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Contentid:
13959
Content Type: 1
Title: Reported Speech Ideas, Activities, and Links
Body: From http://evasimkesyan.edublogs.org Here is a recently-compiled and quite extensive list of activities and resources for reported speech: http://evasimkesyan.edublogs.org/2012/01/25/reported-speech-activities-ideas-and-links
Source: A Journey in TEFL Blog
Inputdate: 2012-02-05 08:42:42
Lastmodifieddate: 2012-02-05 08:42:42
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Publishdate: 2012-02-06 00:00:00
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Content Type: 1
Title: Reported Speech Ideas, Activities, and Links
Body: From http://evasimkesyan.edublogs.org Here is a recently-compiled and quite extensive list of activities and resources for reported speech: http://evasimkesyan.edublogs.org/2012/01/25/reported-speech-activities-ideas-and-links
Source: A Journey in TEFL Blog
Inputdate: 2012-02-05 08:42:42
Lastmodifieddate: 2012-02-05 08:42:42
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Publishdate: 2012-02-06 00:00:00
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Contentid:
13960
Content Type: 1
Title: International Partnership Rubric
Body: The Asia Society has a rubric for international partnership, with leveled descriptors for students, teachers, and school leaders at http://asiasociety.org/node/28893
Source: Asia Society
Inputdate: 2012-02-05 08:43:37
Lastmodifieddate: 2012-02-05 08:43:37
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Publishdate: 2012-02-06 00:00:00
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Content Type: 1
Title: International Partnership Rubric
Body: The Asia Society has a rubric for international partnership, with leveled descriptors for students, teachers, and school leaders at http://asiasociety.org/node/28893
Source: Asia Society
Inputdate: 2012-02-05 08:43:37
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Publishdate: 2012-02-06 00:00:00
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Contentid:
13961
Content Type: 1
Title: LESCANT: Photo Database for Reflection on Cultural Differences
Body: From http://coerll.utexas.edu/coerll/taxonomy/term/626 The idea behind the LESCANT Photo Database is to give students experience in identifying and analyzing cultural differences that come up whenever they deal with people from other cultures. Student contributors add photos to the database (categorized by the LESCANT model topics) and then they include a brief analysis to describe the cultural features in the photo. In some cases this may be with the person who lives across the street, other times it will be related to those we encounter while traveling abroad. Visitors to the website can view the photos by topic, location, or author. Visit the LESCANT website at http://laits.utexas.edu/lescant
Source: COERLL
Inputdate: 2012-02-05 08:44:39
Lastmodifieddate: 2012-02-05 08:44:39
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Publishdate: 2012-02-06 00:00:00
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Content Type: 1
Title: LESCANT: Photo Database for Reflection on Cultural Differences
Body: From http://coerll.utexas.edu/coerll/taxonomy/term/626 The idea behind the LESCANT Photo Database is to give students experience in identifying and analyzing cultural differences that come up whenever they deal with people from other cultures. Student contributors add photos to the database (categorized by the LESCANT model topics) and then they include a brief analysis to describe the cultural features in the photo. In some cases this may be with the person who lives across the street, other times it will be related to those we encounter while traveling abroad. Visitors to the website can view the photos by topic, location, or author. Visit the LESCANT website at http://laits.utexas.edu/lescant
Source: COERLL
Inputdate: 2012-02-05 08:44:39
Lastmodifieddate: 2012-02-05 08:44:39
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Publishdate: 2012-02-06 00:00:00
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Contentid:
13962
Content Type: 1
Title: Russian Teachers and Students: Take a Survey, Keep Up with Russian Language Flagship News
Body: From http://www.thelanguageflagshipnews.org Do you have Russian students who would like to study Russian to a very high level after high school? You and they may be interested in the Russian Language Flagship Program. You can learn about domestic programs at United States colleges and universities as well as overseas programs at http://www.thelanguageflagship.org/russian You and your students can also take a survey and sign up for e-mail updates whenever there is news from Russian Flagship - take the survey by going here: http://www.thelanguageflagshipnews.org
Source: Language Flagship
Inputdate: 2012-02-12 10:12:00
Lastmodifieddate: 2012-02-12 10:12:00
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Publishdate: 2012-02-13 00:00:00
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Content Type: 1
Title: Russian Teachers and Students: Take a Survey, Keep Up with Russian Language Flagship News
Body: From http://www.thelanguageflagshipnews.org Do you have Russian students who would like to study Russian to a very high level after high school? You and they may be interested in the Russian Language Flagship Program. You can learn about domestic programs at United States colleges and universities as well as overseas programs at http://www.thelanguageflagship.org/russian You and your students can also take a survey and sign up for e-mail updates whenever there is news from Russian Flagship - take the survey by going here: http://www.thelanguageflagshipnews.org
Source: Language Flagship
Inputdate: 2012-02-12 10:12:00
Lastmodifieddate: 2012-02-12 10:12:00
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Publishdate: 2012-02-13 00:00:00
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Contentid:
13963
Content Type: 1
Title: Summer Language Institutes in Persian, Arabic, Russian, and Chinese
Body: The University of Maryland’s School of Languages, Literatures, and Cultures (SLLC) Summer Language Institutes offer intensive language and culture programs for Beginner, Intermediate, and Advanced students of Persian, Chinese, and Arabic, as well as Beginner and Intermediate Russian. These programs will run from June 2nd – August 4th, 2012 and feature the following: An Intensive nine-week summer program equivalent to one full academic year (up to 12 credit hours) Elementary, Intermediate, and Advanced level training One-on-one time with language partners for additional support, speaking practice, and tutoring Competitive Summer Institute Scholarships available to help offset the cost of attendance A focus on building listening comprehension skills through media and current events Proximity to Washington, DC, allowing for a rich calendar of weekly cultural events and lectures, as well as the opportunity to collaborate with government and business professionals Small class sizes, 22 contact hours per week, and dedicated faculty and staff members Priority deadlines for applications are March 15th, 2012, although applications may be accepted on a space available basis through May 15th, 2012. Apply at http://www.languages.umd.edu/specialprograms/summerinstitute/apply.html Learn more about each program here: Arabic: http://www.languages.umd.edu/specialprograms/summerinstitute/arabic.html Chinese: http://www.languages.umd.edu/specialprograms/summerinstitute/chinese.html Russian: http://www.languages.umd.edu/specialprograms/summerinstitute/russian.html Persian: http://www.languages.umd.edu/specialprograms/summerinstitute/persian.html Learn more about the University of Maryland’s Flagship programs in Arabic and Persian. Arabic: http://www.languages.umd.edu/arabic/flagship/index.html Persian: http://www.languages.umd.edu/persian/flagship/index.html
Source: University of Maryland
Inputdate: 2012-02-12 10:14:11
Lastmodifieddate: 2012-02-12 10:14:11
Expdate: 2012-08-04 00:00:00
Publishdate: 2012-02-13 00:00:00
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Content Type: 1
Title: Summer Language Institutes in Persian, Arabic, Russian, and Chinese
Body: The University of Maryland’s School of Languages, Literatures, and Cultures (SLLC) Summer Language Institutes offer intensive language and culture programs for Beginner, Intermediate, and Advanced students of Persian, Chinese, and Arabic, as well as Beginner and Intermediate Russian. These programs will run from June 2nd – August 4th, 2012 and feature the following: An Intensive nine-week summer program equivalent to one full academic year (up to 12 credit hours) Elementary, Intermediate, and Advanced level training One-on-one time with language partners for additional support, speaking practice, and tutoring Competitive Summer Institute Scholarships available to help offset the cost of attendance A focus on building listening comprehension skills through media and current events Proximity to Washington, DC, allowing for a rich calendar of weekly cultural events and lectures, as well as the opportunity to collaborate with government and business professionals Small class sizes, 22 contact hours per week, and dedicated faculty and staff members Priority deadlines for applications are March 15th, 2012, although applications may be accepted on a space available basis through May 15th, 2012. Apply at http://www.languages.umd.edu/specialprograms/summerinstitute/apply.html Learn more about each program here: Arabic: http://www.languages.umd.edu/specialprograms/summerinstitute/arabic.html Chinese: http://www.languages.umd.edu/specialprograms/summerinstitute/chinese.html Russian: http://www.languages.umd.edu/specialprograms/summerinstitute/russian.html Persian: http://www.languages.umd.edu/specialprograms/summerinstitute/persian.html Learn more about the University of Maryland’s Flagship programs in Arabic and Persian. Arabic: http://www.languages.umd.edu/arabic/flagship/index.html Persian: http://www.languages.umd.edu/persian/flagship/index.html
Source: University of Maryland
Inputdate: 2012-02-12 10:14:11
Lastmodifieddate: 2012-02-12 10:14:11
Expdate: 2012-08-04 00:00:00
Publishdate: 2012-02-13 00:00:00
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Contentid:
13964
Content Type: 1
Title: Chinese Language Resources
Body: From https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=61&Itemid=53 An annotated list of online resources for Chinese language is available on the Indiana University Chinese Flagship Program website. Resources include corpora, dictionaries, audio, news, and business. The page with resources is available at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=116&Itemid=125
Source: Indiana University Chinese Flagship Program
Inputdate: 2012-02-12 10:15:07
Lastmodifieddate: 2012-02-12 10:15:07
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Publishdate: 2012-02-13 00:00:00
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Content Type: 1
Title: Chinese Language Resources
Body: From https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=61&Itemid=53 An annotated list of online resources for Chinese language is available on the Indiana University Chinese Flagship Program website. Resources include corpora, dictionaries, audio, news, and business. The page with resources is available at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=116&Itemid=125
Source: Indiana University Chinese Flagship Program
Inputdate: 2012-02-12 10:15:07
Lastmodifieddate: 2012-02-12 10:15:07
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Publishdate: 2012-02-13 00:00:00
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Contentid:
13965
Content Type: 1
Title: Book: Task-Based Language Teaching from the Teachers' Perspective
Body: From http://benjamins.com/#catalog/books/tblt.3 Task-Based Language Teaching from the Teachers' Perspective: Insights from New Zealand By Martin East Published by the John Benjamins Publishing Company Description: Task-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particular local context, provides a valuable sourcebook of teacher stories that have relevance for a wide range of people working in a diverse range of contexts. This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings. Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.3
Source: John Benjamins Publishing Company
Inputdate: 2012-02-12 10:16:11
Lastmodifieddate: 2012-02-12 10:16:11
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Publishdate: 2012-02-13 00:00:00
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Content Type: 1
Title: Book: Task-Based Language Teaching from the Teachers' Perspective
Body: From http://benjamins.com/#catalog/books/tblt.3 Task-Based Language Teaching from the Teachers' Perspective: Insights from New Zealand By Martin East Published by the John Benjamins Publishing Company Description: Task-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particular local context, provides a valuable sourcebook of teacher stories that have relevance for a wide range of people working in a diverse range of contexts. This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings. Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.3
Source: John Benjamins Publishing Company
Inputdate: 2012-02-12 10:16:11
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Publishdate: 2012-02-13 00:00:00
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Contentid:
13966
Content Type: 1
Title: Book: Identity Formation in Globalizing Contexts: Language Learning in the New Millennium
Body: From http://www.degruyter.com/view/product/179368?format=G Identity Formation in Globalizing Contexts: Language Learning in the New Millennium Edited by Christina Higgins Published by de Gruyter Description: The volume explores how new millennium globalization mediates language learning and identity construction. It seeks to theorize how global flows are creating new identity options for language learners, and to consider the implications for language learning, teaching and use. To frame the chapters theoretically, the volume asserts that new identities are developing because of the increasingly interconnected set of global scapes which impact language learners' lives. Part 1 focuses on language learners in (trans)national contexts, exploring their identity formation when they shuttle between cultures and when they create new communities of fellow transnationals. Part 2 examines how learners come to develop intercultural selves as a consequence of experiencing global contact zones when they sojourn to new contexts for study and work. Part 3 investigates how learners construct new identities in the mediascapes of popular culture and cyberspace, where they not only consume, but also produce new, globalized identities. Through case studies, narrative analysis, and ethnography, the volume examines identity construction among learners of English, French, Japanese, and Swahili in Canada, England, France, Hong Kong, Tanzania, and the United States. Visit the publisher’s website at http://www.degruyter.com/view/product/179368?format=G
Source: de Gruyter
Inputdate: 2012-02-12 10:17:21
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Publishdate: 2012-02-13 00:00:00
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Content Type: 1
Title: Book: Identity Formation in Globalizing Contexts: Language Learning in the New Millennium
Body: From http://www.degruyter.com/view/product/179368?format=G Identity Formation in Globalizing Contexts: Language Learning in the New Millennium Edited by Christina Higgins Published by de Gruyter Description: The volume explores how new millennium globalization mediates language learning and identity construction. It seeks to theorize how global flows are creating new identity options for language learners, and to consider the implications for language learning, teaching and use. To frame the chapters theoretically, the volume asserts that new identities are developing because of the increasingly interconnected set of global scapes which impact language learners' lives. Part 1 focuses on language learners in (trans)national contexts, exploring their identity formation when they shuttle between cultures and when they create new communities of fellow transnationals. Part 2 examines how learners come to develop intercultural selves as a consequence of experiencing global contact zones when they sojourn to new contexts for study and work. Part 3 investigates how learners construct new identities in the mediascapes of popular culture and cyberspace, where they not only consume, but also produce new, globalized identities. Through case studies, narrative analysis, and ethnography, the volume examines identity construction among learners of English, French, Japanese, and Swahili in Canada, England, France, Hong Kong, Tanzania, and the United States. Visit the publisher’s website at http://www.degruyter.com/view/product/179368?format=G
Source: de Gruyter
Inputdate: 2012-02-12 10:17:21
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Publishdate: 2012-02-13 00:00:00
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Contentid:
13967
Content Type: 1
Title: Volume 16 Number 1 of Language Learning & Technology
Body: Volume 16 Number 1 of Language Learning & Technology is now available at http://llt.msu.edu FEATURE ARTICLES ----- Blogging to Learn: Becoming EFL Academic Writers Through Collaborative Dialogues by Yu-Chih Sun and Yu-jung Chang The Types and Effects of Peer Native Speakers’ Feedback on CMC by María Belén Díez-Bedmar and Pascual Pérez-Paredes Collaborative Writing among Second Language Learners in Academic Web-Based Projects by Greg Kessler, Dawn Bikowski, and Jordan Boggs Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, and Chun-Wen Chen COLUMNS ----- Emerging Technologies Digital Video Revisited: Storytelling, Conferencing, Remixing by Robert Godwin-Jones Action Research Edited by Philip Hubbard Fostering Computer-Mediated L2 Interaction Beyond the Classroom by Keith Barrs Announcements News From Sponsoring Organizations REVIEWS ----- Language and Learning in the Digital Age James Paul Gee and Elisabeth R. Hayes Reviewed by Paul Rama Technology-Mediated Learning Environments for Young English Learners L. Leann Parker (Ed.) Reviewed by Brenna Rivas Teaching and Researching Computer-Assisted Language Learning (2nd Edition) Ken Beatty Reviewed by Sarah E. Springer Access the latest issue at http://llt.msu.edu
Source: CELTA
Inputdate: 2012-02-12 10:20:16
Lastmodifieddate: 2012-02-12 10:20:16
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Publishdate: 2012-02-13 00:00:00
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Title: Volume 16 Number 1 of Language Learning & Technology
Body: Volume 16 Number 1 of Language Learning & Technology is now available at http://llt.msu.edu FEATURE ARTICLES ----- Blogging to Learn: Becoming EFL Academic Writers Through Collaborative Dialogues by Yu-Chih Sun and Yu-jung Chang The Types and Effects of Peer Native Speakers’ Feedback on CMC by María Belén Díez-Bedmar and Pascual Pérez-Paredes Collaborative Writing among Second Language Learners in Academic Web-Based Projects by Greg Kessler, Dawn Bikowski, and Jordan Boggs Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, and Chun-Wen Chen COLUMNS ----- Emerging Technologies Digital Video Revisited: Storytelling, Conferencing, Remixing by Robert Godwin-Jones Action Research Edited by Philip Hubbard Fostering Computer-Mediated L2 Interaction Beyond the Classroom by Keith Barrs Announcements News From Sponsoring Organizations REVIEWS ----- Language and Learning in the Digital Age James Paul Gee and Elisabeth R. Hayes Reviewed by Paul Rama Technology-Mediated Learning Environments for Young English Learners L. Leann Parker (Ed.) Reviewed by Brenna Rivas Teaching and Researching Computer-Assisted Language Learning (2nd Edition) Ken Beatty Reviewed by Sarah E. Springer Access the latest issue at http://llt.msu.edu
Source: CELTA
Inputdate: 2012-02-12 10:20:16
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Publishdate: 2012-02-13 00:00:00
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Contentid:
13968
Content Type: 1
Title: Call for Papers: Hawai‘i Association of Language Teachers (HALT) Conference
Body: From http://www.halthome.org/Conference.html 26th Hawai‘i Association of Language Teachers (HALT) Conference Saturday, April 7, 2012 Kamakakuokalani Center for Hawaiian Studies UH Manoa campus Theme - Advocacy: Building Collaboration CALL FOR PROPOSALS Have you developed a new course, teaching technique, activity idea, materials, or assessment that you could share? Are you evaluating the effectiveness of your teaching curriculum? Have you incorporated new technology tools into your classroom? Would you like to lead a panel discussion on a critical issue in your target language or in the area of elementary, secondary, or higher education? If so, we encourage you to submit a proposal to present at the HALT spring conference! The HALT Conference Call for Proposals online submission form is now available at http://www.jotform.com/form/12861936268 Continuing this year – for each proposal accepted for presentation, HALT will waive one presenter registration. Deadline - February 15, 2012
Source: HALT
Inputdate: 2012-02-12 10:21:16
Lastmodifieddate: 2012-02-12 10:21:16
Expdate: 2012-04-15 00:00:00
Publishdate: 2012-02-13 00:00:00
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Content Type: 1
Title: Call for Papers: Hawai‘i Association of Language Teachers (HALT) Conference
Body: From http://www.halthome.org/Conference.html 26th Hawai‘i Association of Language Teachers (HALT) Conference Saturday, April 7, 2012 Kamakakuokalani Center for Hawaiian Studies UH Manoa campus Theme - Advocacy: Building Collaboration CALL FOR PROPOSALS Have you developed a new course, teaching technique, activity idea, materials, or assessment that you could share? Are you evaluating the effectiveness of your teaching curriculum? Have you incorporated new technology tools into your classroom? Would you like to lead a panel discussion on a critical issue in your target language or in the area of elementary, secondary, or higher education? If so, we encourage you to submit a proposal to present at the HALT spring conference! The HALT Conference Call for Proposals online submission form is now available at http://www.jotform.com/form/12861936268 Continuing this year – for each proposal accepted for presentation, HALT will waive one presenter registration. Deadline - February 15, 2012
Source: HALT
Inputdate: 2012-02-12 10:21:16
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Expdate: 2012-04-15 00:00:00
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