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Contentid:
11625
Content Type: 1
Title: Arabic Passage Rating Training Video
Body: The Language Acquisition Resource Center (LARC) at SDSU has come out with a Passage Rating Training Video available on its website to anyone interested. The work for it was done by Mahdi Alosh and Hanada Taha-Thomure. This training is all done in Arabic and all the exemplars shown and heard are authentic Arabic materials. Here is the link to the Larc Arabic page: Scroll down and you will see Passage Rating Lectures 1, 2 and 3. Taha-Thomure, H. Arabic-L:PEDA:Passage Rating On-line Training. Arabic-l listserv (ARABIC-L@LISTSERV.BYU.EDU, 18 Aug 2010).
Source: Arabic-L
Inputdate: 2010-08-21 04:28:40
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Title: Arabic Passage Rating Training Video
Body: The Language Acquisition Resource Center (LARC) at SDSU has come out with a Passage Rating Training Video available on its website to anyone interested. The work for it was done by Mahdi Alosh and Hanada Taha-Thomure. This training is all done in Arabic and all the exemplars shown and heard are authentic Arabic materials. Here is the link to the Larc Arabic page: Scroll down and you will see Passage Rating Lectures 1, 2 and 3. Taha-Thomure, H. Arabic-L:PEDA:Passage Rating On-line Training. Arabic-l listserv (ARABIC-L@LISTSERV.BYU.EDU, 18 Aug 2010).
Source: Arabic-L
Inputdate: 2010-08-21 04:28:40
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Contentid:
11626
Content Type: 1
Title: Journal: Teaching Classical Languages 1.2 Now Online
Body: The Classical Association of the Middle West and South is pleased to announce the new issue of Teaching Classical Languages (http://www.tcl.camws.org). In this issue are articles that describe a classroom-tested project for intermediate Latin students and report on two case studies of collaboration between college and high school Latin programs. Finally, a special section on the recently released ACL-APA Standards for Latin Teacher Preparation offers seven different perspectives by a group of Latin teachers from both the college and high school ranks. You may join in the conversation and post your comments about each perspective, if you so choose. To access the spring issue and read the abstracts, go to http://www.tcl.camws.org and click on Current Issue. Teaching Classical Languages welcomes articles offering innovative practice and methods, advocating new theoretical approaches, or reporting on empirical research in teaching and learning Latin and Greek. Gruber-Miller, J. [Latinteach] Teaching Classical Languages 1.2 now online. The Teaching of the Latin Language listserv (latinteach@nxport.com, 16 Aug 2010).
Source: Latinteach
Inputdate: 2010-08-21 04:29:26
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Title: Journal: Teaching Classical Languages 1.2 Now Online
Body: The Classical Association of the Middle West and South is pleased to announce the new issue of Teaching Classical Languages (http://www.tcl.camws.org). In this issue are articles that describe a classroom-tested project for intermediate Latin students and report on two case studies of collaboration between college and high school Latin programs. Finally, a special section on the recently released ACL-APA Standards for Latin Teacher Preparation offers seven different perspectives by a group of Latin teachers from both the college and high school ranks. You may join in the conversation and post your comments about each perspective, if you so choose. To access the spring issue and read the abstracts, go to http://www.tcl.camws.org and click on Current Issue. Teaching Classical Languages welcomes articles offering innovative practice and methods, advocating new theoretical approaches, or reporting on empirical research in teaching and learning Latin and Greek. Gruber-Miller, J. [Latinteach] Teaching Classical Languages 1.2 now online. The Teaching of the Latin Language listserv (latinteach@nxport.com, 16 Aug 2010).
Source: Latinteach
Inputdate: 2010-08-21 04:29:26
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Contentid:
11627
Content Type: 1
Title: Revista Actualidades: Regreso a Clases
Body: Here's the special Back-to-School edition of la Revista Actualidades: Download pdf: http://zachary-jones.com/spanish/archives/21370 Read online: http://issuu.com/profzjones/docs/revista_actualidades_20_08_2010 Here's what AATSP had to say about this magazine on their official site: "Actualidades is a rich source of activities for Spanish students. Activities about art, music and movies, puzzles, thematic readings, TV clips, vocabulary activities, songs with accompanying cloze activities are among topics covered. Zachary Jones, a Spanish teacher, is the editor and main of author of this blog. Recently, in order to facilitate the distribution and classroom use of the articles from Actualidades, Zachary Jones started making a print edition of the site called “Revista Actualidades”. This new print form features easily printable versions of the articles from the site along with exclusive activities aimed at high school Spanish students, such as information gap activities, crosswords, creative writing prompts, reading comprehension questions and more." Jones, Z. [FLTEACH] Revista Actualidades: Regreso a clases. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Aug 2010).
Source: FLTEACH
Inputdate: 2010-08-21 04:30:06
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Title: Revista Actualidades: Regreso a Clases
Body: Here's the special Back-to-School edition of la Revista Actualidades: Download pdf: http://zachary-jones.com/spanish/archives/21370 Read online: http://issuu.com/profzjones/docs/revista_actualidades_20_08_2010 Here's what AATSP had to say about this magazine on their official site: "Actualidades is a rich source of activities for Spanish students. Activities about art, music and movies, puzzles, thematic readings, TV clips, vocabulary activities, songs with accompanying cloze activities are among topics covered. Zachary Jones, a Spanish teacher, is the editor and main of author of this blog. Recently, in order to facilitate the distribution and classroom use of the articles from Actualidades, Zachary Jones started making a print edition of the site called “Revista Actualidades”. This new print form features easily printable versions of the articles from the site along with exclusive activities aimed at high school Spanish students, such as information gap activities, crosswords, creative writing prompts, reading comprehension questions and more." Jones, Z. [FLTEACH] Revista Actualidades: Regreso a clases. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Aug 2010).
Source: FLTEACH
Inputdate: 2010-08-21 04:30:06
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Contentid:
11628
Content Type: 1
Title: Latin American Music Podcast and Information Gap Activity
Body: Zachary Jones, the creator of the Actualidades blog, writes: I'm passing on a link to a great podcast with the Top 40 of all of the Spanish-speaking world! The producers have graciously allowed us to download it! http://zachary-jones.com/spanish/archives/21343 Also, I've created an information gap activity based on the chart to help us practice numbers, interrogatives and names. Example: Compañero A: ¿Cuántas semanas lleva "Cuando me enamoro" en la lista? Compañero B (checks paper and then responds): 11 semanas. Compañero B: ¿Dónde estaba "Cuando me enamoro" la semana pasada? Compañero A (checks paper and then responds): En la posición #1. Both the podcast and the info gap activity in pdf format can be downloaded at the above link. Jones, Z. [FLTEACH] Latin music podcast and info gap activity. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Aug 2010).
Source: FLTEACH
Inputdate: 2010-08-21 04:30:48
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Title: Latin American Music Podcast and Information Gap Activity
Body: Zachary Jones, the creator of the Actualidades blog, writes: I'm passing on a link to a great podcast with the Top 40 of all of the Spanish-speaking world! The producers have graciously allowed us to download it! http://zachary-jones.com/spanish/archives/21343 Also, I've created an information gap activity based on the chart to help us practice numbers, interrogatives and names. Example: Compañero A: ¿Cuántas semanas lleva "Cuando me enamoro" en la lista? Compañero B (checks paper and then responds): 11 semanas. Compañero B: ¿Dónde estaba "Cuando me enamoro" la semana pasada? Compañero A (checks paper and then responds): En la posición #1. Both the podcast and the info gap activity in pdf format can be downloaded at the above link. Jones, Z. [FLTEACH] Latin music podcast and info gap activity. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Aug 2010).
Source: FLTEACH
Inputdate: 2010-08-21 04:30:48
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Publishdate: 2010-08-23 00:00:00
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Contentid:
11629
Content Type: 1
Title: Conversation Questions for the ESL/EFL Classroom
Body: From http://iteslj.org This are a large group of questions which you can use in your ESL conversation classes. Read suggestions for using them at http://iteslj.org/questions/z.html Access the questions at http://iteslj.org/questions
Source: The Internet TESL Journal
Inputdate: 2010-08-21 04:31:48
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Title: Conversation Questions for the ESL/EFL Classroom
Body: From http://iteslj.org This are a large group of questions which you can use in your ESL conversation classes. Read suggestions for using them at http://iteslj.org/questions/z.html Access the questions at http://iteslj.org/questions
Source: The Internet TESL Journal
Inputdate: 2010-08-21 04:31:48
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Contentid:
11630
Content Type: 1
Title: Tongue Twisters
Body: From http://www.teachingenglish.org.uk/try Using tongue twisters in class is a fun and challenging way of providing pronunciation practice. Tongue twisters don’t always make sense but your students will enjoy trying to say them and learning about this quirky part of traditional English-speaking culture. Here are some ideas for using tongue twisters on LearnEnglish Kids with your learners: http://www.teachingenglish.org.uk/try/teaching-kids/tongue-twisters
Source: British Council
Inputdate: 2010-08-21 04:32:20
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Title: Tongue Twisters
Body: From http://www.teachingenglish.org.uk/try Using tongue twisters in class is a fun and challenging way of providing pronunciation practice. Tongue twisters don’t always make sense but your students will enjoy trying to say them and learning about this quirky part of traditional English-speaking culture. Here are some ideas for using tongue twisters on LearnEnglish Kids with your learners: http://www.teachingenglish.org.uk/try/teaching-kids/tongue-twisters
Source: British Council
Inputdate: 2010-08-21 04:32:20
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Contentid:
11631
Content Type: 1
Title: Beginning of School Ideas, Part 2
Body: In last week’s InterCom we shared some ideas for beginning the school and for icebreaker activities. Here are some more: --- First, I create two sets of cards. One card has just a number and the other card has the number with a word or phrase that the students learned in the last level. So, level 2 students might get die Kirche or die Katze or something of the sort. On each desk is a can of play-doh. On the projector, I display the following rules (in English for 2, German for the rest): 1. There is NO TALKING. 2. Do not show anyone else your card. 3. After the bell you have 1 minute to create whatever it is that you have on your card. 4. If you finish early, get out a piece of paper and number it 1-(however many you're expecting - you can always change this). Once the minute is up and everyone has a sheet of paper out, I tell them to take their paper and pencil with them and do a tour of the items. The numbered index card is left face-side-up on their desk next to their play doh creation. I collect the other card. Then, they have 3 minutes (or so) to walk through the classroom and to write down what they think each item might be - in German. Once the 3 minutes is done, I have them sit back down and I call out each number. The person with that number stands and holds up his or her item and tells us what it's supposed to be - using a complete sentence. The rest of the class checks their work. On the projector, I have a list with all of the correct answers. If anyone says "I don't know what that is" I just tell them to 'warte' and we move on. Once everyone goes through, we see who has the most right and then I give everyone a pencil for participating and the winner gets a little something extra (maybe a piece of candy or something). After we're finished, I have each item with the German on a PowerPoint and we go through them all (so anyone who didn't know something can see what each item is). Although it only takes about 10 minutes to do the entire activity, it really gets them started using German. Snow, E. [AATG-L] My first day activity - levels 2+. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 16 Aug 2010). --- One activity that I do sometimes during the first few days of class is ask students how can I throw away a garbage can. I have had one for many years, but the hole on the bottom is now just about as big as the hole on the top. A student will suggest leaving the garbage can out with the trash. I reply that I put it out with the garbage and the people on the truck keep giving it back. Students can get very creative with their answers. McLellan, N. Re: [FLTEACH] First day, level 3 icebreaker ideas?? Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Jul 2010). --- Teach them a simple children's poem or song (with pictures and German only). Let them go home and say they learned something in German today and it was easy and enjoyable - while they were filling out information index cards and writing "what I did on my summer vacation" in their regular class(es). Give them HW to teach it to a family member (and yes pets count). Dailey, W. Re: [AATG-L] Activities for first days of school—elementary. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 2010).
Source: Various
Inputdate: 2010-08-21 04:33:02
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Title: Beginning of School Ideas, Part 2
Body: In last week’s InterCom we shared some ideas for beginning the school and for icebreaker activities. Here are some more: --- First, I create two sets of cards. One card has just a number and the other card has the number with a word or phrase that the students learned in the last level. So, level 2 students might get die Kirche or die Katze or something of the sort. On each desk is a can of play-doh. On the projector, I display the following rules (in English for 2, German for the rest): 1. There is NO TALKING. 2. Do not show anyone else your card. 3. After the bell you have 1 minute to create whatever it is that you have on your card. 4. If you finish early, get out a piece of paper and number it 1-(however many you're expecting - you can always change this). Once the minute is up and everyone has a sheet of paper out, I tell them to take their paper and pencil with them and do a tour of the items. The numbered index card is left face-side-up on their desk next to their play doh creation. I collect the other card. Then, they have 3 minutes (or so) to walk through the classroom and to write down what they think each item might be - in German. Once the 3 minutes is done, I have them sit back down and I call out each number. The person with that number stands and holds up his or her item and tells us what it's supposed to be - using a complete sentence. The rest of the class checks their work. On the projector, I have a list with all of the correct answers. If anyone says "I don't know what that is" I just tell them to 'warte' and we move on. Once everyone goes through, we see who has the most right and then I give everyone a pencil for participating and the winner gets a little something extra (maybe a piece of candy or something). After we're finished, I have each item with the German on a PowerPoint and we go through them all (so anyone who didn't know something can see what each item is). Although it only takes about 10 minutes to do the entire activity, it really gets them started using German. Snow, E. [AATG-L] My first day activity - levels 2+. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 16 Aug 2010). --- One activity that I do sometimes during the first few days of class is ask students how can I throw away a garbage can. I have had one for many years, but the hole on the bottom is now just about as big as the hole on the top. A student will suggest leaving the garbage can out with the trash. I reply that I put it out with the garbage and the people on the truck keep giving it back. Students can get very creative with their answers. McLellan, N. Re: [FLTEACH] First day, level 3 icebreaker ideas?? Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Jul 2010). --- Teach them a simple children's poem or song (with pictures and German only). Let them go home and say they learned something in German today and it was easy and enjoyable - while they were filling out information index cards and writing "what I did on my summer vacation" in their regular class(es). Give them HW to teach it to a family member (and yes pets count). Dailey, W. Re: [AATG-L] Activities for first days of school—elementary. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 2010).
Source: Various
Inputdate: 2010-08-21 04:33:02
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Contentid:
11632
Content Type: 1
Title: Book: Assessing Young Language Learners
Body: From http://www.cambridge.org/catalogue/catalogue.asp?isbn=9780511732768 Assessing Young Language Learners By Penny McKay Publisher: Cambridge University Press Summary: In this book the author builds a comprehensive framework for the assessment of young language learners in both foreign language and second language learning situations. She begins by considering why we need a special book on young learner assessment, and describes the nature of young learner language learning. The assessment approach is task-based and is centered around tasks and techniques suitable for young learners, with particular emphasis on classroom assessment. Oral language assessment, and reading and writing assessment are addressed in separate chapters, as is the large-scale testing of young learners. Underpinned by sound theory, the book is full of practical guidelines, and draws on examples of assessment contexts, issues and practices from around the world. Visit the publisher’s website at http://www.cambridge.org/catalogue/catalogue.asp?isbn=9780511732768
Source: Cambridge University Press
Inputdate: 2010-08-30 10:20:06
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Publishdate: 2010-09-06 00:00:00
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Title: Book: Assessing Young Language Learners
Body: From http://www.cambridge.org/catalogue/catalogue.asp?isbn=9780511732768 Assessing Young Language Learners By Penny McKay Publisher: Cambridge University Press Summary: In this book the author builds a comprehensive framework for the assessment of young language learners in both foreign language and second language learning situations. She begins by considering why we need a special book on young learner assessment, and describes the nature of young learner language learning. The assessment approach is task-based and is centered around tasks and techniques suitable for young learners, with particular emphasis on classroom assessment. Oral language assessment, and reading and writing assessment are addressed in separate chapters, as is the large-scale testing of young learners. Underpinned by sound theory, the book is full of practical guidelines, and draws on examples of assessment contexts, issues and practices from around the world. Visit the publisher’s website at http://www.cambridge.org/catalogue/catalogue.asp?isbn=9780511732768
Source: Cambridge University Press
Inputdate: 2010-08-30 10:20:06
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Contentid:
11633
Content Type: 1
Title: Book: Automated Grammatical Error Detection for Language Learners
Body: From http://www.morganclaypool.com/doi/abs/10.2200/S00275ED1V01Y201006HLT009 Automated Grammatical Error Detection for Language Learners: Synthesis Lectures on Human Language Technologies By Claudia Leacock, Martin Chodorow, Michael Gamon, Joel Tetreault Publisher: Morgan & Claypool Publishers Abstract It has been estimated that over a billion people are using or learning English as a second or foreign language, and the numbers are growing not only for English but for other languages as well. These language learners provide a burgeoning market for tools that help identify and correct learners' writing errors. Unfortunately, the errors targeted by typical commercial proofreading tools do not include those aspects of a second language that are hardest to learn. This volume describes the types of constructions English language learners find most difficult -- constructions containing prepositions, articles, and collocations. It provides an overview of the automated approaches that have been developed to identify and correct these and other classes of learner errors in a number of languages. Error annotation and system evaluation are particularly important topics in grammatical error detection because there are no commonly accepted standards. Chapters in the book describe the options available to researchers, recommend best practices for reporting results, and present annotation and evaluation schemes. The final chapters explore recent innovative work that opens new directions for research. It is the authors' hope that this volume will contribute to the growing interest in grammatical error detection by encouraging researchers to take a closer look at the field and its many challenging problems. Visit the publisher’s website at http://www.morganclaypool.com/doi/abs/10.2200/S00275ED1V01Y201006HLT009
Source: Morgan & Claypool Publishers
Inputdate: 2010-08-30 10:20:58
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Title: Book: Automated Grammatical Error Detection for Language Learners
Body: From http://www.morganclaypool.com/doi/abs/10.2200/S00275ED1V01Y201006HLT009 Automated Grammatical Error Detection for Language Learners: Synthesis Lectures on Human Language Technologies By Claudia Leacock, Martin Chodorow, Michael Gamon, Joel Tetreault Publisher: Morgan & Claypool Publishers Abstract It has been estimated that over a billion people are using or learning English as a second or foreign language, and the numbers are growing not only for English but for other languages as well. These language learners provide a burgeoning market for tools that help identify and correct learners' writing errors. Unfortunately, the errors targeted by typical commercial proofreading tools do not include those aspects of a second language that are hardest to learn. This volume describes the types of constructions English language learners find most difficult -- constructions containing prepositions, articles, and collocations. It provides an overview of the automated approaches that have been developed to identify and correct these and other classes of learner errors in a number of languages. Error annotation and system evaluation are particularly important topics in grammatical error detection because there are no commonly accepted standards. Chapters in the book describe the options available to researchers, recommend best practices for reporting results, and present annotation and evaluation schemes. The final chapters explore recent innovative work that opens new directions for research. It is the authors' hope that this volume will contribute to the growing interest in grammatical error detection by encouraging researchers to take a closer look at the field and its many challenging problems. Visit the publisher’s website at http://www.morganclaypool.com/doi/abs/10.2200/S00275ED1V01Y201006HLT009
Source: Morgan & Claypool Publishers
Inputdate: 2010-08-30 10:20:58
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Contentid:
11634
Content Type: 1
Title: Book: ELT, Gender and International Development
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847693037 ELT, Gender and International Development: Myths of Progress in a Neocolonial World Author: Roslyn Appleby Publisher: Multilingual Matters Summary: For believers in the power of English, language as aid can deliver the promise of a brighter future; but in a neocolonial world of international development, a gulf exists between belief and reality. Rich with echoes of an earlier colonial era, this book draws on the candid narratives of white women teachers, and situates classroom practices within a broad reading of the West and the Rest. What happens when white Western men and women come in to rebuild former colonies in Asia? How do English language lessons translate, or disintegrate, in a radically different world? How is English teaching linked to ideas of progress? This book presents the paradoxes of language aid in the twenty-first century in a way that will challenge your views of English and its power to improve the lives of people in the developing world. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693037
Source: Multilingual Matters
Inputdate: 2010-08-30 10:21:36
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Title: Book: ELT, Gender and International Development
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847693037 ELT, Gender and International Development: Myths of Progress in a Neocolonial World Author: Roslyn Appleby Publisher: Multilingual Matters Summary: For believers in the power of English, language as aid can deliver the promise of a brighter future; but in a neocolonial world of international development, a gulf exists between belief and reality. Rich with echoes of an earlier colonial era, this book draws on the candid narratives of white women teachers, and situates classroom practices within a broad reading of the West and the Rest. What happens when white Western men and women come in to rebuild former colonies in Asia? How do English language lessons translate, or disintegrate, in a radically different world? How is English teaching linked to ideas of progress? This book presents the paradoxes of language aid in the twenty-first century in a way that will challenge your views of English and its power to improve the lives of people in the developing world. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693037
Source: Multilingual Matters
Inputdate: 2010-08-30 10:21:36
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