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1486
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Title: Job Postings: Faculty positions online
Body: A recent search (20 Apr. 2004) of full-time and adjunct staff positions in ESL, Foreign Languages, and Linguistics, yielded 110 positions across the nation. Visit http://www.higheredjobs.com/ for more information.
Source: HigherEdJobs.com
Inputdate: 2004-04-20 16:31:00
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Title: Job Postings: Faculty positions online
Body: A recent search (20 Apr. 2004) of full-time and adjunct staff positions in ESL, Foreign Languages, and Linguistics, yielded 110 positions across the nation. Visit http://www.higheredjobs.com/ for more information.
Source: HigherEdJobs.com
Inputdate: 2004-04-20 16:31:00
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1487
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Title: Job Posting: French and Spanish teacher, GA
Body: We have an opening for a French and Spanish teacher at Rabun Gap Nacoochee school in Rabun Gap Georgia. This is an amazing school to teach at. We are a co-ed college preparatory boarding school. If you are interested, please contact Jen Bonn at jbonn@rabungap.org. Jennifer Bonn Modern Language chair Rabun Gap-Nacoochee School Rabun Gap, Ga 30568 Phone:706-746-7467 Fax: 706-746-2594 Visit our website: http://www.rabungap.org Bonn, J. Position. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Apr. 2004)
Source: Rabun Gap Nacoochee School
Inputdate: 2004-04-20 16:45:00
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Title: Job Posting: French and Spanish teacher, GA
Body: We have an opening for a French and Spanish teacher at Rabun Gap Nacoochee school in Rabun Gap Georgia. This is an amazing school to teach at. We are a co-ed college preparatory boarding school. If you are interested, please contact Jen Bonn at jbonn@rabungap.org. Jennifer Bonn Modern Language chair Rabun Gap-Nacoochee School Rabun Gap, Ga 30568 Phone:706-746-7467 Fax: 706-746-2594 Visit our website: http://www.rabungap.org Bonn, J. Position. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Apr. 2004)
Source: Rabun Gap Nacoochee School
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1488
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Title: Class presentation ideas, ESL specific but adaptable, Part 1
Body: A. Baldwin responds to the question: "How have you facilitated class presentations in your classroom?" I've had success with comparisons between layouts in San Antonio and my students' home cities. I ask them to choose something physical that we can all see, like homes, restaurants, schools, roads, recreation areas, entertainment centers, flora & fauna, geography. (No one has ever chosen the last two.) Most speeches turn out well, with some students drawing on the blackboard or adding pictures. Some speeches have been fascinating/funny. Homes (Kuwaiti vs. American), land use in Bangkok and San Antonio, driver styles in El Salvador and Texas, and Mailboxes in Korea and the U.S. cannot be forgotten. The speaker must have a thesis about the topic. The early ones usually do not, but I help them develop one after the speech, and the later speakers come prepared. I have the audience rate the speakers using a simple sheet of questions (4 each on content and delivery) which can be answered by circling one of two choices, with room to write the thesis statement and some comments to the speaker. There are no follow-up questions required in this assignment, but members of the audience do ask questions, some of which spark small discussions. -- I wish I had another general-use topic like this which worked as well. Baldwin A. (25 Mar. 2004). Presentation topics, speakers, audience, evaluations. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (20 Apr. 2004)
Source: TESL-L listserv
Inputdate: 2004-04-20 17:25:00
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Title: Class presentation ideas, ESL specific but adaptable, Part 1
Body: A. Baldwin responds to the question: "How have you facilitated class presentations in your classroom?" I've had success with comparisons between layouts in San Antonio and my students' home cities. I ask them to choose something physical that we can all see, like homes, restaurants, schools, roads, recreation areas, entertainment centers, flora & fauna, geography. (No one has ever chosen the last two.) Most speeches turn out well, with some students drawing on the blackboard or adding pictures. Some speeches have been fascinating/funny. Homes (Kuwaiti vs. American), land use in Bangkok and San Antonio, driver styles in El Salvador and Texas, and Mailboxes in Korea and the U.S. cannot be forgotten. The speaker must have a thesis about the topic. The early ones usually do not, but I help them develop one after the speech, and the later speakers come prepared. I have the audience rate the speakers using a simple sheet of questions (4 each on content and delivery) which can be answered by circling one of two choices, with room to write the thesis statement and some comments to the speaker. There are no follow-up questions required in this assignment, but members of the audience do ask questions, some of which spark small discussions. -- I wish I had another general-use topic like this which worked as well. Baldwin A. (25 Mar. 2004). Presentation topics, speakers, audience, evaluations. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (20 Apr. 2004)
Source: TESL-L listserv
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1489
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Title: Class presentation ideas, ESL specific but adaptable, Part 2
Body: B. Bakin responds to the question: "How have you facilitated class presentations in your classroom?" You might wish to consider having students present a speech about a simple research project that they themselves have conducted in class including the use of diagrams and charts displaying the results. My adult beginning to high students are asked to work in pairs or small teams to choose a research project, collect data, and create charts using Microsoft Excel displaying the data. The final step is to turn the entire project into a brief PowerPoint presentation, which the team must present to the class including fielding and answering questions from the rest of the class. Subjects for their research projects have included: "What size shoes are members of the class wearing on Thursday, March 25?" "How many students arrive at school using what different modes of transportation?" "What countries are students from?" "What was the monthly production of dress sizes at the Ann Taylor factory when I worked there?" "How many M & M's are there of each color in a 1 lb. bag?" All of the team members must participate in the presentation. Bakin, B. (25 Mar. 2004). Re: Presentation topics, speakers, audience, evaluations. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (20 Apr. 2004).
Source: TESL-L listserv
Inputdate: 2004-04-20 17:25:00
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Title: Class presentation ideas, ESL specific but adaptable, Part 2
Body: B. Bakin responds to the question: "How have you facilitated class presentations in your classroom?" You might wish to consider having students present a speech about a simple research project that they themselves have conducted in class including the use of diagrams and charts displaying the results. My adult beginning to high students are asked to work in pairs or small teams to choose a research project, collect data, and create charts using Microsoft Excel displaying the data. The final step is to turn the entire project into a brief PowerPoint presentation, which the team must present to the class including fielding and answering questions from the rest of the class. Subjects for their research projects have included: "What size shoes are members of the class wearing on Thursday, March 25?" "How many students arrive at school using what different modes of transportation?" "What countries are students from?" "What was the monthly production of dress sizes at the Ann Taylor factory when I worked there?" "How many M & M's are there of each color in a 1 lb. bag?" All of the team members must participate in the presentation. Bakin, B. (25 Mar. 2004). Re: Presentation topics, speakers, audience, evaluations. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (20 Apr. 2004).
Source: TESL-L listserv
Inputdate: 2004-04-20 17:25:00
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1490
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Title: Class presentation ideas, ESL specific but adaptable, Part 3
Body: A. Metnick responds to the question: "How have you facilitated class presentations in your classroom?" I want to mention something I tried last semester with my ESL writing class here at SUNY-Delhi, as well as something I am doing now. The MI (Multiple Intelligences) presentation my students did were prompted by a reading in our textbook, Writing Workshop (Blanton & Lee. Heinle & Heinle, 1998). The workshop, "Writing in Response to Writing," offers a reading section, "7 Keys to Learning" by Phyllis LaFarge, originally written for Parents magazine in 1994. This article not only triggered valuable lessons in quoting, paraphrasing, and writing for audience, it inspired me to arrange a project for which students would not only write about MI but develop a project and present it. I came across a "MI products grid" and adapted it so that students could choose a project that would manifest one or more of their particular strengths. First, students did a survey that measured the relative strengths they had in each of nine areas. Then they chose a product/project and had to write a proposal or statement of purpose. Then they presented their projects to the class, describing the project and the process they underwent to achieve their product. On the day of the presentation, students had to submit a "process memo" describing their process, starting with exploration and inspiration and proceeding through the stages they went through to achieve their task. Some examples of these projects included the following: a travel brochure, a demonstration of proper soccer ball techniques, a Power Point presentation on hats, a poetry reading, a calligraphry rendering of a poem in both English and Japanese, a hands-on demonstration of origami (we made warrior helmets from the Wall Street Journal), a timeline, a detailed drawing of squamous tissue from a horse's mouth (by a veterinary science student interested in nature and art), an illustrated history of the guitar, a perfume advertisement, and so forth. Right now I am continuing this theme with my developmental reading and writing class (non-ESL, although a couple of students are just that). They have read a few articles on the topic and have just begun a multi-genre research/persoanl essay, focusing on MI. They will also give presentations like the ones mentioned previously. I highly recommend saving presentations towards the end of the semester, when the students' comfort zone is more relaxed. Because I use a workshop approach, I find that their confidence and trust levels are much higher after midterm. Metnick, A. (26 Mar. 2004). Re: Presentation topics, speakers, audience, evaluations. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (20 Apr. 2004).
Source: TESL-L listserv
Inputdate: 2004-04-20 17:26:00
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Title: Class presentation ideas, ESL specific but adaptable, Part 3
Body: A. Metnick responds to the question: "How have you facilitated class presentations in your classroom?" I want to mention something I tried last semester with my ESL writing class here at SUNY-Delhi, as well as something I am doing now. The MI (Multiple Intelligences) presentation my students did were prompted by a reading in our textbook, Writing Workshop (Blanton & Lee. Heinle & Heinle, 1998). The workshop, "Writing in Response to Writing," offers a reading section, "7 Keys to Learning" by Phyllis LaFarge, originally written for Parents magazine in 1994. This article not only triggered valuable lessons in quoting, paraphrasing, and writing for audience, it inspired me to arrange a project for which students would not only write about MI but develop a project and present it. I came across a "MI products grid" and adapted it so that students could choose a project that would manifest one or more of their particular strengths. First, students did a survey that measured the relative strengths they had in each of nine areas. Then they chose a product/project and had to write a proposal or statement of purpose. Then they presented their projects to the class, describing the project and the process they underwent to achieve their product. On the day of the presentation, students had to submit a "process memo" describing their process, starting with exploration and inspiration and proceeding through the stages they went through to achieve their task. Some examples of these projects included the following: a travel brochure, a demonstration of proper soccer ball techniques, a Power Point presentation on hats, a poetry reading, a calligraphry rendering of a poem in both English and Japanese, a hands-on demonstration of origami (we made warrior helmets from the Wall Street Journal), a timeline, a detailed drawing of squamous tissue from a horse's mouth (by a veterinary science student interested in nature and art), an illustrated history of the guitar, a perfume advertisement, and so forth. Right now I am continuing this theme with my developmental reading and writing class (non-ESL, although a couple of students are just that). They have read a few articles on the topic and have just begun a multi-genre research/persoanl essay, focusing on MI. They will also give presentations like the ones mentioned previously. I highly recommend saving presentations towards the end of the semester, when the students' comfort zone is more relaxed. Because I use a workshop approach, I find that their confidence and trust levels are much higher after midterm. Metnick, A. (26 Mar. 2004). Re: Presentation topics, speakers, audience, evaluations. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (20 Apr. 2004).
Source: TESL-L listserv
Inputdate: 2004-04-20 17:26:00
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1491
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Title: Website: Famous quotes explained in French
Body: Des petites phrases pour une grande histoire http://vdaucourt.free.fr/Mothisto/Mothisto.htm Editor's Review: Have you ever wondered why Richard III said, "Un cheval ! Mon royaume pour un cheval!" Or did he really say it? Find out on this interesting site. Written in the historic present, this site would seem to be accessible to many students in a higher level French course. Daucourt, V. (11 Feb. 2004) Des petites phrases pour une grande histoire. http://vdaucourt.free.fr/Mothisto/Mothisto.htm (21 Apr. 2004)
Source: V. Daucourt
Inputdate: 2004-04-21 17:49:00
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Title: Website: Famous quotes explained in French
Body: Des petites phrases pour une grande histoire http://vdaucourt.free.fr/Mothisto/Mothisto.htm Editor's Review: Have you ever wondered why Richard III said, "Un cheval ! Mon royaume pour un cheval!" Or did he really say it? Find out on this interesting site. Written in the historic present, this site would seem to be accessible to many students in a higher level French course. Daucourt, V. (11 Feb. 2004) Des petites phrases pour une grande histoire. http://vdaucourt.free.fr/Mothisto/Mothisto.htm (21 Apr. 2004)
Source: V. Daucourt
Inputdate: 2004-04-21 17:49:00
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Contentid:
1492
Content Type: 1
Title: Vast Resource of Internet language learning sites
Body: LearningLanguages.net is a portal that brings together the best online foreign language resources for English-speaking K-12 students and teachers. The project was created, and is maintained and enhanced, by a team of staff and students at the Internet Scout Project at the University of Wisconsin-Madison. LearningLanguages.net is being built using the Scout Portal Toolkit. The underlying portal installation is currently being customized to add features specific to foreign language acquisition, and populated with information about online foreign language education resources. Initially the project is focusing on three languages: Spanish, French, and Japanese. Content experts scour the web every week for the best resources, and then describe and catalog them in order to make them accessible through the portal. If you have resources you would like to see included, please e-mail your suggestions to sites@learninglanguages.net. LearningLanguages.net is funded by the Claire Giannini Hoffman Fund under the direction of The University of Wisconsin-Madison's College of Letters and Sciences. LearningLanguages.Net - Scout Portal Toolkit Help -- About LearningLanguages.Net. LearningLanguages.Net. http:// learninglanguages.org/LL--About.php (21 Apr. 2004).
Source: LearningLanguages.net
Inputdate: 2004-04-21 18:35:00
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Title: Vast Resource of Internet language learning sites
Body: LearningLanguages.net is a portal that brings together the best online foreign language resources for English-speaking K-12 students and teachers. The project was created, and is maintained and enhanced, by a team of staff and students at the Internet Scout Project at the University of Wisconsin-Madison. LearningLanguages.net is being built using the Scout Portal Toolkit. The underlying portal installation is currently being customized to add features specific to foreign language acquisition, and populated with information about online foreign language education resources. Initially the project is focusing on three languages: Spanish, French, and Japanese. Content experts scour the web every week for the best resources, and then describe and catalog them in order to make them accessible through the portal. If you have resources you would like to see included, please e-mail your suggestions to sites@learninglanguages.net. LearningLanguages.net is funded by the Claire Giannini Hoffman Fund under the direction of The University of Wisconsin-Madison's College of Letters and Sciences. LearningLanguages.Net - Scout Portal Toolkit Help -- About LearningLanguages.Net. LearningLanguages.Net. http:// learninglanguages.org/LL--About.php (21 Apr. 2004).
Source: LearningLanguages.net
Inputdate: 2004-04-21 18:35:00
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1493
Content Type: 1
Title: Technology help for language teachers
Body: Editors' Note: In addition to outlining his program for helping foreign language teachers, the author of this site offers a preview of his helpful hints on topics including word processors, presentation software, gradebooks, and class websites. TeacherTech is on-site instruction for language teachers by language teachers. Find out more at: http://www.pafaculty.net/teachertech/ Approach: School-specific design insures that both content and format suit a school's particular goals, hardware, software, and humanware. Past workshops have lasted from 4 hours to 4 days just before, just after and during school breaks, as well as during active school time. Workshops are particularly appropriate for beginning and intermediate users. On-site venue means teachers learn to use tools that are immediately available at hand. (We also offer workshops on the Andover campus in the Language Learning Center ) Lots of hands-on practice insures learning and retention. Pre-program site visits enable TeacherTech instructors to get a feel for your school, your needs, and your lab (or where your proposed lab might go). Post-program follow-up and consultation allow for questions from individual participants by phone or e-mail, return visits and/or follow-up workshops. Instructors: Henry Wilmer, Director of the Language Learning Center, and members of the Phillips Academy or Brooks School teaching faculty For more information, contact Henry Wilmer at hwilmer@andover.edu TeacherTech. http://www.pafaculty.net/teachertech/ (21 Apr. 2004)
Source: Henry Wilmer
Inputdate: 2004-04-21 19:01:00
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Title: Technology help for language teachers
Body: Editors' Note: In addition to outlining his program for helping foreign language teachers, the author of this site offers a preview of his helpful hints on topics including word processors, presentation software, gradebooks, and class websites. TeacherTech is on-site instruction for language teachers by language teachers. Find out more at: http://www.pafaculty.net/teachertech/ Approach: School-specific design insures that both content and format suit a school's particular goals, hardware, software, and humanware. Past workshops have lasted from 4 hours to 4 days just before, just after and during school breaks, as well as during active school time. Workshops are particularly appropriate for beginning and intermediate users. On-site venue means teachers learn to use tools that are immediately available at hand. (We also offer workshops on the Andover campus in the Language Learning Center ) Lots of hands-on practice insures learning and retention. Pre-program site visits enable TeacherTech instructors to get a feel for your school, your needs, and your lab (or where your proposed lab might go). Post-program follow-up and consultation allow for questions from individual participants by phone or e-mail, return visits and/or follow-up workshops. Instructors: Henry Wilmer, Director of the Language Learning Center, and members of the Phillips Academy or Brooks School teaching faculty For more information, contact Henry Wilmer at hwilmer@andover.edu TeacherTech. http://www.pafaculty.net/teachertech/ (21 Apr. 2004)
Source: Henry Wilmer
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1494
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Title: Internet Activities for Foreign Language Classes
Body: From: http://www.clta.net/lessons/ Getting Started....the Web in the Classroom * How to Write Activities For The Web * Reading Strategies For Web Activities * Internet Options in the Classroom (hardware, software, one computer, no Internet connection) * Web Lesson Evaluation Form * Favorite Teacher URL's - Use these web sites to write your own Internet activities. There are 480 links to authentic documents on the web. They include Geography, Newspapers, Foods, Sports, Music, Literature, Museums, Artists, Leisure, History, Holidays/ Celebrations, Weather, Search Engines, and Comics. Sample Web Lessons The following Internet-based lesson plans were created for foreign language classes by participants in the Technology Workshops of the California Foreign Language Project and the California Language Teachers Association. These sites were designed to be used as worksheets for the students to complete while accessing the corresponding reference web sites online. Teachers may print out the sheets, copy them, and distribute them to the students. (For your convenience, each web address on the online worksheets is also a link to the corresponding reference page.) Internet Activities for Foreign Language Classes, CLTA California Language Teachers Association, CFLP California Foreign Language Project. http:// www.clta.net/lessons/ (21 Apr. 2004)
Source: California Foreign Language Project/California Language Teachers Association
Inputdate: 2004-04-21 19:50:00
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Title: Internet Activities for Foreign Language Classes
Body: From: http://www.clta.net/lessons/ Getting Started....the Web in the Classroom * How to Write Activities For The Web * Reading Strategies For Web Activities * Internet Options in the Classroom (hardware, software, one computer, no Internet connection) * Web Lesson Evaluation Form * Favorite Teacher URL's - Use these web sites to write your own Internet activities. There are 480 links to authentic documents on the web. They include Geography, Newspapers, Foods, Sports, Music, Literature, Museums, Artists, Leisure, History, Holidays/ Celebrations, Weather, Search Engines, and Comics. Sample Web Lessons The following Internet-based lesson plans were created for foreign language classes by participants in the Technology Workshops of the California Foreign Language Project and the California Language Teachers Association. These sites were designed to be used as worksheets for the students to complete while accessing the corresponding reference web sites online. Teachers may print out the sheets, copy them, and distribute them to the students. (For your convenience, each web address on the online worksheets is also a link to the corresponding reference page.) Internet Activities for Foreign Language Classes, CLTA California Language Teachers Association, CFLP California Foreign Language Project. http:// www.clta.net/lessons/ (21 Apr. 2004)
Source: California Foreign Language Project/California Language Teachers Association
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Title: Job Posting: Immediate German HS Teacher needed, OR
Body: A friend of mine, the German teacher at our school, is going to have to take leave until the end of the year, and, quite possibly, he may not return next year (due to medical reasons.) This is a very sad development, but we are trying to help him out by finding a sub who could do a good job finishing the year. Do you know anyone who would want an "Oregon Adventure" until June 15? Here are the facts: School: McMinnville High School (McMinnville is located about one hour south of Portland, Oregon and about one hour from the Pacific Ocean, I might add.) Our community has 28,000 people. Teaching duties: Teach German 1(three sections) and 3 (1 section.) He uses the text "ZickZack." We are on a trimester schedule, and the classes are 70 minutes long, with one 70 minute prep. We have a great administration, although sometimes we teachers are a bit goofy. = - ) If you are someone who is interested, please email me (Madelineb@ONLINEMAC.COM). We need someone to start in about two weeks. Our language department would help you find a place to live. It might be fun to come to Oregon to see what life is like out here in the great NorthWest, and spring is always gorgeous! It could be like a (working) vacation. -Madeline Bishop, French teacher, MHS Bishop, M. German Full-time sub needed. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 Apr. 2004).
Source: McMinville HS, McMinville, OR
Inputdate: 2004-04-22 16:14:00
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Title: Job Posting: Immediate German HS Teacher needed, OR
Body: A friend of mine, the German teacher at our school, is going to have to take leave until the end of the year, and, quite possibly, he may not return next year (due to medical reasons.) This is a very sad development, but we are trying to help him out by finding a sub who could do a good job finishing the year. Do you know anyone who would want an "Oregon Adventure" until June 15? Here are the facts: School: McMinnville High School (McMinnville is located about one hour south of Portland, Oregon and about one hour from the Pacific Ocean, I might add.) Our community has 28,000 people. Teaching duties: Teach German 1(three sections) and 3 (1 section.) He uses the text "ZickZack." We are on a trimester schedule, and the classes are 70 minutes long, with one 70 minute prep. We have a great administration, although sometimes we teachers are a bit goofy. = - ) If you are someone who is interested, please email me (Madelineb@ONLINEMAC.COM). We need someone to start in about two weeks. Our language department would help you find a place to live. It might be fun to come to Oregon to see what life is like out here in the great NorthWest, and spring is always gorgeous! It could be like a (working) vacation. -Madeline Bishop, French teacher, MHS Bishop, M. German Full-time sub needed. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 Apr. 2004).
Source: McMinville HS, McMinville, OR
Inputdate: 2004-04-22 16:14:00
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