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Contentid:
14339
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Title: Resources for Common Core and English Language Learners
Body: A NYSTESOL listserv user recently posted this useful annotated list of resources: --- COMMON CORE and ELLs RESOURCES Here are some nice Common Core Resources: http://www.regents.nysed.gov/meetings/2012Meetings/March2012/BilingualStandardsPresentation.pdf NYS Common Core Bilingual Standards: NYS is revising its ESL and Native Language Arts Standards to align with the ELA Shifts in the Common Core Standards: 1. Balancing Informational and Literary Text, 2. Building Knowledge in the Disciplines, 3. Staircase of Complexity, 4. Text-based Answers, 5. Writing from Sources & 6. Academic Vocabulary http://ell.stanford.edu Understanding Language is a new website at Stanford University. Kenji Hakuta and his group are pleased to announce the launch of the website and online community, Understanding Language. It aims to heighten educator awareness of the critical role that language plays in the new Common Core State Standards and Next Generation Science Standards. The long-term goal of the initiative is to help educators understand that the new Standards cannot be achieved without providing specific attention to the language demands inherent to each content area. They seek to improve academic outcomes for English Language Learners by drawing attention to critical aspects of instructional practice and by advocating for necessary policy supports at the state and local levels. http://ellib.stanford.edu/?q=education-376 Several free online videos from Stanford University on English Language Development, Culture, Content Instruction, & L2 Theory & Policy http://ellib.stanford.edu/?q=education-377 Free online Content Instruction Videos: How to teach Math, Science and ELA to ELL students http://www.colorincolorado.org/educators/common_core/ell/ ELLS and the Common Core: Many different resources are offered here by Colorin Colorado. http://www.nassp.org/tabid/3788/default.aspx?topic=The_Common_Core_Challenge_for_ELLs The Common Core Challenges for ELLs: The suggested guidelines are reasonable but are sometimes vague. Teachers are responsible for making the challenging academic standards accessible to students who must learn rigorous academic content while learning the language in which the content is taught. Garafalo, D. [nystesol-l] Common Core and ELLs Resources. NYSTESOL listserv (nystesol-l@nystesol.org, 18 Apr 2012).
Source: NYSTESOL
Inputdate: 2012-04-27 08:42:51
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Title: Resources for Common Core and English Language Learners
Body: A NYSTESOL listserv user recently posted this useful annotated list of resources: --- COMMON CORE and ELLs RESOURCES Here are some nice Common Core Resources: http://www.regents.nysed.gov/meetings/2012Meetings/March2012/BilingualStandardsPresentation.pdf NYS Common Core Bilingual Standards: NYS is revising its ESL and Native Language Arts Standards to align with the ELA Shifts in the Common Core Standards: 1. Balancing Informational and Literary Text, 2. Building Knowledge in the Disciplines, 3. Staircase of Complexity, 4. Text-based Answers, 5. Writing from Sources & 6. Academic Vocabulary http://ell.stanford.edu Understanding Language is a new website at Stanford University. Kenji Hakuta and his group are pleased to announce the launch of the website and online community, Understanding Language. It aims to heighten educator awareness of the critical role that language plays in the new Common Core State Standards and Next Generation Science Standards. The long-term goal of the initiative is to help educators understand that the new Standards cannot be achieved without providing specific attention to the language demands inherent to each content area. They seek to improve academic outcomes for English Language Learners by drawing attention to critical aspects of instructional practice and by advocating for necessary policy supports at the state and local levels. http://ellib.stanford.edu/?q=education-376 Several free online videos from Stanford University on English Language Development, Culture, Content Instruction, & L2 Theory & Policy http://ellib.stanford.edu/?q=education-377 Free online Content Instruction Videos: How to teach Math, Science and ELA to ELL students http://www.colorincolorado.org/educators/common_core/ell/ ELLS and the Common Core: Many different resources are offered here by Colorin Colorado. http://www.nassp.org/tabid/3788/default.aspx?topic=The_Common_Core_Challenge_for_ELLs The Common Core Challenges for ELLs: The suggested guidelines are reasonable but are sometimes vague. Teachers are responsible for making the challenging academic standards accessible to students who must learn rigorous academic content while learning the language in which the content is taught. Garafalo, D. [nystesol-l] Common Core and ELLs Resources. NYSTESOL listserv (nystesol-l@nystesol.org, 18 Apr 2012).
Source: NYSTESOL
Inputdate: 2012-04-27 08:42:51
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14340
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Title: Photo Tours of Global Landmarks with Google Maps
Body: From http://google-latlong.blogspot.ca/2012/04/visit-global-landmarks-with-photo-tours.html Last Wednesday Google announced photo tours, a feature of Google Maps that guides you through a 3D photo scene. Photo tours are available for more than 15,000 popular sites around the world, from famous landmarks such as St. Mark’s Basilica in Italy to scenic treasures like Half Dome in Yosemite. They can be initiated from Google Maps in two ways. First, when you search for a place, such as Trevi Fountain, the results in the left panel will indicate if there is a photo tour available: click either the thumbnail image or the link to start the tour. Alternatively, if you’re browsing the map and click on the label for a particular landmark, the info window that appears will indicate if a photo tour is available. Read Google’s announcement here: http://google-latlong.blogspot.ca/2012/04/visit-global-landmarks-with-photo-tours.html See the new tool in action at http://maps.google.com/maps?hq=http://maps.google.com/help/maps/phototours/mapleft.xml&h=1100
Source: Google
Inputdate: 2012-04-27 08:43:47
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Title: Photo Tours of Global Landmarks with Google Maps
Body: From http://google-latlong.blogspot.ca/2012/04/visit-global-landmarks-with-photo-tours.html Last Wednesday Google announced photo tours, a feature of Google Maps that guides you through a 3D photo scene. Photo tours are available for more than 15,000 popular sites around the world, from famous landmarks such as St. Mark’s Basilica in Italy to scenic treasures like Half Dome in Yosemite. They can be initiated from Google Maps in two ways. First, when you search for a place, such as Trevi Fountain, the results in the left panel will indicate if there is a photo tour available: click either the thumbnail image or the link to start the tour. Alternatively, if you’re browsing the map and click on the label for a particular landmark, the info window that appears will indicate if a photo tour is available. Read Google’s announcement here: http://google-latlong.blogspot.ca/2012/04/visit-global-landmarks-with-photo-tours.html See the new tool in action at http://maps.google.com/maps?hq=http://maps.google.com/help/maps/phototours/mapleft.xml&h=1100
Source: Google
Inputdate: 2012-04-27 08:43:47
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14341
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Title: New Resource for Teaching with Videos: TED-EdNew Resource for Teaching with Videos: TED-Ed
Body: TED has just released another educational tool: TED-Ed. Tailored most specifically for “flipped” classrooms (in which students watch educational videos outside of class and complete reinforcing activities in class), the tool is flexible enough to be put to other uses as well. Teachers can select one of TED’s videos (currently there aren’t any world language videos) or any video on YouTube (target-language videos about there). TED’s videos come with follow-up questions moving towards more open-ended tasks; teachers can also create their own follow-up activities. A teacher-created lesson (video plus activities) will have a dedicated URL (web address), where students can log in. In this way a teacher can create a video-based lesson and track students’ progress and participation in it. Here are descriptions by TED-Ed employees, with a helpful orientation video: http://tedchris.posterous.com/the-thinking-behind-the-new-open-platform-tha and http://thefischbowl.blogspot.com/2012/04/ted-ed-launches.html Here are several reviews of the new service: http://www.eschoolnews.com/2012/04/25/ted-launches-new-education-platform-with-customized-teaching-tools http://larryferlazzo.edublogs.org/2012/04/25/ted-talks-unveils-new-interactive-education-website-tonight http://techcrunch.com/2012/04/24/ted-launches-new-ed-platform http://www.theatlantic.com/technology/archive/2012/04/the-digital-education-revolution-contd-meet-ted-eds-new-online-learning-platform/256318 Finally, here is the link to TED-Ed itself for you to explore: http://ed.ted.com
Source: Various
Inputdate: 2012-04-27 08:45:17
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Title: New Resource for Teaching with Videos: TED-EdNew Resource for Teaching with Videos: TED-Ed
Body: TED has just released another educational tool: TED-Ed. Tailored most specifically for “flipped” classrooms (in which students watch educational videos outside of class and complete reinforcing activities in class), the tool is flexible enough to be put to other uses as well. Teachers can select one of TED’s videos (currently there aren’t any world language videos) or any video on YouTube (target-language videos about there). TED’s videos come with follow-up questions moving towards more open-ended tasks; teachers can also create their own follow-up activities. A teacher-created lesson (video plus activities) will have a dedicated URL (web address), where students can log in. In this way a teacher can create a video-based lesson and track students’ progress and participation in it. Here are descriptions by TED-Ed employees, with a helpful orientation video: http://tedchris.posterous.com/the-thinking-behind-the-new-open-platform-tha and http://thefischbowl.blogspot.com/2012/04/ted-ed-launches.html Here are several reviews of the new service: http://www.eschoolnews.com/2012/04/25/ted-launches-new-education-platform-with-customized-teaching-tools http://larryferlazzo.edublogs.org/2012/04/25/ted-talks-unveils-new-interactive-education-website-tonight http://techcrunch.com/2012/04/24/ted-launches-new-ed-platform http://www.theatlantic.com/technology/archive/2012/04/the-digital-education-revolution-contd-meet-ted-eds-new-online-learning-platform/256318 Finally, here is the link to TED-Ed itself for you to explore: http://ed.ted.com
Source: Various
Inputdate: 2012-04-27 08:45:17
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Title: Ideas for Teaching Possessive Pronouns
Body: FLTEACH listserv users have been sharing ideas for practicing possessive pronouns. Here are some of them: --- I remember a teacher telling me that when she introduced this subject she would walk around taking things from a student's desk and saying, "It's mine!” And this, of course, led to a discussion of "It's mine,” "It's yours", "It's his/hers.” Meyer, C. Re: [FLTEACH] Possessive Pronouns. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 15 Apr 2012). --- To practice these, using realia is great, but perhaps in order to get items that will generate a controlled vocabulary base, you might want to have a list of items that students have studied and give them pictures to cut out of these things, glue to an index card, initial or put first & last name on the back. Each person can do one or two or three or four (m.s., f.s., m.pl., f.pl). Structure the practice with prices on objects---maybe different groups with different currencies on their objects--kids could research what a pair of jeans would cost in Guatemala using quetzales, etc. as a homework done days before. Another group of 4 or so students could have bolivares in Venezuela for their items, and so forth. White, C. Re: [FLTEACH] Possessive Adjectives vs. Pronouns. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 Apr 2012). --- I taught them with comparatives and it worked quite well. I told the students they needed to brag about the things they had. I would tell them sentences such as "my house is pretty", and their sentence would be "mine is prettier than yours". We did this for a few minutes until they seemed to grab the concept and then we moved onto the other pronouns. The post-assessment proved this strategy successful. Marcin, M. Re: [FLTEACH] Possessive Pronouns. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Apr 2012).
Source: FLTEACH
Inputdate: 2012-04-27 08:46:10
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Title: Ideas for Teaching Possessive Pronouns
Body: FLTEACH listserv users have been sharing ideas for practicing possessive pronouns. Here are some of them: --- I remember a teacher telling me that when she introduced this subject she would walk around taking things from a student's desk and saying, "It's mine!” And this, of course, led to a discussion of "It's mine,” "It's yours", "It's his/hers.” Meyer, C. Re: [FLTEACH] Possessive Pronouns. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 15 Apr 2012). --- To practice these, using realia is great, but perhaps in order to get items that will generate a controlled vocabulary base, you might want to have a list of items that students have studied and give them pictures to cut out of these things, glue to an index card, initial or put first & last name on the back. Each person can do one or two or three or four (m.s., f.s., m.pl., f.pl). Structure the practice with prices on objects---maybe different groups with different currencies on their objects--kids could research what a pair of jeans would cost in Guatemala using quetzales, etc. as a homework done days before. Another group of 4 or so students could have bolivares in Venezuela for their items, and so forth. White, C. Re: [FLTEACH] Possessive Adjectives vs. Pronouns. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 Apr 2012). --- I taught them with comparatives and it worked quite well. I told the students they needed to brag about the things they had. I would tell them sentences such as "my house is pretty", and their sentence would be "mine is prettier than yours". We did this for a few minutes until they seemed to grab the concept and then we moved onto the other pronouns. The post-assessment proved this strategy successful. Marcin, M. Re: [FLTEACH] Possessive Pronouns. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Apr 2012).
Source: FLTEACH
Inputdate: 2012-04-27 08:46:10
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14343
Content Type: 1
Title: New Arabic Instructional Materials Workshop
Body: The Arabic Flagship Program at Michigan State University is conducting a workshop for middle and high school Arabic language teachers and program coordinators in public, charter, and private schools in the state of Michigan and Nationwide schools in the US. The workshop will be held on Friday, May 25, 2012 from 9:30 to 3:30 at the Michigan State University, Detroit Center, 3408 Woodward Avenue, Detroit, MI 48201. Participants in the workshop will be introduced to new instructional materials based on the goals of standards-based curriculum units for teaching of Arabic. The workshop will also discuss implementing the ACTFL standards in the curriculum and best practices and strategies for teaching Arabic as a foreign language. Participants interested in using the newly developed materials and implementing the curriculum will receive information on how to access the curriculum materials at a distance through ATLAS Curriculum Mapping or receive a PDF copy. All materials will be available for teachers up on their request. Space is limited to 40 teachers maximum 2 from each school. For registration, please contact Wafa Hassan hassanw at msu dot edu
Source: Arabic Flagship Program at Michigan State University
Inputdate: 2012-05-06 06:44:16
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Title: New Arabic Instructional Materials Workshop
Body: The Arabic Flagship Program at Michigan State University is conducting a workshop for middle and high school Arabic language teachers and program coordinators in public, charter, and private schools in the state of Michigan and Nationwide schools in the US. The workshop will be held on Friday, May 25, 2012 from 9:30 to 3:30 at the Michigan State University, Detroit Center, 3408 Woodward Avenue, Detroit, MI 48201. Participants in the workshop will be introduced to new instructional materials based on the goals of standards-based curriculum units for teaching of Arabic. The workshop will also discuss implementing the ACTFL standards in the curriculum and best practices and strategies for teaching Arabic as a foreign language. Participants interested in using the newly developed materials and implementing the curriculum will receive information on how to access the curriculum materials at a distance through ATLAS Curriculum Mapping or receive a PDF copy. All materials will be available for teachers up on their request. Space is limited to 40 teachers maximum 2 from each school. For registration, please contact Wafa Hassan hassanw at msu dot edu
Source: Arabic Flagship Program at Michigan State University
Inputdate: 2012-05-06 06:44:16
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14344
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Title: Hindi-Urdu Spoken Thesaurus Project
Body: From http://hindiurduflagship.org The Hindi Thesaurus usage questions in a series of lively, unscripted Hindi-medium conversations about groups of words of related meaning. Concentrating on selected mainstream words and phrases, the episodes help you to broaden your active vocabulary by encountering styles of language appropriate for everyday speech. Glossaries for each podcast can be read online or downloaded in PDF format. Access the different recorded episodes at http://hindiurduflagship.org/resources/learning-teaching/spoken-thesaurus
Source: Hindi Urdu Flagship
Inputdate: 2012-05-06 06:45:18
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Title: Hindi-Urdu Spoken Thesaurus Project
Body: From http://hindiurduflagship.org The Hindi Thesaurus usage questions in a series of lively, unscripted Hindi-medium conversations about groups of words of related meaning. Concentrating on selected mainstream words and phrases, the episodes help you to broaden your active vocabulary by encountering styles of language appropriate for everyday speech. Glossaries for each podcast can be read online or downloaded in PDF format. Access the different recorded episodes at http://hindiurduflagship.org/resources/learning-teaching/spoken-thesaurus
Source: Hindi Urdu Flagship
Inputdate: 2012-05-06 06:45:18
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14345
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Title: Book: L2 Writing Development: Multiple Perspectives
Body: From http://www.degruyter.com/view/product/44165?format=G L2 Writing Development: Multiple Perspectives Edited by Rosa Manchón Published by de Gruyter Description: The aim of this volume is to advance our understanding of written language learning in instructed SLA by offering a collection of empirical studies in which the contribution of diverse theoretical perspectives to our understanding of L2 writing development will be explored. As such, the book represents a further attempt to situate written language learning at the core of applied linguistics research, in general, and SLA research, in particular, hence attempting to redress the oral bias of theoretical and empirical work in these fields. It adds a further building block onto recent TESOL initiatives aimed at understanding "development" in second and foreign language learning. Continuity from one chapter to another is provided by adherence to a consistent chapter model. The volume will be of interest to academics in the disciplines of second/foreign language acquisition (SLA) and second/foreign language (L2) writing. Visit the publisher’s website at http://www.degruyter.com/view/product/44165?format=G
Source: de Gruyter
Inputdate: 2012-05-06 06:46:24
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Title: Book: L2 Writing Development: Multiple Perspectives
Body: From http://www.degruyter.com/view/product/44165?format=G L2 Writing Development: Multiple Perspectives Edited by Rosa Manchón Published by de Gruyter Description: The aim of this volume is to advance our understanding of written language learning in instructed SLA by offering a collection of empirical studies in which the contribution of diverse theoretical perspectives to our understanding of L2 writing development will be explored. As such, the book represents a further attempt to situate written language learning at the core of applied linguistics research, in general, and SLA research, in particular, hence attempting to redress the oral bias of theoretical and empirical work in these fields. It adds a further building block onto recent TESOL initiatives aimed at understanding "development" in second and foreign language learning. Continuity from one chapter to another is provided by adherence to a consistent chapter model. The volume will be of interest to academics in the disciplines of second/foreign language acquisition (SLA) and second/foreign language (L2) writing. Visit the publisher’s website at http://www.degruyter.com/view/product/44165?format=G
Source: de Gruyter
Inputdate: 2012-05-06 06:46:24
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14346
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Title: Call for Papers: 16th Japan Language Testing Association Annual Conference
Body: From https://e-learning-service.net/jlta.ac 16th JLTA Annual Conference October 27, 2012 Senshu University, Japan Pre-Conference Workshop Confirmatory Factor Analysis (Conducted in Japanese) October 26, 2012 Period of submission of presentation proposals: June 1, 2012 to July 8, 2012. For more details go to https://e-learning-service.net/jlta.ac
Source: JLTA
Inputdate: 2012-05-06 06:52:17
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Title: Call for Papers: 16th Japan Language Testing Association Annual Conference
Body: From https://e-learning-service.net/jlta.ac 16th JLTA Annual Conference October 27, 2012 Senshu University, Japan Pre-Conference Workshop Confirmatory Factor Analysis (Conducted in Japanese) October 26, 2012 Period of submission of presentation proposals: June 1, 2012 to July 8, 2012. For more details go to https://e-learning-service.net/jlta.ac
Source: JLTA
Inputdate: 2012-05-06 06:52:17
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14347
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Title: Call for Papers: NYS TESOL 42nd Annual Conference
Body: From http://www.nystesol.org/annualconf/2012 NYS TESOL 42nd Annual Conference November 2-3, 2012 The 42nd NYS TESOL Annual Conference will be held at the Hilton Albany (formerly Crowne Plaza Albany). This year’s conference theme is: Many Voices, Multiple Pathways to English Language Learning Success. It is the organizers’ hope that this theme will inspire us all to recognize the dedication and perseverance of all educators and students alike that are in our field. Conference proposals are due by May 31, 2012. For full details go to http://www.nystesol.org/annualconf/2012
Source: NYS TESOL
Inputdate: 2012-05-06 06:53:13
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Title: Call for Papers: NYS TESOL 42nd Annual Conference
Body: From http://www.nystesol.org/annualconf/2012 NYS TESOL 42nd Annual Conference November 2-3, 2012 The 42nd NYS TESOL Annual Conference will be held at the Hilton Albany (formerly Crowne Plaza Albany). This year’s conference theme is: Many Voices, Multiple Pathways to English Language Learning Success. It is the organizers’ hope that this theme will inspire us all to recognize the dedication and perseverance of all educators and students alike that are in our field. Conference proposals are due by May 31, 2012. For full details go to http://www.nystesol.org/annualconf/2012
Source: NYS TESOL
Inputdate: 2012-05-06 06:53:13
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Title: NJTESOL/NJBE 2012 Spring Conference
Body: From http://www.njtesol-njbe.org/spring-conference/default.htm NJTESOL/NJBE 2012 SPRING CONFERENCE SUCCESS FOR ELLs ACROSS THE CURRICULUM May 30 (Wednesday) & 31 (Thursday) Hyatt Regency Hotel, New Brunswick As a conference participant, you will be able to... See relevant and exciting keynote speakers Select from one hundred workshops and presentations approved for the continuing education requirement Investigate a variety of topics covering theory and application for bilingual/ESL classrooms Obtain the latest information on state and national initiatives Review varied resource and teaching materials exhibited by sixty publishers with the option of earning one hour of professional development Participate in professional meetings and network with colleagues For full details and to register, go to http://www.njtesol-njbe.org/spring-conference/default.htm
Source: NJTESOL/NJBE
Inputdate: 2012-05-06 06:54:20
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Title: NJTESOL/NJBE 2012 Spring Conference
Body: From http://www.njtesol-njbe.org/spring-conference/default.htm NJTESOL/NJBE 2012 SPRING CONFERENCE SUCCESS FOR ELLs ACROSS THE CURRICULUM May 30 (Wednesday) & 31 (Thursday) Hyatt Regency Hotel, New Brunswick As a conference participant, you will be able to... See relevant and exciting keynote speakers Select from one hundred workshops and presentations approved for the continuing education requirement Investigate a variety of topics covering theory and application for bilingual/ESL classrooms Obtain the latest information on state and national initiatives Review varied resource and teaching materials exhibited by sixty publishers with the option of earning one hour of professional development Participate in professional meetings and network with colleagues For full details and to register, go to http://www.njtesol-njbe.org/spring-conference/default.htm
Source: NJTESOL/NJBE
Inputdate: 2012-05-06 06:54:20
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