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13289
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Title: Latest Issue of Teaching Classical Languages Now Available Online
Body: From http://www.tcl.camws.org The latest issue of Teaching Classical Languages, the online journal sponsored by the Classical Association of the Middle West and South, is now available on their website. In this issue: Yasuko Taoka, "Classroom as Text: What Genres Do We Teach In?" Tracy Jamison Wood, "Third Language Acquisition: Spanish-Speaking Students in the Latin Classroom" Judith Lynn Sebesta, "Aliquid Novi: The New Series of Bolchazy-Carducci Latin Readers" Access the latest issue at http://www.tcl.camws.org/spring2011.php
Source: CAMWS
Inputdate: 2011-09-11 12:44:39
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Title: Latest Issue of Teaching Classical Languages Now Available Online
Body: From http://www.tcl.camws.org The latest issue of Teaching Classical Languages, the online journal sponsored by the Classical Association of the Middle West and South, is now available on their website. In this issue: Yasuko Taoka, "Classroom as Text: What Genres Do We Teach In?" Tracy Jamison Wood, "Third Language Acquisition: Spanish-Speaking Students in the Latin Classroom" Judith Lynn Sebesta, "Aliquid Novi: The New Series of Bolchazy-Carducci Latin Readers" Access the latest issue at http://www.tcl.camws.org/spring2011.php
Source: CAMWS
Inputdate: 2011-09-11 12:44:39
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13290
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Title: La Guinguette: Online Magazine for French Learners
Body: From http://langcanada.ca/blog/index.php/2011/08/26/la-guinguette-online-magazine La Guinguette is an online magazine for learners of French. Although La Guinguette suspended publishing new articles in July 2010, the monthly articles and features from 2001 to 2010 can be found online. Each comes with a full soundtrack and transcript. The archived materials are available at http://www.laguinguette.com
Source: LangCanada
Inputdate: 2011-09-11 12:45:33
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Title: La Guinguette: Online Magazine for French Learners
Body: From http://langcanada.ca/blog/index.php/2011/08/26/la-guinguette-online-magazine La Guinguette is an online magazine for learners of French. Although La Guinguette suspended publishing new articles in July 2010, the monthly articles and features from 2001 to 2010 can be found online. Each comes with a full soundtrack and transcript. The archived materials are available at http://www.laguinguette.com
Source: LangCanada
Inputdate: 2011-09-11 12:45:33
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Title: Mexican Independence Day Resources
Body: September 16th, el Grito de Dolores, marks the beginning of the Mexican War of Independence. Zachary Jones has put together quite a few resources for you and your students: A crossword puzzle: http://zachary-jones.com/zambombazo/crucigrama-de-los-personajes-de-la-independencia-de-mexico A video of a musical biography of Miguel Hidalgo: http://zachary-jones.com/zambombazo/cancion-de-la-independencia-de-mexico-biografia-de-miguel-hidalgo Children's art: http://zachary-jones.com/zambombazo/pinturas-y-dibujos-de-la-independencia-y-la-revolucion-de-mexico Coloring sheets of famous people involved: http://zachary-jones.com/zambombazo/dibujos-para-colorear-personajes-de-la-independencia-de-mexico A word search with famous people involved: http://zachary-jones.com/zambombazo/sopa-de-letras-personajes-de-la-independencia-de-mexico A timeline of events: http://zachary-jones.com/zambombazo/acrostico-linea-de-tiempo-de-la-independencia-de-mexico Even paper dolls!: http://zachary-jones.com/zambombazo/independencia-de-mexico-titeres-munecos-recortables Meanwhile, Ricardo and Kelly Várguez have a narrated comic strip online telling the story of Mexican Independence: http://www.fluencyprof.com/mexican-independence-comic.html Larry Ferlazzo has compiled an annotated list: The Best Resources For Learning About Mexico’s Independence Day, available at http://larryferlazzo.edublogs.org/2009/09/16/the-best-resources-for-learning-about-mexicos-independence-day
Source: Various
Inputdate: 2011-09-11 12:47:32
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Title: Mexican Independence Day Resources
Body: September 16th, el Grito de Dolores, marks the beginning of the Mexican War of Independence. Zachary Jones has put together quite a few resources for you and your students: A crossword puzzle: http://zachary-jones.com/zambombazo/crucigrama-de-los-personajes-de-la-independencia-de-mexico A video of a musical biography of Miguel Hidalgo: http://zachary-jones.com/zambombazo/cancion-de-la-independencia-de-mexico-biografia-de-miguel-hidalgo Children's art: http://zachary-jones.com/zambombazo/pinturas-y-dibujos-de-la-independencia-y-la-revolucion-de-mexico Coloring sheets of famous people involved: http://zachary-jones.com/zambombazo/dibujos-para-colorear-personajes-de-la-independencia-de-mexico A word search with famous people involved: http://zachary-jones.com/zambombazo/sopa-de-letras-personajes-de-la-independencia-de-mexico A timeline of events: http://zachary-jones.com/zambombazo/acrostico-linea-de-tiempo-de-la-independencia-de-mexico Even paper dolls!: http://zachary-jones.com/zambombazo/independencia-de-mexico-titeres-munecos-recortables Meanwhile, Ricardo and Kelly Várguez have a narrated comic strip online telling the story of Mexican Independence: http://www.fluencyprof.com/mexican-independence-comic.html Larry Ferlazzo has compiled an annotated list: The Best Resources For Learning About Mexico’s Independence Day, available at http://larryferlazzo.edublogs.org/2009/09/16/the-best-resources-for-learning-about-mexicos-independence-day
Source: Various
Inputdate: 2011-09-11 12:47:32
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Title: Hispanic Heritage Month
Body: Hispanic Heritage Month runs from September 15th through October 15th. The theme this year is “Heritage, Diversity, Integrity and Honor: The Renewed Hope of America.” Here are some resources that you may find useful: A web portal full of excellent resources has been set up by the Library of Congress and the National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution, United States Holocaust Memorial Museum and U.S. National Archives and Records Administration: http://hispanicheritagemonth.gov The Annenberg Foundation recommends the following resources: -Pat Mora, a writer and activist from Texas and descendent of Mexican grandparents, works to preserve and celebrate Mexican American literature. Her work is featured in session 1 (http://www.learner.org/workshops/hslit/session1/aw/author1.html )of The Expanding Canon: Teaching Multicultural Literature in High School (http://www.learner.org/workshops/hslit ). More Hispanic writers are featured throughout the program. -In Biography of America (http://www.learner.org/biographyofamerica/ ), program 26, “The Redemptive Imagination,” (http://www.learner.org/biographyofamerica/prog26/index.html ) watch Esmeralda Santiago join in the discussion about the role of storytelling in creating identity. She explains what compelled her to tell about her experiences as a Puerto Rican coming to live in the United States. -Middle school teachers, take a look at Teaching Multicultural Literature (http://www.learner.org/workshops/tml/ ). Authors and their works including Alma Flor Ada and Julia Alvarez and many others are featured. -More resources for Hispanic-Heritage Month: American Passages: A Literary Survey (http://www.learner.org/amerpass/index.html ); and Invitation to World Literature (http://www.learner.org/courses/worldlit/ ), program 11, “One Hundred Years of Solitude” (http://www.learner.org/courses/worldlit/one-hundred-years-of-solitude ) Scholastic Magazine has an interactive website for kids at http://www.teacher.scholastic.com/activities/hispanic/index.htm A useful metasite with links to more online resources and information is available at http://www.infoplease.com/spot/hhm1.html Two free concerts by Agustin Lira & Alma and Quetzal, curated by the Alliance for California Traditional Arts and presented by the American Folklife Center of the Library of Congress and the Kennedy Center Millennium Stage in celebration of Hispanic Heritage Month, will take place in Washington, D.C., on September 14th. The concerts will also be webcast by the presenting organizations and broadcast by Radio Bilingüe–the National Spanish-language radio network. For more information go to http://www.actaonline.org/content/acta-showcase-chicano-music-washington-dc Look for free articles about Mexican history and culture at the Inside Mexico website: http://www.inside-mexico.com/index.htm ; for example, this one about Doña Josefa Ortiz de Dominguez: http://www.inside-mexico.com/historia/josefaortiz.htm A collection of resources for elementary-age students is available at http://www.apples4theteacher.com/holidays/hispanic-heritage/printables Gale Cengage Learning has a website where you and your students can read biographies of significant Hispanic individuals; take a Hispanic culture quiz; follow a timeline of events that helped shape the Hispanic culture; explore Hispanic holidays, musical genres and other topics with information culled from Gale resources; and visit other pertinent sites and find suggestions for further readings, available at http://www.gale.cengage.com/free_resources/chh
Source: Various
Inputdate: 2011-09-11 12:51:34
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Title: Hispanic Heritage Month
Body: Hispanic Heritage Month runs from September 15th through October 15th. The theme this year is “Heritage, Diversity, Integrity and Honor: The Renewed Hope of America.” Here are some resources that you may find useful: A web portal full of excellent resources has been set up by the Library of Congress and the National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution, United States Holocaust Memorial Museum and U.S. National Archives and Records Administration: http://hispanicheritagemonth.gov The Annenberg Foundation recommends the following resources: -Pat Mora, a writer and activist from Texas and descendent of Mexican grandparents, works to preserve and celebrate Mexican American literature. Her work is featured in session 1 (http://www.learner.org/workshops/hslit/session1/aw/author1.html )of The Expanding Canon: Teaching Multicultural Literature in High School (http://www.learner.org/workshops/hslit ). More Hispanic writers are featured throughout the program. -In Biography of America (http://www.learner.org/biographyofamerica/ ), program 26, “The Redemptive Imagination,” (http://www.learner.org/biographyofamerica/prog26/index.html ) watch Esmeralda Santiago join in the discussion about the role of storytelling in creating identity. She explains what compelled her to tell about her experiences as a Puerto Rican coming to live in the United States. -Middle school teachers, take a look at Teaching Multicultural Literature (http://www.learner.org/workshops/tml/ ). Authors and their works including Alma Flor Ada and Julia Alvarez and many others are featured. -More resources for Hispanic-Heritage Month: American Passages: A Literary Survey (http://www.learner.org/amerpass/index.html ); and Invitation to World Literature (http://www.learner.org/courses/worldlit/ ), program 11, “One Hundred Years of Solitude” (http://www.learner.org/courses/worldlit/one-hundred-years-of-solitude ) Scholastic Magazine has an interactive website for kids at http://www.teacher.scholastic.com/activities/hispanic/index.htm A useful metasite with links to more online resources and information is available at http://www.infoplease.com/spot/hhm1.html Two free concerts by Agustin Lira & Alma and Quetzal, curated by the Alliance for California Traditional Arts and presented by the American Folklife Center of the Library of Congress and the Kennedy Center Millennium Stage in celebration of Hispanic Heritage Month, will take place in Washington, D.C., on September 14th. The concerts will also be webcast by the presenting organizations and broadcast by Radio Bilingüe–the National Spanish-language radio network. For more information go to http://www.actaonline.org/content/acta-showcase-chicano-music-washington-dc Look for free articles about Mexican history and culture at the Inside Mexico website: http://www.inside-mexico.com/index.htm ; for example, this one about Doña Josefa Ortiz de Dominguez: http://www.inside-mexico.com/historia/josefaortiz.htm A collection of resources for elementary-age students is available at http://www.apples4theteacher.com/holidays/hispanic-heritage/printables Gale Cengage Learning has a website where you and your students can read biographies of significant Hispanic individuals; take a Hispanic culture quiz; follow a timeline of events that helped shape the Hispanic culture; explore Hispanic holidays, musical genres and other topics with information culled from Gale resources; and visit other pertinent sites and find suggestions for further readings, available at http://www.gale.cengage.com/free_resources/chh
Source: Various
Inputdate: 2011-09-11 12:51:34
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Title: Ohio Festival to Celebrate Peru
Body: From http://www.middfestinternational.org Middfest International is renowned for taking a unique, in-depth look at another country’s culture and presenting it in a fun, festive environment. This year’s focus on Peru will be no exception! From fascinating exhibits that cover Literature and Language, Science, History, Art and Culture to exciting live performances by artists from Peru and the US to engaging youth activities, there will be lots to experience and enjoy! The celebration will take place September 30th and October 1st and 2nd in Middletown, Ohio. Visit the event’s website at http://www.middfestinternational.org
Source: Middfest International
Inputdate: 2011-09-11 12:52:46
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Expdate: 2011-10-02 00:00:00
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Title: Ohio Festival to Celebrate Peru
Body: From http://www.middfestinternational.org Middfest International is renowned for taking a unique, in-depth look at another country’s culture and presenting it in a fun, festive environment. This year’s focus on Peru will be no exception! From fascinating exhibits that cover Literature and Language, Science, History, Art and Culture to exciting live performances by artists from Peru and the US to engaging youth activities, there will be lots to experience and enjoy! The celebration will take place September 30th and October 1st and 2nd in Middletown, Ohio. Visit the event’s website at http://www.middfestinternational.org
Source: Middfest International
Inputdate: 2011-09-11 12:52:46
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13294
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Title: Editorial: ELL Assessment: One Size Does Not Fit All
Body: From http://www.edweek.org/ew/articles/2011/08/31/02plank.h31.html ELL Assessment: One Size Does Not Fit All By David N. Plank August 30, 2011 Every year, some 5 million public school students who are still mastering English take assessments to determine how much they know, how much progress they’ve made, and where they need support. Unfortunately, the results of these tests are far from valid because many of these students are not sufficiently proficient in English to demonstrate their knowledge and abilities on assessments designed for native English-speakers. It is akin to asking someone to fill out a job application in a language he or she doesn’t understand even though that person can potentially do every aspect of the job. Underperforming on tests because of a lack of language fluency can unfairly depress students’ scores. If they perform poorly, we must determine why. Is it due to a lack of content knowledge or a lack of English proficiency? Is the assessment responsive to differences in students’ levels of fluency? Today, we fail to disentangle these issues far too often, with grave consequences for students. Read the full article at http://www.edweek.org/ew/articles/2011/08/31/02plank.h31.html?tkn=PRTFZA1PfGCZdtyYIf5tUTMjnSStQaSM3F7M&cmp=clp-sb-actfl
Source: Education Week
Inputdate: 2011-09-11 12:56:02
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Title: Editorial: ELL Assessment: One Size Does Not Fit All
Body: From http://www.edweek.org/ew/articles/2011/08/31/02plank.h31.html ELL Assessment: One Size Does Not Fit All By David N. Plank August 30, 2011 Every year, some 5 million public school students who are still mastering English take assessments to determine how much they know, how much progress they’ve made, and where they need support. Unfortunately, the results of these tests are far from valid because many of these students are not sufficiently proficient in English to demonstrate their knowledge and abilities on assessments designed for native English-speakers. It is akin to asking someone to fill out a job application in a language he or she doesn’t understand even though that person can potentially do every aspect of the job. Underperforming on tests because of a lack of language fluency can unfairly depress students’ scores. If they perform poorly, we must determine why. Is it due to a lack of content knowledge or a lack of English proficiency? Is the assessment responsive to differences in students’ levels of fluency? Today, we fail to disentangle these issues far too often, with grave consequences for students. Read the full article at http://www.edweek.org/ew/articles/2011/08/31/02plank.h31.html?tkn=PRTFZA1PfGCZdtyYIf5tUTMjnSStQaSM3F7M&cmp=clp-sb-actfl
Source: Education Week
Inputdate: 2011-09-11 12:56:02
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Title: The Best Resources On Teaching Multilevel ESL/EFL Classes
Body: From http://larryferlazzo.edublogs.org Mr. Ferlazzo has collected and briefly described his favorite resources (mostly advice) for teaching multilevel classes here: http://larryferlazzo.edublogs.org/2011/09/05/the-best-resources-on-teaching-multilevel-eslefl-classes
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2011-09-11 12:56:57
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Title: The Best Resources On Teaching Multilevel ESL/EFL Classes
Body: From http://larryferlazzo.edublogs.org Mr. Ferlazzo has collected and briefly described his favorite resources (mostly advice) for teaching multilevel classes here: http://larryferlazzo.edublogs.org/2011/09/05/the-best-resources-on-teaching-multilevel-eslefl-classes
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2011-09-11 12:56:57
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Title: The Super Book of Web Tools for Educators Includes ESL/ELL Resources
Body: From http://www.freetech4teachers.com/2010/12/super-book-of-web-tools-for-educators.html In the Super Book of Web Tools for Educators there introductions to more than six dozen web tools for K-12 teachers. Additionally, you will find sections devoted to using Skype with students, ESL/ELL, blogging in elementary schools, social media for educators, teaching online, and using technology in alternative education settings. Please feel free to download this free ebook, print it, and share it with your colleagues. Learn more and access the ebook at http://www.freetech4teachers.com/2010/12/super-book-of-web-tools-for-educators.html
Source: Free Technology for Teachers
Inputdate: 2011-09-11 12:58:23
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Title: The Super Book of Web Tools for Educators Includes ESL/ELL Resources
Body: From http://www.freetech4teachers.com/2010/12/super-book-of-web-tools-for-educators.html In the Super Book of Web Tools for Educators there introductions to more than six dozen web tools for K-12 teachers. Additionally, you will find sections devoted to using Skype with students, ESL/ELL, blogging in elementary schools, social media for educators, teaching online, and using technology in alternative education settings. Please feel free to download this free ebook, print it, and share it with your colleagues. Learn more and access the ebook at http://www.freetech4teachers.com/2010/12/super-book-of-web-tools-for-educators.html
Source: Free Technology for Teachers
Inputdate: 2011-09-11 12:58:23
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13297
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Title: News Resources for ESL
Body: There are a number of online resources that make use of news sources or suggest ways of doing so in an ESL context or could be adapted for such a context. Here are a few of them for you to explore: http://langcanada.ca/blog/index.php/2011/08/26/news-sources-and-esl
Source: LangCanada
Inputdate: 2011-09-11 12:59:14
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Title: News Resources for ESL
Body: There are a number of online resources that make use of news sources or suggest ways of doing so in an ESL context or could be adapted for such a context. Here are a few of them for you to explore: http://langcanada.ca/blog/index.php/2011/08/26/news-sources-and-esl
Source: LangCanada
Inputdate: 2011-09-11 12:59:14
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Title: Learning and Practicing Vocabulary, Part 1
Body: Teachers on several different listservs have been discussing different ways to introduce and practice vocabulary. Here are some of their suggestions. --- We play tons of games to get the kids to learn the new vocabulary. Lo Tengo (I got it!) - The class is divided into two teams. Each team is given the entire list of vocabulary words on cards (think of printing the vocab list only in French in a size 50 font). Each member of the team gets roughly the same amount of words. The teacher calls the word in English and the first student to shout ¡Lo Tengo! ("I got it") gets the point. The team with the most points gets an extra credit point. Vete a Pescar (Go Fish) - Groups of students (usually 4 or so) play Go Fish by asking in the target language the opposite of the card they are holding. Player with the most points gets an extra credit point. La Solterona (Old Maid) - students in teams (usually 4 or so) take turns taking cards from the player to their right in search of matches (you can use the same set of cards as Go Fish). The player with the Old Maid card automatically loses and the player with the most matches gets an extra credit point. (A note about printing cards: I usually create a grid on Office and type the words in their. I get 3 columns and 4 rows usually. That seems to be the right size for students) Crazy flyswatter game - post the words all over the room (print them really big!) and divide the class into two teams. Number the students. Call a word in English and then call a number. The student who gets their first gets a point for their team. Selchow, K. Re: [FLTEACH] Need some new ideas on presenting vocabulary. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 28 Aug 2011). --- Here are some of the ways I use flashcard games for teaching Chinese, just make adjustments for teaching your language: 1. Students partner together and spread out the designated cards on their desks. I, or if the class is big, student #3, call out a card. The first person to hit the correct card gets to keep it. Keep going until all the cards are gone. Person with the most cards wins. Sometimes I then have the "winners" of each pair shift around so that the more advanced kids are challenging each other. I usually start calling words in Chinese, then English, or sometimes alternate. 2. This one doesn't always work out neatly, but it's a little different so we do it anyway. Each partner starts with 6 cards, face up on the desk. Stack the rest of the cards face down between the students. On each turn, draw a card and decide whether or not you could exchange it or discard it. It's essentially Rummy- but trying to make a sentence out of the cards. 3. Bingo- lay out a 5x5 array of cards. When you call out the cards though, instead of just calling out words or translations, I'll throw in "verb", "noun", etc., or certain sounds within the words: "starts with ___, has a ____, ends in ____", etc. 4. I also do timed flashcards. I'll set the timer for 2 minutes, they go through as many as they can (reading the character side). They record their number, and each time we do it, the idea is to increase the number they read correctly. B. Hsu-Miller. Re: [FLTEACH] flashcard usage. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Aug 2011). --- A technique I like that is very simple is to just have students pair up and push their desks together and lay a full set of flash cards spread out on those desks. You can either let students choose which card they want to identify or have their partner choose a card and when a student gets the translation right, they get to keep the card. The student with the most cards at the end in my classes always got participation points or paper money that could be cashed in to help a grade. I think flash cards are good if used in an interactive way. Re: [FLTEACH] Flash card usage. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 29 Aug 2011). Tune in for more ideas in next week’s InterCom.
Source: Various
Inputdate: 2011-09-11 01:04:26
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Content Type: 1
Title: Learning and Practicing Vocabulary, Part 1
Body: Teachers on several different listservs have been discussing different ways to introduce and practice vocabulary. Here are some of their suggestions. --- We play tons of games to get the kids to learn the new vocabulary. Lo Tengo (I got it!) - The class is divided into two teams. Each team is given the entire list of vocabulary words on cards (think of printing the vocab list only in French in a size 50 font). Each member of the team gets roughly the same amount of words. The teacher calls the word in English and the first student to shout ¡Lo Tengo! ("I got it") gets the point. The team with the most points gets an extra credit point. Vete a Pescar (Go Fish) - Groups of students (usually 4 or so) play Go Fish by asking in the target language the opposite of the card they are holding. Player with the most points gets an extra credit point. La Solterona (Old Maid) - students in teams (usually 4 or so) take turns taking cards from the player to their right in search of matches (you can use the same set of cards as Go Fish). The player with the Old Maid card automatically loses and the player with the most matches gets an extra credit point. (A note about printing cards: I usually create a grid on Office and type the words in their. I get 3 columns and 4 rows usually. That seems to be the right size for students) Crazy flyswatter game - post the words all over the room (print them really big!) and divide the class into two teams. Number the students. Call a word in English and then call a number. The student who gets their first gets a point for their team. Selchow, K. Re: [FLTEACH] Need some new ideas on presenting vocabulary. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 28 Aug 2011). --- Here are some of the ways I use flashcard games for teaching Chinese, just make adjustments for teaching your language: 1. Students partner together and spread out the designated cards on their desks. I, or if the class is big, student #3, call out a card. The first person to hit the correct card gets to keep it. Keep going until all the cards are gone. Person with the most cards wins. Sometimes I then have the "winners" of each pair shift around so that the more advanced kids are challenging each other. I usually start calling words in Chinese, then English, or sometimes alternate. 2. This one doesn't always work out neatly, but it's a little different so we do it anyway. Each partner starts with 6 cards, face up on the desk. Stack the rest of the cards face down between the students. On each turn, draw a card and decide whether or not you could exchange it or discard it. It's essentially Rummy- but trying to make a sentence out of the cards. 3. Bingo- lay out a 5x5 array of cards. When you call out the cards though, instead of just calling out words or translations, I'll throw in "verb", "noun", etc., or certain sounds within the words: "starts with ___, has a ____, ends in ____", etc. 4. I also do timed flashcards. I'll set the timer for 2 minutes, they go through as many as they can (reading the character side). They record their number, and each time we do it, the idea is to increase the number they read correctly. B. Hsu-Miller. Re: [FLTEACH] flashcard usage. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Aug 2011). --- A technique I like that is very simple is to just have students pair up and push their desks together and lay a full set of flash cards spread out on those desks. You can either let students choose which card they want to identify or have their partner choose a card and when a student gets the translation right, they get to keep the card. The student with the most cards at the end in my classes always got participation points or paper money that could be cashed in to help a grade. I think flash cards are good if used in an interactive way. Re: [FLTEACH] Flash card usage. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 29 Aug 2011). Tune in for more ideas in next week’s InterCom.
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Inputdate: 2011-09-11 01:04:26
Lastmodifieddate: 2011-09-11 01:04:26
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Publishdate: 2011-09-12 00:00:00
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