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Contentid:
12819
Content Type: 1
Title: Tips for Making a Strong Home-School Connection by Being Culturally Responsive
Body: Teachers and administrators may benefit from this short list of tips for establishing positive relationships with immigrant families, available at http://www.ascd.org/ascd-express/vol6/616-cox.aspx
Source: ASCD
Inputdate: 2011-05-22 05:15:08
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Title: Tips for Making a Strong Home-School Connection by Being Culturally Responsive
Body: Teachers and administrators may benefit from this short list of tips for establishing positive relationships with immigrant families, available at http://www.ascd.org/ascd-express/vol6/616-cox.aspx
Source: ASCD
Inputdate: 2011-05-22 05:15:08
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Contentid:
12820
Content Type: 1
Title: New Website and Community: Language Immersion Today
Body: The new Language Immersion Today website is intended as a resource for parents who are considering immersion programs for their children or whose children are in immersion programs. Explore its resources and become active in adding to or monitoring content at http://languageimmersiontoday.org
Source: Language Immersion Today
Inputdate: 2011-05-22 05:22:34
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Title: New Website and Community: Language Immersion Today
Body: The new Language Immersion Today website is intended as a resource for parents who are considering immersion programs for their children or whose children are in immersion programs. Explore its resources and become active in adding to or monitoring content at http://languageimmersiontoday.org
Source: Language Immersion Today
Inputdate: 2011-05-22 05:22:34
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Contentid:
12821
Content Type: 1
Title: End of the Year Activities, Part 1
Body: How can you keep your students engaged when summer vacation is right around the corner, especially if they’ve already taken all of their tests? How can you review and integrate what you’ve done together all year? Here are some ideas that teachers have shared for things to do with your students at the end of the year. --- An FLTEACH user shares this idea: I am planning to do an interdisciplinary unit with the Music teacher covering Latin American music in both classes, on the Spanish side more of the vocabulary, lyrics, and culture. Either way it is a topic my students have expressed interest in and are pretty excited about. It is a way for me to finish the year on a good note and a fun unit without dropping the academic rigor. Pottratz, B. Re: [FLTEACH] What to do in 2 more weeks? FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 May 2011). --- Another FLTEACH user, Laura Catherine Green, suggests the following: I'd like to share what I recently did with my 8th graders (Spanish I). In small groups, they taught a Spanish lesson to one of the younger grades in our Pre-school through 5th grade classes. My students loved it and I've received excellent feedback from the teachers in the younger grades. It was something new and exciting for them, plus it generated enthusiasm around getting to middle school and being able to study Spanish. Green, L. Re: [FLTEACH] What to do in 2 more weeks? FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 May 2011). --- Another idea which was very popular with my students was a cooking show. Either alone or with a partner, they researched an area in Austria or Switzerland. They were to choose one recipe that is typical to the area, and as they make the dish, present information on the region. They could talk about tourist attractions, festivals, the landscape -- whatever interesting information they found. You have to teach them some cooking terms, of course, and we watched a few cooking videos I found online. I also suggested they watch a few cooking shows on tv. These were lots of fun to watch. If they wanted to, they could bring in samples of the food for their classmates as they presented them. Each group was assigned a presentation date; we would normally not do more than 2 a day -- but that will depend on how much time you have and how big your class is. Draheim, M. Re: [AATG-L] End of the year ideas for seniors? AATG listserv (AATG@LISTSERV.IUPUI.EDU, 17 May 2011). --- Larry Ferlazzo offers several suggestions for leaving students feeling positive about their school year and maintaining teachers’ energy levels in a blog post at http://www.edutopia.org/blog/larry-ferlazzo-how-to-end-school-year-strong You can also read an excerpt from one of Mr. Ferlazzo’s books, dealing with how to make the most out of the end of the school year, at http://blog.eyeoneducation.com/2011/05/16/end-of-the-school-year-what-can-you-do-to-keep-students-focused.aspx --- A simple game to practice saying goodbye in different situations is described on the British Council’s website at http://www.teachingenglish.org.uk/try/activities/goodbye-game --- Zachary Jones has put together a summer-themed Spanish exploration pack at http://zachary-jones.com/zambombazo/free-ebook-summer-themed-spanish-exploration-pack . Even if you don’t teach Spanish, you may want to try something similar with your students. See next week’s InterCom for more end-of-the-year ideas.
Source: Various
Inputdate: 2011-05-22 05:24:28
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Publishdate: 2011-05-23 00:00:00
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Content Type: 1
Title: End of the Year Activities, Part 1
Body: How can you keep your students engaged when summer vacation is right around the corner, especially if they’ve already taken all of their tests? How can you review and integrate what you’ve done together all year? Here are some ideas that teachers have shared for things to do with your students at the end of the year. --- An FLTEACH user shares this idea: I am planning to do an interdisciplinary unit with the Music teacher covering Latin American music in both classes, on the Spanish side more of the vocabulary, lyrics, and culture. Either way it is a topic my students have expressed interest in and are pretty excited about. It is a way for me to finish the year on a good note and a fun unit without dropping the academic rigor. Pottratz, B. Re: [FLTEACH] What to do in 2 more weeks? FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 May 2011). --- Another FLTEACH user, Laura Catherine Green, suggests the following: I'd like to share what I recently did with my 8th graders (Spanish I). In small groups, they taught a Spanish lesson to one of the younger grades in our Pre-school through 5th grade classes. My students loved it and I've received excellent feedback from the teachers in the younger grades. It was something new and exciting for them, plus it generated enthusiasm around getting to middle school and being able to study Spanish. Green, L. Re: [FLTEACH] What to do in 2 more weeks? FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 May 2011). --- Another idea which was very popular with my students was a cooking show. Either alone or with a partner, they researched an area in Austria or Switzerland. They were to choose one recipe that is typical to the area, and as they make the dish, present information on the region. They could talk about tourist attractions, festivals, the landscape -- whatever interesting information they found. You have to teach them some cooking terms, of course, and we watched a few cooking videos I found online. I also suggested they watch a few cooking shows on tv. These were lots of fun to watch. If they wanted to, they could bring in samples of the food for their classmates as they presented them. Each group was assigned a presentation date; we would normally not do more than 2 a day -- but that will depend on how much time you have and how big your class is. Draheim, M. Re: [AATG-L] End of the year ideas for seniors? AATG listserv (AATG@LISTSERV.IUPUI.EDU, 17 May 2011). --- Larry Ferlazzo offers several suggestions for leaving students feeling positive about their school year and maintaining teachers’ energy levels in a blog post at http://www.edutopia.org/blog/larry-ferlazzo-how-to-end-school-year-strong You can also read an excerpt from one of Mr. Ferlazzo’s books, dealing with how to make the most out of the end of the school year, at http://blog.eyeoneducation.com/2011/05/16/end-of-the-school-year-what-can-you-do-to-keep-students-focused.aspx --- A simple game to practice saying goodbye in different situations is described on the British Council’s website at http://www.teachingenglish.org.uk/try/activities/goodbye-game --- Zachary Jones has put together a summer-themed Spanish exploration pack at http://zachary-jones.com/zambombazo/free-ebook-summer-themed-spanish-exploration-pack . Even if you don’t teach Spanish, you may want to try something similar with your students. See next week’s InterCom for more end-of-the-year ideas.
Source: Various
Inputdate: 2011-05-22 05:24:28
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Contentid:
12822
Content Type: 1
Title: Wiki: 21st Century Skills Resources for Language Teachers
Body: A wiki dedicated to resources for 21st century skills, especially those useful for language teachers, is available at http://tonitheisen.wikispaces.com/21st+Century+Learning+Resources
Source: 21st Century Learning Resources
Inputdate: 2011-05-22 05:25:24
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Publishdate: 2011-05-23 00:00:00
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Title: Wiki: 21st Century Skills Resources for Language Teachers
Body: A wiki dedicated to resources for 21st century skills, especially those useful for language teachers, is available at http://tonitheisen.wikispaces.com/21st+Century+Learning+Resources
Source: 21st Century Learning Resources
Inputdate: 2011-05-22 05:25:24
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Publishdate: 2011-05-23 00:00:00
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Contentid:
12823
Content Type: 1
Title: Profiles and Teaching Resources at Kids Around the World
Body: From http://www.katw.org/pages/about.cfm Kids Around the World uses the Internet to introduce elementary school-age children in the United States to the lives of children of the same age in developing countries around the world. Kids Around the World achieves these goals through: •audio clips of children answering questions that are of interest to children of the same age; •transcribed interviews that are also translated into English; •images of the “kids around the world” in their daily activities; •links to background information about each of the countries; and •lesson plans and booklists for teachers to use in integrating all these resources into their curriculum. Kids Around the World is available at http://www.katw.org/index.cfm
Source: Kids Around the World
Inputdate: 2011-05-22 05:26:57
Lastmodifieddate: 2011-05-22 05:26:57
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Publishdate: 2011-05-23 00:00:00
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Content Type: 1
Title: Profiles and Teaching Resources at Kids Around the World
Body: From http://www.katw.org/pages/about.cfm Kids Around the World uses the Internet to introduce elementary school-age children in the United States to the lives of children of the same age in developing countries around the world. Kids Around the World achieves these goals through: •audio clips of children answering questions that are of interest to children of the same age; •transcribed interviews that are also translated into English; •images of the “kids around the world” in their daily activities; •links to background information about each of the countries; and •lesson plans and booklists for teachers to use in integrating all these resources into their curriculum. Kids Around the World is available at http://www.katw.org/index.cfm
Source: Kids Around the World
Inputdate: 2011-05-22 05:26:57
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Publishdate: 2011-05-23 00:00:00
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Contentid:
12824
Content Type: 1
Title: Book: The Cambridge Handbook of Endangered Languages
Body: From http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9780521882156 The Cambridge Handbook of Endangered Languages Edited by Peter K. Austin and Julia Sallabank Published by Cambridge University Press Summary: It is generally agreed that about 7,000 languages are spoken across the world today and at least half may no longer be spoken by the end of this century. This state-of-the-art Handbook examines the reasons behind this dramatic loss of linguistic diversity, why it matters, and what can be done to document and support endangered languages. The volume is relevant not only to researchers in language endangerment, language shift and language death, but to anyone interested in the languages and cultures of the world. It is accessible both to specialists and non-specialists: researchers will find cutting-edge contributions from acknowledged experts in their fields, while students, activists and other interested readers will find a wealth of readable yet thorough and up-to-date information. Visit the publisher’s website at http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9780521882156
Source: Cambridge University Press
Inputdate: 2011-05-30 12:34:23
Lastmodifieddate: 2011-05-30 12:34:23
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Publishdate: 2011-05-30 00:00:00
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Content Type: 1
Title: Book: The Cambridge Handbook of Endangered Languages
Body: From http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9780521882156 The Cambridge Handbook of Endangered Languages Edited by Peter K. Austin and Julia Sallabank Published by Cambridge University Press Summary: It is generally agreed that about 7,000 languages are spoken across the world today and at least half may no longer be spoken by the end of this century. This state-of-the-art Handbook examines the reasons behind this dramatic loss of linguistic diversity, why it matters, and what can be done to document and support endangered languages. The volume is relevant not only to researchers in language endangerment, language shift and language death, but to anyone interested in the languages and cultures of the world. It is accessible both to specialists and non-specialists: researchers will find cutting-edge contributions from acknowledged experts in their fields, while students, activists and other interested readers will find a wealth of readable yet thorough and up-to-date information. Visit the publisher’s website at http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9780521882156
Source: Cambridge University Press
Inputdate: 2011-05-30 12:34:23
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Publishdate: 2011-05-30 00:00:00
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Contentid:
12825
Content Type: 1
Title: Book: Handbook of Research in Second Language Teaching and Learning, Volume 2
Body: From http://www.routledge.com/books/details/9780415998727 Handbook of Research in Second Language Teaching and Learning Volume 2 Edited by Eli Hinkel Published by Routledge Description: This volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections: Social Contexts in Research on Second Language Teaching and Learning Second Language Research Methods Second Language Research and Applied Linguistics Research in Second Language Processes and Development Methods and Instruction in Second Language Teaching Second Language Assessment Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning Language Planning and Policy Visit the publisher’s website at http://www.routledge.com/books/details/9780415998727
Source: Routledge
Inputdate: 2011-05-30 12:35:44
Lastmodifieddate: 2011-05-30 12:35:44
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Publishdate: 2011-05-30 00:00:00
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Content Type: 1
Title: Book: Handbook of Research in Second Language Teaching and Learning, Volume 2
Body: From http://www.routledge.com/books/details/9780415998727 Handbook of Research in Second Language Teaching and Learning Volume 2 Edited by Eli Hinkel Published by Routledge Description: This volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections: Social Contexts in Research on Second Language Teaching and Learning Second Language Research Methods Second Language Research and Applied Linguistics Research in Second Language Processes and Development Methods and Instruction in Second Language Teaching Second Language Assessment Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning Language Planning and Policy Visit the publisher’s website at http://www.routledge.com/books/details/9780415998727
Source: Routledge
Inputdate: 2011-05-30 12:35:44
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Publishdate: 2011-05-30 00:00:00
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Contentid:
12826
Content Type: 1
Title: Book: Multilingual Aspects of Fluency Disorders
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847693587 Multilingual Aspects of Fluency Disorders by Peter Howell and John Van Borsel published by Multilingual Matters Description: This book provides useful information about the infrequently discussed issue of bilingualism as it relates to the possible onset of stuttering. With the dramatically changing demographics in the United States, this collection of papers provides both the researcher and clinician with current views for understanding both basic and clinical implications for the various forms of bilingualism and fluency characteristics. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693587
Source: Multilingual Matters
Inputdate: 2011-05-30 12:36:41
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Title: Book: Multilingual Aspects of Fluency Disorders
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847693587 Multilingual Aspects of Fluency Disorders by Peter Howell and John Van Borsel published by Multilingual Matters Description: This book provides useful information about the infrequently discussed issue of bilingualism as it relates to the possible onset of stuttering. With the dramatically changing demographics in the United States, this collection of papers provides both the researcher and clinician with current views for understanding both basic and clinical implications for the various forms of bilingualism and fluency characteristics. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693587
Source: Multilingual Matters
Inputdate: 2011-05-30 12:36:41
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Publishdate: 2011-05-30 00:00:00
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Contentid:
12827
Content Type: 1
Title: Call for Spring 2012 Papers : The Journal of the National Council of Less Commonly Taught Languages
Body: From http://linguistlist.org/issues/22/22-2164.html The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication. The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Papers presented at NCOLCTL's annual conference will be considered for publication, but additional manuscripts from members of the profession are also welcome. Deadline: While submissions are welcome at any point, only manuscripts received by September 30, 2011 will be considered for the Spring 2012 issue of the journal. View the full call for papers at http://linguistlist.org/issues/22/22-2164.html
Source: LINGUIST List
Inputdate: 2011-05-30 12:37:50
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Expdate: 2011-09-30 00:00:00
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Title: Call for Spring 2012 Papers : The Journal of the National Council of Less Commonly Taught Languages
Body: From http://linguistlist.org/issues/22/22-2164.html The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication. The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Papers presented at NCOLCTL's annual conference will be considered for publication, but additional manuscripts from members of the profession are also welcome. Deadline: While submissions are welcome at any point, only manuscripts received by September 30, 2011 will be considered for the Spring 2012 issue of the journal. View the full call for papers at http://linguistlist.org/issues/22/22-2164.html
Source: LINGUIST List
Inputdate: 2011-05-30 12:37:50
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Expdate: 2011-09-30 00:00:00
Publishdate: 2011-05-30 00:00:00
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Contentid:
12828
Content Type: 1
Title: Call for Presentations: Global Language Convention
Body: From http://casieonline.org/events/glc The Center for the Advancement and Study of International Education (CASIE) is accepting submissions for the Global Language Conference to be held April 13-15, 2012 at Atlanta International School, Atlanta, GA, USA. The conference is entitled ʺLanguage and Culture: How they form and inform identity.” Conference attendees will be teachers of languages in K-12 schools and beyond in public, private, charter and international schools across the world. Submit a proposal at http://casieonline.org/events/glc/submissions
Source: CASIE
Inputdate: 2011-05-30 12:38:59
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Title: Call for Presentations: Global Language Convention
Body: From http://casieonline.org/events/glc The Center for the Advancement and Study of International Education (CASIE) is accepting submissions for the Global Language Conference to be held April 13-15, 2012 at Atlanta International School, Atlanta, GA, USA. The conference is entitled ʺLanguage and Culture: How they form and inform identity.” Conference attendees will be teachers of languages in K-12 schools and beyond in public, private, charter and international schools across the world. Submit a proposal at http://casieonline.org/events/glc/submissions
Source: CASIE
Inputdate: 2011-05-30 12:38:59
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