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Contentid:
13139
Content Type: 1
Title: E-Book: Around the World
Body: Take a trip around the Spanish-speaking world with songs and fun Spanish worksheets from each of the 21 Spanish-speaking countries. Learn more about this e-book on Zachary Jones’s Zambombazo website: http://zachary-jones.com/zambombazo/around-the-world-vol-1
Source: Zambombazo
Inputdate: 2011-08-05 10:00:51
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Title: E-Book: Around the World
Body: Take a trip around the Spanish-speaking world with songs and fun Spanish worksheets from each of the 21 Spanish-speaking countries. Learn more about this e-book on Zachary Jones’s Zambombazo website: http://zachary-jones.com/zambombazo/around-the-world-vol-1
Source: Zambombazo
Inputdate: 2011-08-05 10:00:51
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13140
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Title: ELLs Can Integrate Effectively, Reports Emphasize
Body: From http://blogs.edweek.org/edweek/learning-the-language/2011/08/by_guest_blogger_alexandra_ric.html ELLs Can Integrate Effectively, Reports Emphasize By guest blogger Alexandra Rice August 1, 2011 A report recently released by the National Association of Charter School Authorizers puts forth the idea that the expansion of charter schools is good for educational equality. But it urges charter authorizers to do more to ensure that English-language learners have equal access to charter schools and that the schools serve them well. In an effort to educate charter authorizers on the unique characteristics of ELLs, the report's author gives a brief description of the diverse group, citing statistics such as that 10 percent of K-12 students nationwide are English-language learners, and 16.5 percent of charter students are ELLs. The report also highlights laws and regulations pertaining to ELLs that charter personnel should be aware of and it discusses features of effective schools serving ELLs that the author states can be successfully replicated. Some of those features include implementing comprehensive English-language- development programs that align with academic development, increasing capacity to serve ELLs, providing fair and reliable assessments, and, notably, making preschool education more available. How Latino children and ELLs can better be educated in preschools is now being studied more closely as well. One example of this is a case study published earlier this summer by the Foundation for Child Development on effectively educating ELLs in the pre-K through 3rd grade years. In the study, the researchers explore how Montgomery County Public Schools in Maryland is a district with an effective model for closing the achievement gap between ELLs and fluent English speakers. Read the full article and access links to both reports at http://blogs.edweek.org/edweek/learning-the-language/2011/08/by_guest_blogger_alexandra_ric.html
Source: Education Week
Inputdate: 2011-08-05 10:03:29
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Title: ELLs Can Integrate Effectively, Reports Emphasize
Body: From http://blogs.edweek.org/edweek/learning-the-language/2011/08/by_guest_blogger_alexandra_ric.html ELLs Can Integrate Effectively, Reports Emphasize By guest blogger Alexandra Rice August 1, 2011 A report recently released by the National Association of Charter School Authorizers puts forth the idea that the expansion of charter schools is good for educational equality. But it urges charter authorizers to do more to ensure that English-language learners have equal access to charter schools and that the schools serve them well. In an effort to educate charter authorizers on the unique characteristics of ELLs, the report's author gives a brief description of the diverse group, citing statistics such as that 10 percent of K-12 students nationwide are English-language learners, and 16.5 percent of charter students are ELLs. The report also highlights laws and regulations pertaining to ELLs that charter personnel should be aware of and it discusses features of effective schools serving ELLs that the author states can be successfully replicated. Some of those features include implementing comprehensive English-language- development programs that align with academic development, increasing capacity to serve ELLs, providing fair and reliable assessments, and, notably, making preschool education more available. How Latino children and ELLs can better be educated in preschools is now being studied more closely as well. One example of this is a case study published earlier this summer by the Foundation for Child Development on effectively educating ELLs in the pre-K through 3rd grade years. In the study, the researchers explore how Montgomery County Public Schools in Maryland is a district with an effective model for closing the achievement gap between ELLs and fluent English speakers. Read the full article and access links to both reports at http://blogs.edweek.org/edweek/learning-the-language/2011/08/by_guest_blogger_alexandra_ric.html
Source: Education Week
Inputdate: 2011-08-05 10:03:29
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13141
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Title: The Best Sites To Download Free ESL Board Game Templates
Body: From http://larryferlazzo.edublogs.org Mr. Ferlazzo provides links to board game templates, which could be used as they are or as models for students to design their own games. Available at http://larryferlazzo.edublogs.org/2011/08/01/the-best-sites-to-download-free-esl-board-game-templates
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2011-08-05 10:08:28
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Title: The Best Sites To Download Free ESL Board Game Templates
Body: From http://larryferlazzo.edublogs.org Mr. Ferlazzo provides links to board game templates, which could be used as they are or as models for students to design their own games. Available at http://larryferlazzo.edublogs.org/2011/08/01/the-best-sites-to-download-free-esl-board-game-templates
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2011-08-05 10:08:28
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13142
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Title: Carnegie Mellon Students Develop Programs to Help High Schoolers Abroad Learn English
Body: From http://thejournal.com/articles/2011/07/19/carnegie-mellon-students-develop-programs-to-help-high-schoolers-learn-english.aspx Carnegie Mellon Students Develop Programs to Help High Schoolers Learn English By Dian Schaffhauser July 19, 2011 A small team of Carnegie Mellon University students is nearing the end of a 10-week internship focused on developing programs that can be used by high school students to improve their English skills. The students are part of a program called the innovative Student Technology Experience (iSTEP), which is organized by the TechBridgeWorld research group in the university's Robotics Institute. TechBridgeWorld develops and tests out technology-based solutions customized to meet a specific developing community's needs. iSTEP gives its student participants a chance to apply skills learned in the classroom to real-world challenges. The latest effort involves developing new technological tools for teaching English in Uruguay high schools. The university team has seven people working with the Administración Nacional de Educación Pública, (ANEP) in Montevideo, which is the capital and largest city in Uruguay, and Liceo 39, a public school. Four students are based in Montevideo; two in Pittsburgh at the main campus; and one at Carnegie Mellon's campus in Doha, Qatar. Read the full article at http://thejournal.com/articles/2011/07/19/carnegie-mellon-students-develop-programs-to-help-high-schoolers-learn-english.aspx
Source: THE Journal
Inputdate: 2011-08-05 10:09:26
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Title: Carnegie Mellon Students Develop Programs to Help High Schoolers Abroad Learn English
Body: From http://thejournal.com/articles/2011/07/19/carnegie-mellon-students-develop-programs-to-help-high-schoolers-learn-english.aspx Carnegie Mellon Students Develop Programs to Help High Schoolers Learn English By Dian Schaffhauser July 19, 2011 A small team of Carnegie Mellon University students is nearing the end of a 10-week internship focused on developing programs that can be used by high school students to improve their English skills. The students are part of a program called the innovative Student Technology Experience (iSTEP), which is organized by the TechBridgeWorld research group in the university's Robotics Institute. TechBridgeWorld develops and tests out technology-based solutions customized to meet a specific developing community's needs. iSTEP gives its student participants a chance to apply skills learned in the classroom to real-world challenges. The latest effort involves developing new technological tools for teaching English in Uruguay high schools. The university team has seven people working with the Administración Nacional de Educación Pública, (ANEP) in Montevideo, which is the capital and largest city in Uruguay, and Liceo 39, a public school. Four students are based in Montevideo; two in Pittsburgh at the main campus; and one at Carnegie Mellon's campus in Doha, Qatar. Read the full article at http://thejournal.com/articles/2011/07/19/carnegie-mellon-students-develop-programs-to-help-high-schoolers-learn-english.aspx
Source: THE Journal
Inputdate: 2011-08-05 10:09:26
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13143
Content Type: 1
Title: Wiki for Sharing Authentic Resources
Body: From http://authentic-resources.wikispaces.com Authentic Resources are one of our greatest needs when teaching our students language proficiency. This site was made to create a hub for authentic readings, signage, audio, video and other resources that fit this description: Authentic language resources are created by native speakers for native speakers. Resources are being added every day. Check for resources for the language you teach by choosing the tab that corresponds to your language. Learn more and join in at http://authentic-resources.wikispaces.com
Source: Authentic-Resources
Inputdate: 2011-08-05 10:11:40
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Title: Wiki for Sharing Authentic Resources
Body: From http://authentic-resources.wikispaces.com Authentic Resources are one of our greatest needs when teaching our students language proficiency. This site was made to create a hub for authentic readings, signage, audio, video and other resources that fit this description: Authentic language resources are created by native speakers for native speakers. Resources are being added every day. Check for resources for the language you teach by choosing the tab that corresponds to your language. Learn more and join in at http://authentic-resources.wikispaces.com
Source: Authentic-Resources
Inputdate: 2011-08-05 10:11:40
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13144
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Title: Activity Idea for Songs: Lyric Race
Body: From http://evasimkesyan.edublogs.org Here is a fun activity which can be used with songs. • Choose some words from the song you will use in the class and prepare word cards. Stick the words to the board. • Divide students into two teams (or groups if you have a big class). Work with the words for a while. Give definition, a handout, etc. Any vocabulary exercise will do according to the level of the class. • When the class is ready tell them each team will stand in a line in front of the board. • Play the song. • When a student at the front of the line hears a word in the song, s/he runs to the board and takes the card for the team. Then s/he goes to the back. • Game continues until all the words have been removed from the board. • The team with the most cards wins. • Give each team a copy of the lyrics with blanks. Tell them to complete the gaps with the words they have collected. When they finish, play the song again and check if they have done it correctly. See a full description of this activity at http://evasimkesyan.edublogs.org/2011/07/29/lyric-race
Source: A Journey in TEFL
Inputdate: 2011-08-05 10:12:33
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Title: Activity Idea for Songs: Lyric Race
Body: From http://evasimkesyan.edublogs.org Here is a fun activity which can be used with songs. • Choose some words from the song you will use in the class and prepare word cards. Stick the words to the board. • Divide students into two teams (or groups if you have a big class). Work with the words for a while. Give definition, a handout, etc. Any vocabulary exercise will do according to the level of the class. • When the class is ready tell them each team will stand in a line in front of the board. • Play the song. • When a student at the front of the line hears a word in the song, s/he runs to the board and takes the card for the team. Then s/he goes to the back. • Game continues until all the words have been removed from the board. • The team with the most cards wins. • Give each team a copy of the lyrics with blanks. Tell them to complete the gaps with the words they have collected. When they finish, play the song again and check if they have done it correctly. See a full description of this activity at http://evasimkesyan.edublogs.org/2011/07/29/lyric-race
Source: A Journey in TEFL
Inputdate: 2011-08-05 10:12:33
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Title: Ideas for the Beginning of the School Year, Part 3
Body: The last two weeks’ InterCom issues included ideas for the beginning of the school year. Here is another that sets clear expectations for student behavior. --- I spent two weeks on activities designed around making the students comfortable with what they were going to be doing, and setting expectations. The first class I explained the rules. I did this by stating one rule and doing an interactive exercise that used the rule. For example, doing things as quickly as possible: I reviewed the English (I'm teaching English) for "Stand up", "Sit down", "Find a partner" and "Go back to your seat" using TPR. Then we exercised it. The fastest people were given special participation points. I'm also using a lot of circling in my classes. I chose material that I knew they were familiar with ("What is your name", "Where do you live", etc). I made a game where each column of chairs in the class is a team. Then I went row by row and asked a question. The first person in the row to yell the answer won a point for their team. Then go to the next row. The other students in their team can try to send a message with the answer... But again, the point is, I want to practice getting the students to answer questions quickly and loudly. I also divided the class up into different "times". There is speaking time, listening time, and answering time. During speaking time, the students can speak freely (I give bonus participation points to any student I hear speaking English during this time). In listening time, they are not allowed to speak at all. In answering time, they are allowed to answer and ask questions. Speaking time happens when I give the students a reading assignment, or worksheet to do. They are allowed to help each other complete the task. Listening time happens very infrequently and is only for critical explanations. It is always followed by question time. In question time, the students may raise their hands and ask a question. Bonus points are given for English. Question time also happens when I am circling. Before each time I yell out "It's time".
To practice this, I give them small examples of the different times and then ask them "What time is it?", "What can you do now?", etc. Basically, we are doing easy English games during this time that correspond to the various times.
The next class, I have a class on asking for permission. While it's in the curriculum, it's also part of the rules. We go through a lot of examples of asking for permission. We practice the rules from the previous day.
Then I have a class on asking questions. I give a lot of examples of different kinds of questions. Then I create scenarios for the students where they will want to ask various kinds of questions. For question time I ask the students all sorts of personal questions. Then I get them to ask me all sorts of personal questions.
Finally I have a class on giving advice. Just like every other day, we are practicing the rules and I have activities to exercise them. For this day, the focus is on giving advice. It can be used for answering questions during talking time when another student wants to know how they should do something. At the end I group the students into small teams and give each team a series of problems in my life (real problems -- like "The bus is too slow", "I don't have enough money", etc). The students must give me advice. They absolutely love this.
Even though I am exercising English in these classes (and part of it is actually in the curriculum), I'm really just practicing how I want the class to run. I've got tons of activities, games, and examples and exercises to practice each of the things that are important. Afterwards, the students should feel comfortable with the way the class runs and feel confident that they can initiate and respond to normal classroom situations in English.
Charlton, M. Re: [FLTEACH] New Teacher: Needs Help! FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Jul 2011).
Source: FLTEACH
Inputdate: 2011-08-05 10:13:35
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Title: Ideas for the Beginning of the School Year, Part 3
Body: The last two weeks’ InterCom issues included ideas for the beginning of the school year. Here is another that sets clear expectations for student behavior. --- I spent two weeks on activities designed around making the students comfortable with what they were going to be doing, and setting expectations. The first class I explained the rules. I did this by stating one rule and doing an interactive exercise that used the rule. For example, doing things as quickly as possible: I reviewed the English (I'm teaching English) for "Stand up", "Sit down", "Find a partner" and "Go back to your seat" using TPR. Then we exercised it. The fastest people were given special participation points. I'm also using a lot of circling in my classes. I chose material that I knew they were familiar with ("What is your name", "Where do you live", etc). I made a game where each column of chairs in the class is a team. Then I went row by row and asked a question. The first person in the row to yell the answer won a point for their team. Then go to the next row. The other students in their team can try to send a message with the answer... But again, the point is, I want to practice getting the students to answer questions quickly and loudly. I also divided the class up into different "times". There is speaking time, listening time, and answering time. During speaking time, the students can speak freely (I give bonus participation points to any student I hear speaking English during this time). In listening time, they are not allowed to speak at all. In answering time, they are allowed to answer and ask questions. Speaking time happens when I give the students a reading assignment, or worksheet to do. They are allowed to help each other complete the task. Listening time happens very infrequently and is only for critical explanations. It is always followed by question time. In question time, the students may raise their hands and ask a question. Bonus points are given for English. Question time also happens when I am circling. Before each time I yell out "It's
Source: FLTEACH
Inputdate: 2011-08-05 10:13:35
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13146
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Title: Book: Key Concepts in Bilingualism
Body: From http://www.palgrave.com/products/title.aspx?PID=353592 Key Concepts in Bilingualism By Fredric W. Field Published by Palgrave Macmillan Description: Arranged alphabetically, this accessible glossary provides a quick source of reference for a range of readers, from students of linguistics to educators who need help navigating the vocabulary of Bilingualism. Cross-referenced throughout, this guide considers a range of concepts that relate to the interdisciplinary nature of the field. Visit the publisher’s website at http://www.palgrave.com/products/title.aspx?PID=353592
Source: Palgrave Macmillan
Inputdate: 2011-08-14 05:50:52
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Title: Book: Key Concepts in Bilingualism
Body: From http://www.palgrave.com/products/title.aspx?PID=353592 Key Concepts in Bilingualism By Fredric W. Field Published by Palgrave Macmillan Description: Arranged alphabetically, this accessible glossary provides a quick source of reference for a range of readers, from students of linguistics to educators who need help navigating the vocabulary of Bilingualism. Cross-referenced throughout, this guide considers a range of concepts that relate to the interdisciplinary nature of the field. Visit the publisher’s website at http://www.palgrave.com/products/title.aspx?PID=353592
Source: Palgrave Macmillan
Inputdate: 2011-08-14 05:50:52
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13147
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Title: Summer 2011 Issue of the Heritage Language Journal
Body: From http://www.heritagelanguages.org/Journal.aspx Volume 8, Issue 2 of the Heritage Language Journal is now on line (http://www.heritagelanguages.org). This issue, with six papers and a book review, is the first of two proceedings issues from the National Heritage Language Resource Center’s conference held in February, 2010. The Heritage Language Journal has also have launched a new website, which requires registration to access journal papers. You will be asked to register even though you were a subscriber on the former website. In this issue: Filling the Void: Community Spanish Language Programs in Los Angeles Serving to Preserve the Language “The Tongue of Pangcah and of Savages are the Same”: Language Ideology in a Multilingual Aboriginal Village in Taiwan Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners Exploring and Supporting Home Language Maintenance in Informal Playgroups: Working with Pacific Communities Ainu as a Heritage Language of Japan: History, Current State and Future of Ainu Language Policy and Education Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico Book Review: Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned Access these articles at http://www.heritagelanguages.org/Journal.aspx
Source: NHLRC
Inputdate: 2011-08-14 05:54:01
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Title: Summer 2011 Issue of the Heritage Language Journal
Body: From http://www.heritagelanguages.org/Journal.aspx Volume 8, Issue 2 of the Heritage Language Journal is now on line (http://www.heritagelanguages.org). This issue, with six papers and a book review, is the first of two proceedings issues from the National Heritage Language Resource Center’s conference held in February, 2010. The Heritage Language Journal has also have launched a new website, which requires registration to access journal papers. You will be asked to register even though you were a subscriber on the former website. In this issue: Filling the Void: Community Spanish Language Programs in Los Angeles Serving to Preserve the Language “The Tongue of Pangcah and of Savages are the Same”: Language Ideology in a Multilingual Aboriginal Village in Taiwan Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners Exploring and Supporting Home Language Maintenance in Informal Playgroups: Working with Pacific Communities Ainu as a Heritage Language of Japan: History, Current State and Future of Ainu Language Policy and Education Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico Book Review: Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned Access these articles at http://www.heritagelanguages.org/Journal.aspx
Source: NHLRC
Inputdate: 2011-08-14 05:54:01
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13148
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Title: Call for Papers: Conference of the Mid-America Alliance for African Studies
Body: From http://associations.missouristate.edu/maaas/MAAAS11CFP.htm MAAAS 2011 Call for Papers October 28-29, 2011 University of Missouri, Columbia Conference theme: The African Diaspora: Past, Present, and Future The Mid-America Alliance for African Studies and the Black Studies Program, University of Missouri, Columbia, invite scholars to submit conference papers and full panel proposals for the 2011 conference on Africana Studies. The goal of this conference is to create an interdisciplinary dialogue concerning the history, the current state, and the future of the African Diaspora. Scholars are welcome to submit papers on a range of areas focusing on the Diaspora, such as cultural, feminist, Pan African, and postcolonial studies. Papers from traditional disciplines such as English, History, Sociology, Psychology, Political Science, the Arts, etc. are also welcome. This conference will be a platform for discussions on the Diaspora, where we are now and how current connections across the Diaspora are identified and articulated, as well as consideration of historical issues and goals for the future within the African Diaspora. The organizers invite proposals that address topics beyond the organizing theme as well. Please send a 250-word abstract or panel description by September 1, 2011 (revised deadline) to Dr. Phia Salter, MAAAS Vice President (2010 – 2011) Psychology and Africana Studies, Texas A&M University Email: psalter at tamu dot edu See http://associations.missouristate.edu/maaas/default.htm for additional information.
Source: MAAAS
Inputdate: 2011-08-14 09:07:03
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Title: Call for Papers: Conference of the Mid-America Alliance for African Studies
Body: From http://associations.missouristate.edu/maaas/MAAAS11CFP.htm MAAAS 2011 Call for Papers October 28-29, 2011 University of Missouri, Columbia Conference theme: The African Diaspora: Past, Present, and Future The Mid-America Alliance for African Studies and the Black Studies Program, University of Missouri, Columbia, invite scholars to submit conference papers and full panel proposals for the 2011 conference on Africana Studies. The goal of this conference is to create an interdisciplinary dialogue concerning the history, the current state, and the future of the African Diaspora. Scholars are welcome to submit papers on a range of areas focusing on the Diaspora, such as cultural, feminist, Pan African, and postcolonial studies. Papers from traditional disciplines such as English, History, Sociology, Psychology, Political Science, the Arts, etc. are also welcome. This conference will be a platform for discussions on the Diaspora, where we are now and how current connections across the Diaspora are identified and articulated, as well as consideration of historical issues and goals for the future within the African Diaspora. The organizers invite proposals that address topics beyond the organizing theme as well. Please send a 250-word abstract or panel description by September 1, 2011 (revised deadline) to Dr. Phia Salter, MAAAS Vice President (2010 – 2011) Psychology and Africana Studies, Texas A&M University Email: psalter at tamu dot edu See http://associations.missouristate.edu/maaas/default.htm for additional information.
Source: MAAAS
Inputdate: 2011-08-14 09:07:03
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