 lines for the salesperson - are generally at the A1+ / A2 level. Students could work these out in pairs and then, with another couple, compare their answers, being asked to justify their responses. Suchomel, J. Re: [AATG-L] Dialogue activities needed. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 1 Jun 2010).
Source: AATG-L
Inputdate: 2010-06-20 12:43:19
Lastmodifieddate: 2010-06-20 12:43:19
Expdate:
Publishdate: 2010-06-21 00:00:00
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Active: 1
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Content Type: 1
Title: Dialogue Activity Ideas
Body: Here are two ideas for activities to do with dialogues, from the American Association of Teachers of German listserv: --- This idea is from a colleague of mine, Mrs. Georgia Hash- Put 5 random words on the board. The students have 5 minutes to create a dialog (number of lines per person is up to the teacher) using all the words. They then present or hand in a written copy. The less related the words are, the more hilarious the dialog. Gronlund, P. Re: [AATG-L] Dialogue activities needed. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 1 Jun 2010). --- 1. You can have a dialogue - say an exchange at a clothing store or something similar - and cut it up into strips, separating the lines, and have students put them into the correct order. However, that means at the end of each hour you'll inevitably find one strip of paper on the floor. 2. When discussing professions, have students brainstorm lines related to each...."things a _____ might say" - Isn't that from the 25,000 dollar pyramid? 3. Somewhere on the internet i found a whole set of dialogues (Verkaeufer - Kunde) with the customer part blank. You see this often for tests... Students are prompted to create language that THEY might use... Those dialogues that i found - each one has about 20-25 lines for the salesperson - are generally at the A1+ / A2 level. Students could work these out in pairs and then, with another couple, compare their answers, being asked to justify their responses. Suchomel, J. Re: [AATG-L] Dialogue activities needed. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 1 Jun 2010).
Source: AATG-L
Inputdate: 2010-06-20 12:43:19
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Publishdate: 2010-06-21 00:00:00
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Contentid:
11364
Content Type: 1
Title: Using Web Resources To Create Tasks with Real Outcomes
Body: From http://www.teachingenglish.org.uk/think An English teacher provides the following insights about using Web resources: --- I consider the greatest problem facing me as a language teacher is knowing how to motivate my students: how to get them past the hurdle of seeing learning English as just another academic subject, to regarding it as developing a communication tool that will be useful for them throughout their lives. Over the last years I’ve gradually developed a working method that seems, at least, to tackle the problem. It’s based on using web publishing resources for creating tasks which are relevant to students and that produce tangible results. * Case study * The broader context – task-based learning and developing PLEs * Drawing out the implications Read a full description of what this teacher does at http://www.teachingenglish.org.uk/think/articles/using-web-resources-create-tasks-real-outcomes
Source: British Council
Inputdate: 2010-06-20 12:43:49
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Title: Using Web Resources To Create Tasks with Real Outcomes
Body: From http://www.teachingenglish.org.uk/think An English teacher provides the following insights about using Web resources: --- I consider the greatest problem facing me as a language teacher is knowing how to motivate my students: how to get them past the hurdle of seeing learning English as just another academic subject, to regarding it as developing a communication tool that will be useful for them throughout their lives. Over the last years I’ve gradually developed a working method that seems, at least, to tackle the problem. It’s based on using web publishing resources for creating tasks which are relevant to students and that produce tangible results. * Case study * The broader context – task-based learning and developing PLEs * Drawing out the implications Read a full description of what this teacher does at http://www.teachingenglish.org.uk/think/articles/using-web-resources-create-tasks-real-outcomes
Source: British Council
Inputdate: 2010-06-20 12:43:49
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