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Contentid:
11655
Content Type: 1
Title: New German School Planned for Arizona
Body: From http://www.germany.info/Vertretung/usa/en/__pr/GKs/LOSA/2010/08/10__PhxSch.html By invitation of a parents initiative in Phoenix, Arizona, experts in dual-language education met on August 5th, to discuss the possibilities of establishing a German immersion school in the Phoenix metropolitan area. The parents' group will decide at their next meeting which immersion model to implement for their German-language school. If all goes according to plan, the new German school will open as early as fall 2011. It will become the second German school in Arizona, joining the International School of Tucson, which belongs to Germany's PASCH network of partner schools abroad. Read the full article at http://www.germany.info/Vertretung/usa/en/__pr/GKs/LOSA/2010/08/10__PhxSch.html
Source: German Missions in the United States
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Title: New German School Planned for Arizona
Body: From http://www.germany.info/Vertretung/usa/en/__pr/GKs/LOSA/2010/08/10__PhxSch.html By invitation of a parents initiative in Phoenix, Arizona, experts in dual-language education met on August 5th, to discuss the possibilities of establishing a German immersion school in the Phoenix metropolitan area. The parents' group will decide at their next meeting which immersion model to implement for their German-language school. If all goes according to plan, the new German school will open as early as fall 2011. It will become the second German school in Arizona, joining the International School of Tucson, which belongs to Germany's PASCH network of partner schools abroad. Read the full article at http://www.germany.info/Vertretung/usa/en/__pr/GKs/LOSA/2010/08/10__PhxSch.html
Source: German Missions in the United States
Inputdate: 2010-08-30 10:37:04
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11656
Content Type: 1
Title: Free BC Roman Calendar 2010-11
Body: Bolchazy-Carducci Publishers publishes an annual Roman Calendar and mails it to high school Latin teachers for free. This year's calendar is in color. It is a wall calendar that a teacher can hang in a classroom. The calendar includes the dates as the Romans expressed them, some important dates/anniversaries related to the Romans, etc. The calendar also contains 365 Latin proverbs, with an English translation (sententia ad diem). The teacher can cover a lot of vocabulary and grammar almost by osmosis if he/she gives the students an opportunity to master one Latin proverb a day--an exciting food for thought. Teachers who want to receive the Roman Calendar may send us their postal address with an indication of whether or not we should include their names in our general mailing list, and we will send them a calendar free of charge. We would only place teachers on our regular mailing list if they so desire, and would ask that they indicate their preference. Exempli gratia: "Dr. John Doe 123 Ash Street Yonkers, New York, 12345. email@email.com You may (or may not) use my name in your future mailings." The Roman Calendar is an excellent resource for high school teachers and makes a great addition to any classroom. Bolchazy, L. [Latinteach] Free BC Roman Calendar 2010-11. The Teaching of the Latin Language listserv (latinteach@nxport.com, 26 Aug 2010).
Source: Latinteach
Inputdate: 2010-08-30 10:37:38
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Title: Free BC Roman Calendar 2010-11
Body: Bolchazy-Carducci Publishers publishes an annual Roman Calendar and mails it to high school Latin teachers for free. This year's calendar is in color. It is a wall calendar that a teacher can hang in a classroom. The calendar includes the dates as the Romans expressed them, some important dates/anniversaries related to the Romans, etc. The calendar also contains 365 Latin proverbs, with an English translation (sententia ad diem). The teacher can cover a lot of vocabulary and grammar almost by osmosis if he/she gives the students an opportunity to master one Latin proverb a day--an exciting food for thought. Teachers who want to receive the Roman Calendar may send us their postal address with an indication of whether or not we should include their names in our general mailing list, and we will send them a calendar free of charge. We would only place teachers on our regular mailing list if they so desire, and would ask that they indicate their preference. Exempli gratia: "Dr. John Doe 123 Ash Street Yonkers, New York, 12345. email@email.com You may (or may not) use my name in your future mailings." The Roman Calendar is an excellent resource for high school teachers and makes a great addition to any classroom. Bolchazy, L. [Latinteach] Free BC Roman Calendar 2010-11. The Teaching of the Latin Language listserv (latinteach@nxport.com, 26 Aug 2010).
Source: Latinteach
Inputdate: 2010-08-30 10:37:38
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11657
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Title: 40 Fascinating Facts about France
Body: Engage your students at the beginning of this school year with a list of 40 facts about France at http://this-is-france.com/index.php?option=com_k2&view=item&id=398:40-fascinating-facts-about-france&Itemid=105
Source: This Is France
Inputdate: 2010-08-30 10:38:05
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Title: 40 Fascinating Facts about France
Body: Engage your students at the beginning of this school year with a list of 40 facts about France at http://this-is-france.com/index.php?option=com_k2&view=item&id=398:40-fascinating-facts-about-france&Itemid=105
Source: This Is France
Inputdate: 2010-08-30 10:38:05
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11658
Content Type: 1
Title: French Immersion Day
Body: You and your students are invited to the eighth annual French language immersion program for students, IMMERSION FRANÇAISE 2010, l’Année Internationale de la Biodiversité. The day’s activities will center on the topic of biodiversity, which is the UN theme for 2010. Designed for advanced high school French students (French 3 and above), the program will take place from 9:30 a.m. to 2:00 p.m. on Friday, November 5, 2010, at Wright State University. Participants pledge to speak only French during those hours, in which there will be a variety of activities such as: 1) Cérémonie d’ouverture, défilé des drapeaux 2) Atelier de théâtre 3) Présentations (musique, voyages, biodiversité) 4) Visites guidées, danse, musique, courses de recyclage, chasse aux trésors… 5) Déjeuner / piano-bar (11h30 à 12h10) 6) Jeux, activités 7) Forum, discussion, interviews avec des étudiants de WSU Because we have remarked that students engage better when they prepare something to share, we would like for each school to prepare a skit on “la biodiversité” to present during l’atelier de théâtre. Once teachers have registered for the day, we will supply participants with a few different unfinished scripts to use, finish, adapt, and perform, as needed. We really aim for this to be a fun, low-stress event. Our goal is to encourage your students to continue with French and to give you a stress-free day of professional development. We offer all participating teachers a goodie bag with pedagogical materials, and as much moral and professional support as we can give. ELIGIBILITY: To participate in the program, students must: 1) be in third level or above of high school French, 2) be willing to speak only French during the program. COST TO STUDENTS: $14 (non-refundable) per student, payable to "Wright State University" (includes registration fee, registration packet with French goodie bag, activités, box lunch, WSU French Club tee-shirt and certificat de participation). COST TO TEACHERS: No Charge to participating teachers or French-speaking exchange students. Teachers receive pedagogical material free of charge. PARTICIPATION LIMITED TO FIRST 250 STUDENTS!!! We have reserved only enough space (and tee-shirts) for the first 250 student applications. Please e-mail us ASAP your intent to participate and send in an approximate estimate of participants in order to reserve your place. APPLICATION MATERIALS: Send an e-mail to e-mail to kirsten.halling@wright.edu for student and teacher application forms, as well as a student invitation letter and a tee-shirt order form (tee-shirt included in registration price). Feel free to photocopy as many as you need. We hope to see you and your students at WSU! APPLICATION DEADLINE: Friday, Oct. 1st is the deadline for completed applications and payment in full. After the deadline, we will invite waitlisted schools to attend. Halling, K. Journée d'Immersion pour Lycéens le vendredi 6 novembre à WSU. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 26 Aug 2010).
Source: Wright State University
Inputdate: 2010-08-30 10:39:03
Lastmodifieddate: 2010-08-30 10:39:03
Expdate: 2010-11-05 00:00:00
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Title: French Immersion Day
Body: You and your students are invited to the eighth annual French language immersion program for students, IMMERSION FRANÇAISE 2010, l’Année Internationale de la Biodiversité. The day’s activities will center on the topic of biodiversity, which is the UN theme for 2010. Designed for advanced high school French students (French 3 and above), the program will take place from 9:30 a.m. to 2:00 p.m. on Friday, November 5, 2010, at Wright State University. Participants pledge to speak only French during those hours, in which there will be a variety of activities such as: 1) Cérémonie d’ouverture, défilé des drapeaux 2) Atelier de théâtre 3) Présentations (musique, voyages, biodiversité) 4) Visites guidées, danse, musique, courses de recyclage, chasse aux trésors… 5) Déjeuner / piano-bar (11h30 à 12h10) 6) Jeux, activités 7) Forum, discussion, interviews avec des étudiants de WSU Because we have remarked that students engage better when they prepare something to share, we would like for each school to prepare a skit on “la biodiversité” to present during l’atelier de théâtre. Once teachers have registered for the day, we will supply participants with a few different unfinished scripts to use, finish, adapt, and perform, as needed. We really aim for this to be a fun, low-stress event. Our goal is to encourage your students to continue with French and to give you a stress-free day of professional development. We offer all participating teachers a goodie bag with pedagogical materials, and as much moral and professional support as we can give. ELIGIBILITY: To participate in the program, students must: 1) be in third level or above of high school French, 2) be willing to speak only French during the program. COST TO STUDENTS: $14 (non-refundable) per student, payable to "Wright State University" (includes registration fee, registration packet with French goodie bag, activités, box lunch, WSU French Club tee-shirt and certificat de participation). COST TO TEACHERS: No Charge to participating teachers or French-speaking exchange students. Teachers receive pedagogical material free of charge. PARTICIPATION LIMITED TO FIRST 250 STUDENTS!!! We have reserved only enough space (and tee-shirts) for the first 250 student applications. Please e-mail us ASAP your intent to participate and send in an approximate estimate of participants in order to reserve your place. APPLICATION MATERIALS: Send an e-mail to e-mail to kirsten.halling@wright.edu for student and teacher application forms, as well as a student invitation letter and a tee-shirt order form (tee-shirt included in registration price). Feel free to photocopy as many as you need. We hope to see you and your students at WSU! APPLICATION DEADLINE: Friday, Oct. 1st is the deadline for completed applications and payment in full. After the deadline, we will invite waitlisted schools to attend. Halling, K. Journée d'Immersion pour Lycéens le vendredi 6 novembre à WSU. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 26 Aug 2010).
Source: Wright State University
Inputdate: 2010-08-30 10:39:03
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11659
Content Type: 1
Title: Training Resources
Body: A selection of free training resources for teachers and teacher trainers is available from the British Council at http://www.teachingenglish.org.uk/train
Source: British Council
Inputdate: 2010-08-30 10:39:51
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Title: Training Resources
Body: A selection of free training resources for teachers and teacher trainers is available from the British Council at http://www.teachingenglish.org.uk/train
Source: British Council
Inputdate: 2010-08-30 10:39:51
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11660
Content Type: 1
Title: Summer Language Ideas
Body: A Latin teacher recently offered the following suggestions on the Latinteach listserv, mostly applicable to any language, for minimizing the need for beginning-of-year review: If your school or district does not forbid it and it is realistic with your set of students, you can reduce the need for beginning-of-year review--and indeed, set up some excellent new beginning-of-year activities--by providing ways for students to work (or play!) with Latin over the course of the summer. Something I've done is provided students with a list of about twenty Latin-related websites (tarheelreader, trescolumnae, latinviafables, quia, SCHOLA, youtube channels, sites with more links, . . . .) and had them spend a certain time per day or per week on the sites of their choice. The students don't have to write anything down (except, as I've sometimes required, a log of how they spent their Latin time), they just spend time with Latin. I always suggest that students reread stories from the previous year. I've also had students keep track of all remotely Latin-related incidents or observations over the course of the summer. I tend to get several emails about these during the summer, but students also report on them at the beginning of the year, which leads me to the additional benefit (in addition, that is, to keeping Latin active in students' lives) of having students sticking with Latin over the summer: A lot of in-class activities and take-home assignments of various levels of formality can grow out of these summer interactions. For instance, students can write about or report orally on some Latin-related incidents. One hears about mottoes students saw on buildings, Latin-named brands of toilet fixtures students saw in a public bathroom, t-shirts students found with Latin on them, conversations students had with a relative who used to take Latin--all kinds of stuff--and great conversations and teaching moments can come from these reports. One time a student found (and bought) a t-shirt with the phrase "medium est nuntius," which led into a conversation about Marshall McLuhan's media theories. (Admittedly, "medium est nuntius" is not a very idiomatic-sounding translation of his famous dictum, "the medium is the message.") Lots of students text each other in Latin, not just during the school year, but also over the summer, which raises issues about abbreviations, slang and linguistics registers in general. For especially eager students, there are summer Latin events such as the conventiculum at Christendom College (some other conventicula welcome high school students without being specifically geared toward them) and, for those in or near Los Angeles, the new Academia Aestiva Latina at the Getty Villa, which is designed specifically for high school students. These are not things entire classes are likely to do, of course, but students who do something like this can report back to the class or, better yet, teach the class something they learned at a summer Latin event. Bailey, J. [Latinteach] Not beginning the year with review; summer Latin activities. The Teaching of the Latin Language listserv (latinteach@nxport.com, 11 Aug 2010).
Source: Latinteach
Inputdate: 2010-08-30 10:43:02
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Title: Summer Language Ideas
Body: A Latin teacher recently offered the following suggestions on the Latinteach listserv, mostly applicable to any language, for minimizing the need for beginning-of-year review: If your school or district does not forbid it and it is realistic with your set of students, you can reduce the need for beginning-of-year review--and indeed, set up some excellent new beginning-of-year activities--by providing ways for students to work (or play!) with Latin over the course of the summer. Something I've done is provided students with a list of about twenty Latin-related websites (tarheelreader, trescolumnae, latinviafables, quia, SCHOLA, youtube channels, sites with more links, . . . .) and had them spend a certain time per day or per week on the sites of their choice. The students don't have to write anything down (except, as I've sometimes required, a log of how they spent their Latin time), they just spend time with Latin. I always suggest that students reread stories from the previous year. I've also had students keep track of all remotely Latin-related incidents or observations over the course of the summer. I tend to get several emails about these during the summer, but students also report on them at the beginning of the year, which leads me to the additional benefit (in addition, that is, to keeping Latin active in students' lives) of having students sticking with Latin over the summer: A lot of in-class activities and take-home assignments of various levels of formality can grow out of these summer interactions. For instance, students can write about or report orally on some Latin-related incidents. One hears about mottoes students saw on buildings, Latin-named brands of toilet fixtures students saw in a public bathroom, t-shirts students found with Latin on them, conversations students had with a relative who used to take Latin--all kinds of stuff--and great conversations and teaching moments can come from these reports. One time a student found (and bought) a t-shirt with the phrase "medium est nuntius," which led into a conversation about Marshall McLuhan's media theories. (Admittedly, "medium est nuntius" is not a very idiomatic-sounding translation of his famous dictum, "the medium is the message.") Lots of students text each other in Latin, not just during the school year, but also over the summer, which raises issues about abbreviations, slang and linguistics registers in general. For especially eager students, there are summer Latin events such as the conventiculum at Christendom College (some other conventicula welcome high school students without being specifically geared toward them) and, for those in or near Los Angeles, the new Academia Aestiva Latina at the Getty Villa, which is designed specifically for high school students. These are not things entire classes are likely to do, of course, but students who do something like this can report back to the class or, better yet, teach the class something they learned at a summer Latin event. Bailey, J. [Latinteach] Not beginning the year with review; summer Latin activities. The Teaching of the Latin Language listserv (latinteach@nxport.com, 11 Aug 2010).
Source: Latinteach
Inputdate: 2010-08-30 10:43:02
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11661
Content Type: 1
Title: Global Learning in Afterschool Self-Assessment Tool
Body: The Global Learning in Afterschool Self-Assessment Tool is a free download. All you need is the PDF and a facilitator. The tool helps assess programs in eight domains. As an example, the assessment will ask stakeholders: *To what degree does the program articulate a clear global learning mission, vision, and set of goals? *To what extent does the program offer a range of global learning opportunities that develop academic, social, and emotional skills in multiple settings? *How much does the program harness a variety of teaching and learning methodologies that support the acquisition of global competence? Within each domain are quality indicators that provide a clear definition of what a beginning, emerging, proficient, or exemplary program looks like. It is important to note that programs aren't expected to excel in all areas. The assessment simply gives a benchmark reading of where stakeholders believe the program is, where there are gaps in that perception, and what to strive for in future program growth. Learn more about the assessment tool at http://asiasociety.org/education-learning/afterschool/build-better-global-afterschool-program Download the tool and get started from http://sites.asiasociety.org/pgl2010/wp-content/uploads/2010/08/afterschool-assessment.pdf See the Asia Society’s entire suite of afterschool tools, videos, and articles at http://asiasociety.org/education-learning/afterschool
Source: Asia Society
Inputdate: 2010-08-30 10:43:44
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Title: Global Learning in Afterschool Self-Assessment Tool
Body: The Global Learning in Afterschool Self-Assessment Tool is a free download. All you need is the PDF and a facilitator. The tool helps assess programs in eight domains. As an example, the assessment will ask stakeholders: *To what degree does the program articulate a clear global learning mission, vision, and set of goals? *To what extent does the program offer a range of global learning opportunities that develop academic, social, and emotional skills in multiple settings? *How much does the program harness a variety of teaching and learning methodologies that support the acquisition of global competence? Within each domain are quality indicators that provide a clear definition of what a beginning, emerging, proficient, or exemplary program looks like. It is important to note that programs aren't expected to excel in all areas. The assessment simply gives a benchmark reading of where stakeholders believe the program is, where there are gaps in that perception, and what to strive for in future program growth. Learn more about the assessment tool at http://asiasociety.org/education-learning/afterschool/build-better-global-afterschool-program Download the tool and get started from http://sites.asiasociety.org/pgl2010/wp-content/uploads/2010/08/afterschool-assessment.pdf See the Asia Society’s entire suite of afterschool tools, videos, and articles at http://asiasociety.org/education-learning/afterschool
Source: Asia Society
Inputdate: 2010-08-30 10:43:44
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11662
Content Type: 1
Title: Foreign Language Lesson Plans Incorporating Making Videos
Body: A selection of lesson plans that involve film-making is available at http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?subject=foreign_language
Source: Digital Wish
Inputdate: 2010-08-30 10:44:10
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Title: Foreign Language Lesson Plans Incorporating Making Videos
Body: A selection of lesson plans that involve film-making is available at http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?subject=foreign_language
Source: Digital Wish
Inputdate: 2010-08-30 10:44:10
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Content Type: 1
Title: Geography Games
Body: By playing Sheppard Software's geography games, you will gain a mental map of the world's continents, countries, capitals, & landscapes. The games are available at http://www.sheppardsoftware.com/Geography.htm
Source: Sheppard Software
Inputdate: 2010-08-30 10:44:42
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Title: Geography Games
Body: By playing Sheppard Software's geography games, you will gain a mental map of the world's continents, countries, capitals, & landscapes. The games are available at http://www.sheppardsoftware.com/Geography.htm
Source: Sheppard Software
Inputdate: 2010-08-30 10:44:42
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11664
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Title: Book: Language Use in the Two-Way Classroom
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847693006 Language Use in the Two-Way Classroom: Lessons from a Spanish-English Bilingual Kindergarten Author: Renee DePalma Publisher: Multilingual Matters Summary: Based on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official “Spanish time,” it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests? Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693006
Source: Multilingual Matters
Inputdate: 2010-09-05 05:45:44
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Title: Book: Language Use in the Two-Way Classroom
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847693006 Language Use in the Two-Way Classroom: Lessons from a Spanish-English Bilingual Kindergarten Author: Renee DePalma Publisher: Multilingual Matters Summary: Based on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official “Spanish time,” it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests? Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693006
Source: Multilingual Matters
Inputdate: 2010-09-05 05:45:44
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