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Contentid:
13109
Content Type: 1
Title: Article on Guided Learning Acquisition Design: Language Immersion Improves Literacy
Body: From http://www.rgj.com/article/20110720/NEWS02/107200333/Language-immersion-improves-literacy?odyssey=tab|topnews|text|Local%20News Language immersion improves literacy July 19, 2011 Too often, Chad Hicks sees students simply nod their heads to signal teachers their understanding of a subject. They feign comprehension of a topic to avoid further questioning. This is a major problem, especially at a school where about 85 percent of its students are limited-English proficient, he said. But that was one of the issues Echo Loder set out to address at the beginning of the last school year, said Hicks, who will start his second year as principal of the school on Monday. The school confronted this challenge by implementing the Guided Learning Acquisition Design system (GLAD), a model that specializes in language acquisition and literacy. Echo Loder was one of the seven Washoe County schools chosen to receive federal Title I School Improvement Grants. It was the only one to become a language academy. To continue its ascent in the language field, Echo Loder is implementing a dual-immersion program this year, a course where students are taught English and Spanish together. Students will learn in an English-only class as well as a Spanish-only course. It's designed to further immerse students in both languages, said Kien Lachelli, Echo Loder's language instruction coordinator. Read the full article at http://www.rgj.com/article/20110720/NEWS02/107200333/Language-immersion-improves-literacy?odyssey=tab|topnews|text|Local%20News
Source: Reno Gazette-Journal
Inputdate: 2011-07-27 10:33:36
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Title: Article on Guided Learning Acquisition Design: Language Immersion Improves Literacy
Body: From http://www.rgj.com/article/20110720/NEWS02/107200333/Language-immersion-improves-literacy?odyssey=tab|topnews|text|Local%20News Language immersion improves literacy July 19, 2011 Too often, Chad Hicks sees students simply nod their heads to signal teachers their understanding of a subject. They feign comprehension of a topic to avoid further questioning. This is a major problem, especially at a school where about 85 percent of its students are limited-English proficient, he said. But that was one of the issues Echo Loder set out to address at the beginning of the last school year, said Hicks, who will start his second year as principal of the school on Monday. The school confronted this challenge by implementing the Guided Learning Acquisition Design system (GLAD), a model that specializes in language acquisition and literacy. Echo Loder was one of the seven Washoe County schools chosen to receive federal Title I School Improvement Grants. It was the only one to become a language academy. To continue its ascent in the language field, Echo Loder is implementing a dual-immersion program this year, a course where students are taught English and Spanish together. Students will learn in an English-only class as well as a Spanish-only course. It's designed to further immerse students in both languages, said Kien Lachelli, Echo Loder's language instruction coordinator. Read the full article at http://www.rgj.com/article/20110720/NEWS02/107200333/Language-immersion-improves-literacy?odyssey=tab|topnews|text|Local%20News
Source: Reno Gazette-Journal
Inputdate: 2011-07-27 10:33:36
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13110
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Title: Summer Program Helps Students Learn English Language
Body: From http://www.pantagraph.com/news/local/education/article_e613eaa8-b0f8-11e0-901e-001cc4c002e0.html Program helping students learn English language By Phyllis Coulter July 18, 2011 The “English Alive” program in District 87 was aimed for students learning English as a second language. Each day during the three-week program, the 14 K-3 students learned a lesson, and then visited an example: learn about animals, visit the zoo; learn about community helpers, visit police and firefighters. “We used our eyes, nose, mouths, ears and our language to learn,” said Anne Holdren, one of two Stevenson Elementary teachers who developed the program for English language learners at Stevenson and Oakland elementary schools. Without such an opportunity, the children would have “limited exposure” to typical summer activities and programs that can help them maintain the English they learned during the school year, said co-teacher Katie Largent, who co-created the program. Read more: http://www.pantagraph.com/news/local/education/article_e613eaa8-b0f8-11e0-901e-001cc4c002e0.html
Source: Pantagraph, Bloomington, IL
Inputdate: 2011-07-27 10:34:44
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Title: Summer Program Helps Students Learn English Language
Body: From http://www.pantagraph.com/news/local/education/article_e613eaa8-b0f8-11e0-901e-001cc4c002e0.html Program helping students learn English language By Phyllis Coulter July 18, 2011 The “English Alive” program in District 87 was aimed for students learning English as a second language. Each day during the three-week program, the 14 K-3 students learned a lesson, and then visited an example: learn about animals, visit the zoo; learn about community helpers, visit police and firefighters. “We used our eyes, nose, mouths, ears and our language to learn,” said Anne Holdren, one of two Stevenson Elementary teachers who developed the program for English language learners at Stevenson and Oakland elementary schools. Without such an opportunity, the children would have “limited exposure” to typical summer activities and programs that can help them maintain the English they learned during the school year, said co-teacher Katie Largent, who co-created the program. Read more: http://www.pantagraph.com/news/local/education/article_e613eaa8-b0f8-11e0-901e-001cc4c002e0.html
Source: Pantagraph, Bloomington, IL
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13111
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Title: Tongue Twisters
Body: An annotated list of websites with tongue twisters good for kids and English language learners is available at http://langcanada.ca/blog/index.php/2011/07/21/tongue-twisters
Source: LangCanada
Inputdate: 2011-07-27 10:35:36
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Title: Tongue Twisters
Body: An annotated list of websites with tongue twisters good for kids and English language learners is available at http://langcanada.ca/blog/index.php/2011/07/21/tongue-twisters
Source: LangCanada
Inputdate: 2011-07-27 10:35:36
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13112
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Title: How ESL and EFL Classrooms Differ
Body: From http://oupeltglobalblog.com In her first guest post for OUP, Kate Bell, a writer and researcher, talks us through some of the practical differences between ESL and EFL classrooms. Read her article and an ensuing discussion in the comments at http://oupeltglobalblog.com/2011/07/12/how-esl-and-efl-classrooms-differ
Source: Oxford University Press Global Blog
Inputdate: 2011-07-27 10:36:42
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Title: How ESL and EFL Classrooms Differ
Body: From http://oupeltglobalblog.com In her first guest post for OUP, Kate Bell, a writer and researcher, talks us through some of the practical differences between ESL and EFL classrooms. Read her article and an ensuing discussion in the comments at http://oupeltglobalblog.com/2011/07/12/how-esl-and-efl-classrooms-differ
Source: Oxford University Press Global Blog
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13113
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Title: More Ideas for the Beginning of the School Year
Body: Last week we shared some teachers’ ideas for beginning the school year. Here are some more: From the FLTEACH listserv: I've tried new things each year, and here are some things that work for me. I have a paper outside my classroom with my name, classroom number and schedule (period and class) so that students can see that they are in the right place. In the first day of school, I have an extra paper on the window so that students can check that they are in the right place. In the first day of school, I also write "Bienvenidos a la clase de español -- Profesora Bass". That also helps them check that they are in the right place (this is to avoid embarrassing them in front of the students because they are in the wrong place). As they are coming into the classroom the first day of school, I ask them for their last name, and tell them what their seat number is, and tell them to start working on the sheet that is on their seat (it's a sheet where I ask them for personal information and some questions about their background and goals in the class and future - I change the questions every year based on what I want to know about them). The reason why I do this is because I want them to start getting used to the fact that they are going to be working as soon as they walk in every day. When I'm telling the students their seat numbers, I have a list of students that is in alphabetical order, and I write their seat number right next to their name. In the first day of school, after the bell, I greet them, and go over my rules and procedures, and have them practice some of them - such as passing papers. I have them pass papers to the center. I also hand out a first-day letter. You can see my first-day letter at http://www.teacherweb.com/CA/ThousandOaksHighSchool/MrsBass/Sp2-first-day-letter---2010-2011.docx Bass, V. Re: [FLTEACH] Classroom Policies. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 11 Jul 2011). --- I like "Find Someone Who" stuff.... In English for level 1: Find someone who can sing a song in French, knows who Tony Parker is, who has eaten a croissant (there must be some easy ones), who can say something in French, etc. For level 2 and up, I use the target language; for level 2 I usually use likes and dislikes -- who likes soccer, ice cream, classical music, math, etc. For level 3 I use past tense to talk about summer: who worked, who slept a lot, etc. Blaz, D. Re: [FLTEACH] ice breakers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Jul 2011). --- Last week several teachers mentioned using PQA, personalized questions and answers. You can watch a demonstration of this technique and others on the first day of class at http://vimeo.com/14623651 . The teacher, Scott Benedict, also has a website full of professional development opportunities at http://teachforjune.com
Source: Various
Inputdate: 2011-07-27 10:37:51
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Title: More Ideas for the Beginning of the School Year
Body: Last week we shared some teachers’ ideas for beginning the school year. Here are some more: From the FLTEACH listserv: I've tried new things each year, and here are some things that work for me. I have a paper outside my classroom with my name, classroom number and schedule (period and class) so that students can see that they are in the right place. In the first day of school, I have an extra paper on the window so that students can check that they are in the right place. In the first day of school, I also write "Bienvenidos a la clase de español -- Profesora Bass". That also helps them check that they are in the right place (this is to avoid embarrassing them in front of the students because they are in the wrong place). As they are coming into the classroom the first day of school, I ask them for their last name, and tell them what their seat number is, and tell them to start working on the sheet that is on their seat (it's a sheet where I ask them for personal information and some questions about their background and goals in the class and future - I change the questions every year based on what I want to know about them). The reason why I do this is because I want them to start getting used to the fact that they are going to be working as soon as they walk in every day. When I'm telling the students their seat numbers, I have a list of students that is in alphabetical order, and I write their seat number right next to their name. In the first day of school, after the bell, I greet them, and go over my rules and procedures, and have them practice some of them - such as passing papers. I have them pass papers to the center. I also hand out a first-day letter. You can see my first-day letter at http://www.teacherweb.com/CA/ThousandOaksHighSchool/MrsBass/Sp2-first-day-letter---2010-2011.docx Bass, V. Re: [FLTEACH] Classroom Policies. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 11 Jul 2011). --- I like "Find Someone Who" stuff.... In English for level 1: Find someone who can sing a song in French, knows who Tony Parker is, who has eaten a croissant (there must be some easy ones), who can say something in French, etc. For level 2 and up, I use the target language; for level 2 I usually use likes and dislikes -- who likes soccer, ice cream, classical music, math, etc. For level 3 I use past tense to talk about summer: who worked, who slept a lot, etc. Blaz, D. Re: [FLTEACH] ice breakers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Jul 2011). --- Last week several teachers mentioned using PQA, personalized questions and answers. You can watch a demonstration of this technique and others on the first day of class at http://vimeo.com/14623651 . The teacher, Scott Benedict, also has a website full of professional development opportunities at http://teachforjune.com
Source: Various
Inputdate: 2011-07-27 10:37:51
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13114
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Title: Quizlet Now Offers "Speller" Mode in 18 Languages
Body: From http://www.freetech4teachers.com The popular online flashcard service Quizlet recently made two big announcements. First, they now offer text-to-speech in eighteen languages. Second, they launched a new study mode that they've name "speller." Speller mode plays words for you that you then have to type correctly into the space provided. If you misspell the word that is read to you, Quizlet will show you your errors. Read the full review of these changes at http://www.freetech4teachers.com/2011/07/quizlet-now-offers-speller-mode-in-18.html Quizlet is available at http://quizlet.com Read a description of Quizet at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6166
Source: Free Technology for Teachers
Inputdate: 2011-07-27 10:39:02
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Title: Quizlet Now Offers "Speller" Mode in 18 Languages
Body: From http://www.freetech4teachers.com The popular online flashcard service Quizlet recently made two big announcements. First, they now offer text-to-speech in eighteen languages. Second, they launched a new study mode that they've name "speller." Speller mode plays words for you that you then have to type correctly into the space provided. If you misspell the word that is read to you, Quizlet will show you your errors. Read the full review of these changes at http://www.freetech4teachers.com/2011/07/quizlet-now-offers-speller-mode-in-18.html Quizlet is available at http://quizlet.com Read a description of Quizet at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6166
Source: Free Technology for Teachers
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13115
Content Type: 1
Title: Book: Key Concepts in Second Language Acquisition
Body: From http://www.palgrave.com/products/title.aspx?PID=328750 Key Concepts in Second Language Acquisition By Hayo Reinders and Shawn Loewen Published by Palgrave Macmillan Description: What does it mean to acquire a language? What is considered a 'second' language in multilingual settings? This practical and comprehensive guide provides an opportunity to consider these issues, providing easy access to concise definitions of key terms and concepts in the study of Second Language Acquisition. Visit the publisher’s website at http://www.palgrave.com/products/title.aspx?PID=328750
Source: Palgrave Macmillan
Inputdate: 2011-08-05 03:30:22
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Title: Book: Key Concepts in Second Language Acquisition
Body: From http://www.palgrave.com/products/title.aspx?PID=328750 Key Concepts in Second Language Acquisition By Hayo Reinders and Shawn Loewen Published by Palgrave Macmillan Description: What does it mean to acquire a language? What is considered a 'second' language in multilingual settings? This practical and comprehensive guide provides an opportunity to consider these issues, providing easy access to concise definitions of key terms and concepts in the study of Second Language Acquisition. Visit the publisher’s website at http://www.palgrave.com/products/title.aspx?PID=328750
Source: Palgrave Macmillan
Inputdate: 2011-08-05 03:30:22
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13116
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Title: Book: Lexical Errors and Accuracy in Foreign Language Writing
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694164 Lexical Errors and Accuracy in Foreign Language Writing By María del Pilar Agustín Llach Published by Multilingual Matters Summary: Lexical errors are a determinant in gaining insight into vocabulary acquisition, vocabulary use and writing quality assessment. Lexical errors are very frequent in the written production of young EFL learners, but they decrease as learners gain proficiency. Misspellings are the most common category, but formal errors give way to semantic-based lexical errors as proficiency increases, likewise, the direct influence of the L1 also reduces in favor of more elaborated transfer mechanisms and L2 influence. The different categories of lexical errors indicate the stage of learning. This book uses a study of young EFL learners to suggest that lexical accuracy is a crucial component of writing assessment, and that lexical errors are useful in predicting writing quality. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694164
Source: Multilingual Matters
Inputdate: 2011-08-05 08:34:47
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Title: Book: Lexical Errors and Accuracy in Foreign Language Writing
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694164 Lexical Errors and Accuracy in Foreign Language Writing By María del Pilar Agustín Llach Published by Multilingual Matters Summary: Lexical errors are a determinant in gaining insight into vocabulary acquisition, vocabulary use and writing quality assessment. Lexical errors are very frequent in the written production of young EFL learners, but they decrease as learners gain proficiency. Misspellings are the most common category, but formal errors give way to semantic-based lexical errors as proficiency increases, likewise, the direct influence of the L1 also reduces in favor of more elaborated transfer mechanisms and L2 influence. The different categories of lexical errors indicate the stage of learning. This book uses a study of young EFL learners to suggest that lexical accuracy is a crucial component of writing assessment, and that lexical errors are useful in predicting writing quality. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694164
Source: Multilingual Matters
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13117
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Title: August 2011 Issue of Language Magazine
Body: From http://languagemagazine.com/?p=2648 The August 2011 issue of Language Magazine is focused on technology. In this edition, there’s a feature on classroom tasks suited to interactive whiteboards, a round-up of the latest internet-based language programs, and an in-depth look at how Arabic designers have tackled the challenge of adapting their language to the Latin script bias of the digital age. Access this online magazine at http://www.languagemagazine.com/online
Source: Language Magazine
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Title: August 2011 Issue of Language Magazine
Body: From http://languagemagazine.com/?p=2648 The August 2011 issue of Language Magazine is focused on technology. In this edition, there’s a feature on classroom tasks suited to interactive whiteboards, a round-up of the latest internet-based language programs, and an in-depth look at how Arabic designers have tackled the challenge of adapting their language to the Latin script bias of the digital age. Access this online magazine at http://www.languagemagazine.com/online
Source: Language Magazine
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Title: Call for Papers: Exploring Approaches to Cultures & Languages Across the Curriculum
Body: Sixth Annual CLAC Conference Exploring Approaches to Cultures & Languages Across the Curriculum March 9-10, 2012 Radisson University Hotel Minneapolis, MN The sixth annual conference on Cultures and Languages Across the Curriculum (CLAC) provides an opportunity for faculty, graduate instructors, and administrators to share expertise in building and managing post-secondary CLAC programs. A specific focus of the conference will be on presenting and discussing a variety of models and points of focus for CLAC programs at the post-secondary level. The following topics are of particular interest: CLAC course design (syllabi, classroom activities, lesson plans). Innovative CLAC programs. Focus on development of advanced translingual and transcultural competence. Evaluation and assessment. Incorporating technology in CLAC. Theoretical frameworks for a successful CLAC program. Deadline: September 30, 2011 View the full call for papers at http://www.carla.umn.edu/conferences/clac/call.html
Source: CARLA
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Title: Call for Papers: Exploring Approaches to Cultures & Languages Across the Curriculum
Body: Sixth Annual CLAC Conference Exploring Approaches to Cultures & Languages Across the Curriculum March 9-10, 2012 Radisson University Hotel Minneapolis, MN The sixth annual conference on Cultures and Languages Across the Curriculum (CLAC) provides an opportunity for faculty, graduate instructors, and administrators to share expertise in building and managing post-secondary CLAC programs. A specific focus of the conference will be on presenting and discussing a variety of models and points of focus for CLAC programs at the post-secondary level. The following topics are of particular interest: CLAC course design (syllabi, classroom activities, lesson plans). Innovative CLAC programs. Focus on development of advanced translingual and transcultural competence. Evaluation and assessment. Incorporating technology in CLAC. Theoretical frameworks for a successful CLAC program. Deadline: September 30, 2011 View the full call for papers at http://www.carla.umn.edu/conferences/clac/call.html
Source: CARLA
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