Contents
Displaying 14681-14690 of 28843 results.
Contentid:
14929
Content Type: 1
Title: Espacio Publicitario: Improve Your Spanish with Advertisements
Body: From http://zachary-jones.com The Zambombazo website has a new activity type: Espacio Publicitario. Students work through a series of activities based on an advertisement. Here is an example, centered on a video about the best pizzerias in Buenos Aires: http://zachary-jones.com/zambombazo/espacio-publicitario-banco-ciudad-la-mejor-pizzeria-de-buenos-aires
Source: Zambombazo
Inputdate: 2012-09-09 04:44:50
Lastmodifieddate: 2012-09-09 04:44:50
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Espacio Publicitario: Improve Your Spanish with Advertisements
Body: From http://zachary-jones.com The Zambombazo website has a new activity type: Espacio Publicitario. Students work through a series of activities based on an advertisement. Here is an example, centered on a video about the best pizzerias in Buenos Aires: http://zachary-jones.com/zambombazo/espacio-publicitario-banco-ciudad-la-mejor-pizzeria-de-buenos-aires
Source: Zambombazo
Inputdate: 2012-09-09 04:44:50
Lastmodifieddate: 2012-09-09 04:44:50
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14930
Content Type: 1
Title: Arizona, Feds Settle Complaint over Students with Limited English
Body: From http://www.azcentral.com/arizonarepublic/news/articles/2012/08/31/20120831arizona-english-learner-lawsuit-deal.html Arizona, feds settle complaint over students with limited English by Anne Ryman August 31, 2012 Arizona public schools will be required to offer intense language instruction to tens of thousands of students after a federal civil-rights investigation determined they were incorrectly identified as being fluent in English. Under an intervention plan announced Friday after a two-year federal investigation, schools will be required to offer special reading and writing classes to an estimated 42,000 students who were enrolled in English learning programs over the past five years. The settlement also requires the state to develop new criteria that correctly identifies students who need English-language services and outlines when those services should end. No additional money will be allocated to schools to enact the settlement, because the state Department of Education said it believes many of those students are already receiving intervention from the schools. Read more: http://www.azcentral.com/arizonarepublic/news/articles/2012/08/31/20120831arizona-english-learner-lawsuit-deal.html#ixzz25zRylToU
Source: Arizona Republic
Inputdate: 2012-09-09 04:45:50
Lastmodifieddate: 2012-09-09 04:45:50
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Arizona, Feds Settle Complaint over Students with Limited English
Body: From http://www.azcentral.com/arizonarepublic/news/articles/2012/08/31/20120831arizona-english-learner-lawsuit-deal.html Arizona, feds settle complaint over students with limited English by Anne Ryman August 31, 2012 Arizona public schools will be required to offer intense language instruction to tens of thousands of students after a federal civil-rights investigation determined they were incorrectly identified as being fluent in English. Under an intervention plan announced Friday after a two-year federal investigation, schools will be required to offer special reading and writing classes to an estimated 42,000 students who were enrolled in English learning programs over the past five years. The settlement also requires the state to develop new criteria that correctly identifies students who need English-language services and outlines when those services should end. No additional money will be allocated to schools to enact the settlement, because the state Department of Education said it believes many of those students are already receiving intervention from the schools. Read more: http://www.azcentral.com/arizonarepublic/news/articles/2012/08/31/20120831arizona-english-learner-lawsuit-deal.html#ixzz25zRylToU
Source: Arizona Republic
Inputdate: 2012-09-09 04:45:50
Lastmodifieddate: 2012-09-09 04:45:50
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14931
Content Type: 1
Title: New Blog: Teaching Undergraduate Immigrant Students
Body: Here is a new blog specifically aimed at teachers and administrators who have undergraduate immigrant students: http://undergraduateimmigrantstudents.com
Source: Teaching Undergraduate Immigrant Students
Inputdate: 2012-09-09 04:46:51
Lastmodifieddate: 2012-09-09 04:46:51
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: New Blog: Teaching Undergraduate Immigrant Students
Body: Here is a new blog specifically aimed at teachers and administrators who have undergraduate immigrant students: http://undergraduateimmigrantstudents.com
Source: Teaching Undergraduate Immigrant Students
Inputdate: 2012-09-09 04:46:51
Lastmodifieddate: 2012-09-09 04:46:51
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14932
Content Type: 1
Title: The ELTons: Award for English Language Teachers
Body: From http://englishagenda.britishcouncil.org/eltons The ELTons, sponsored by Cambridge ESOL, are international awards that recognize and celebrate innovation in the field of English language teaching. Applications are being accepted until November 23rd. Applications are invited for the following categories: Excellence in course innovation Innovation in learner resources Innovation in teacher resources Digital innovation Local innovation Applications are also invited for The Macmillan Education Award for Innovative Writing which is open to aspiring ELT authors who are yet to publish any of their work. The winner receives £1,000 and the opportunity to publish their work. See the full application details at http://englishagenda.britishcouncil.org/eltons
Source: British Council
Inputdate: 2012-09-09 04:47:57
Lastmodifieddate: 2012-09-09 04:47:57
Expdate: 2013-09-12 00:00:00
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: The ELTons: Award for English Language Teachers
Body: From http://englishagenda.britishcouncil.org/eltons The ELTons, sponsored by Cambridge ESOL, are international awards that recognize and celebrate innovation in the field of English language teaching. Applications are being accepted until November 23rd. Applications are invited for the following categories: Excellence in course innovation Innovation in learner resources Innovation in teacher resources Digital innovation Local innovation Applications are also invited for The Macmillan Education Award for Innovative Writing which is open to aspiring ELT authors who are yet to publish any of their work. The winner receives £1,000 and the opportunity to publish their work. See the full application details at http://englishagenda.britishcouncil.org/eltons
Source: British Council
Inputdate: 2012-09-09 04:47:57
Lastmodifieddate: 2012-09-09 04:47:57
Expdate: 2013-09-12 00:00:00
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14933
Content Type: 1
Title: American Graduate: New Online Portal Includes ESL Resources
Body: From http://edu.americangraduate.org The American Graduate classroom resources website section highlights the best of public media’s interactive resources and educational projects for use with middle school and high school students, multimedia productions created by youth, and professional development videos for educators. The 800+ resources featured here are designed to bring educational content to life in engaging and innovative ways, and include games, activities, quizzes, quests, and other interactive experiences. The materials span the curriculum, exploring the arts, careers, ESL, health & sports, language arts, math, media production, science & engineering, and social studies in ways that capture students’ interest and imagination. Explore the ESL resources at http://edu.americangraduate.org/category/resources/subjects/esl Read a review of this site at http://www.eschoolnews.com/2012/08/29/new-online-portal-features-outstanding-public-media-resources-from-the-last-decade
Source: Various
Inputdate: 2012-09-09 04:49:17
Lastmodifieddate: 2012-09-09 04:49:17
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: American Graduate: New Online Portal Includes ESL Resources
Body: From http://edu.americangraduate.org The American Graduate classroom resources website section highlights the best of public media’s interactive resources and educational projects for use with middle school and high school students, multimedia productions created by youth, and professional development videos for educators. The 800+ resources featured here are designed to bring educational content to life in engaging and innovative ways, and include games, activities, quizzes, quests, and other interactive experiences. The materials span the curriculum, exploring the arts, careers, ESL, health & sports, language arts, math, media production, science & engineering, and social studies in ways that capture students’ interest and imagination. Explore the ESL resources at http://edu.americangraduate.org/category/resources/subjects/esl Read a review of this site at http://www.eschoolnews.com/2012/08/29/new-online-portal-features-outstanding-public-media-resources-from-the-last-decade
Source: Various
Inputdate: 2012-09-09 04:49:17
Lastmodifieddate: 2012-09-09 04:49:17
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14934
Content Type: 1
Title: World Languages Day 2012 at the University of Wisconsin-Madison
Body: The University of Wisconsin-Madison Language Institute invites Wisconsin high schools to submit a Statement of Interest to participate in World Languages Day 2012 with groups of up to 30 students on Wednesday, November 7, 2012 from 8:30am-2:00pm in Union South on the UW-Madison campus. Applying to participate in World Languages Day involves a two-part process. First, teachers submit a Statement of Interest by Friday, September 21. The Language Institute will inform teachers by Friday, September 28 whether or not there is spot for their school at World Languages Day. Second, schools will then confirm their participation in World Languages Day by submitting a form that includes the principal’s signature and a final count of participating students. World Languages Day is a “college-for-a-day” experience that brings 600+ high school students and teachers to the UW-Madison campus for a day of introductory language lessons, interactive presentations and performances showcasing a great variety of world languages, regions, and cultural topics. Because of the generosity of our sponsors, participation this year will once again be free-of-charge; school groups need only pay for transportation to the UW-Madison campus and any substitute fees required by the school. For more information, see the website: http://www.languageinstitute.wisc.edu/wld Johnson, W. World Languages Day 2012: invitation to submit a Statement of Interest. Outreach_k12 listserv (outreach_k12@lists.wisc.edu, 7 Sep 2012).
Source: University of Wisconsin-Madison
Inputdate: 2012-09-09 04:50:30
Lastmodifieddate: 2012-09-09 04:50:30
Expdate: 2012-11-07 00:00:00
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: World Languages Day 2012 at the University of Wisconsin-Madison
Body: The University of Wisconsin-Madison Language Institute invites Wisconsin high schools to submit a Statement of Interest to participate in World Languages Day 2012 with groups of up to 30 students on Wednesday, November 7, 2012 from 8:30am-2:00pm in Union South on the UW-Madison campus. Applying to participate in World Languages Day involves a two-part process. First, teachers submit a Statement of Interest by Friday, September 21. The Language Institute will inform teachers by Friday, September 28 whether or not there is spot for their school at World Languages Day. Second, schools will then confirm their participation in World Languages Day by submitting a form that includes the principal’s signature and a final count of participating students. World Languages Day is a “college-for-a-day” experience that brings 600+ high school students and teachers to the UW-Madison campus for a day of introductory language lessons, interactive presentations and performances showcasing a great variety of world languages, regions, and cultural topics. Because of the generosity of our sponsors, participation this year will once again be free-of-charge; school groups need only pay for transportation to the UW-Madison campus and any substitute fees required by the school. For more information, see the website: http://www.languageinstitute.wisc.edu/wld Johnson, W. World Languages Day 2012: invitation to submit a Statement of Interest. Outreach_k12 listserv (outreach_k12@lists.wisc.edu, 7 Sep 2012).
Source: University of Wisconsin-Madison
Inputdate: 2012-09-09 04:50:30
Lastmodifieddate: 2012-09-09 04:50:30
Expdate: 2012-11-07 00:00:00
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14935
Content Type: 1
Title: WordFoto: Superimpose a Word on an Image
Body: From http://www.boxoftricks.net Wordfoto is an iPhone and iPod app that allows you turn any photograph into a mosaic made up of your chosen words, which can then be used to reinforce vocabulary learning or other concepts, not just in languages, but in a variety of other subjects. The app is available at http://www.wordfoto.com Read the rest of blog post for more on how to use this app in a language classroom at http://www.boxoftricks.net/2012/09/wordfoto-a-picture-worth-a-thousand-words
Source: Box of Tricks
Inputdate: 2012-09-09 04:51:17
Lastmodifieddate: 2012-09-09 04:51:17
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: WordFoto: Superimpose a Word on an Image
Body: From http://www.boxoftricks.net Wordfoto is an iPhone and iPod app that allows you turn any photograph into a mosaic made up of your chosen words, which can then be used to reinforce vocabulary learning or other concepts, not just in languages, but in a variety of other subjects. The app is available at http://www.wordfoto.com Read the rest of blog post for more on how to use this app in a language classroom at http://www.boxoftricks.net/2012/09/wordfoto-a-picture-worth-a-thousand-words
Source: Box of Tricks
Inputdate: 2012-09-09 04:51:17
Lastmodifieddate: 2012-09-09 04:51:17
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14936
Content Type: 1
Title: More Ideas for the Beginning of the School Year
Body: Here are more ideas and resources from language teachers for the beginning of the school year: --- I love many of the ideas that Sara-Elizabeth Cottrell (@muscuentos) has posted on her blog about the first days of school: http://musicuentos.com/tag/firstdays I think that the most important thing is to "Keep Moving Forward!", as they say in Meet the Robinsons. The great thing about learning a language is that you will inevitably recycle old stuff while you learn new stuff. I think that the best thing to do is find something new to teach that allows repetition of previously covered topics. For example, Spanish 1 students should know how to talk about different places that they go. Well, why not teach them the word "went" on the first day of school, and ask where they "went" last summer? It doesn't matter that they don't know the full preterite conjugation of "to go"; all they need is the word "I went". In the discussion, you can put up the forms of "you went" and "s/he went" on the board, too, but focus on the students learning "I went". After they say where they went, ask them to describe it (they can do this in the present tense, since the place still exists out there and someone is enjoying it while we are locked up in our classrooms, boohoo). "You went to THE BEACH?" "What is the beach like?" (There are lots of people swimming, lots of water, lifeguards yelling, etc.). You review all sorts of old vocabulary and small grammar points (adjective agreement, verb conjugations, blah blah blah), but you are still moving forward and the kids don't get bored because it is personalized and they are learning new, compelling information. Here is the link to my collection of posts on the first days of school. http://martinabex.com/tag/first-day-of-school Bex, M. Re: [FLTEACH] First couple of weeks. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Aug 2012). --- I hate it when someone gives me a paper and then reads it to me…..so for the past few years, I’ve been having the kids read my expectations and then write 2 questions on the content, for a quiz…. Then, I use Think-Pair-Share (the Think is them writing the questions….then they meet with a partner – Pair – and each one asks his/her questions that the other answers, and they decide which of the four questions asked was the best….and then put them in two-pair groups to do the same: ask and answer and decide on the best question….Share….and then each 4-student group asks their question to the whole class. It takes it right out of my hands, practices them getting into groups quickly and quietly, and they seem to have a good understanding of my expectations. Blaz, D. [mflresources] RE: 1st lessons. MFLResources listserv (mflresources@yahoogroups.com, 28 Aug 2012). --- I am all for minimalizing first day stuff. I have my attendance list before the first class. I write the name of each student on a post-it note, and put these on the desks in alphabetical order. As students enter, I ask them to sit down where they find their name. I ask them to write their classification, address and email address under their name on the note. Thus I have them seated where I will know their name on the first day, I have checked the roll and I know who is present, and I have gathered vital information. At the end of the class, of course, I simply walk by and pick up the notes, In a Latin I class, I don't say too much about Latin in general; I go directly to my first day map lesson. You can find this on my website http://www.roserwilliams.com under Teaching Materials. This lesson gets them actively involved with the language at once. For advanced classes, I give them a simple passage in Latin and have them read it aloud in Latin and English and identify key sentence parts. This gives both them and me an idea of what they remember and don't remember. Rose Williams. Re: First day of class. Latinteach listserv (latinteach@nxport.com, 28 Aug 2012). --- Tune in next week for more ideas.
Source: Various
Inputdate: 2012-09-09 04:54:50
Lastmodifieddate: 2012-09-09 04:54:50
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: More Ideas for the Beginning of the School Year
Body: Here are more ideas and resources from language teachers for the beginning of the school year: --- I love many of the ideas that Sara-Elizabeth Cottrell (@muscuentos) has posted on her blog about the first days of school: http://musicuentos.com/tag/firstdays I think that the most important thing is to "Keep Moving Forward!", as they say in Meet the Robinsons. The great thing about learning a language is that you will inevitably recycle old stuff while you learn new stuff. I think that the best thing to do is find something new to teach that allows repetition of previously covered topics. For example, Spanish 1 students should know how to talk about different places that they go. Well, why not teach them the word "went" on the first day of school, and ask where they "went" last summer? It doesn't matter that they don't know the full preterite conjugation of "to go"; all they need is the word "I went". In the discussion, you can put up the forms of "you went" and "s/he went" on the board, too, but focus on the students learning "I went". After they say where they went, ask them to describe it (they can do this in the present tense, since the place still exists out there and someone is enjoying it while we are locked up in our classrooms, boohoo). "You went to THE BEACH?" "What is the beach like?" (There are lots of people swimming, lots of water, lifeguards yelling, etc.). You review all sorts of old vocabulary and small grammar points (adjective agreement, verb conjugations, blah blah blah), but you are still moving forward and the kids don't get bored because it is personalized and they are learning new, compelling information. Here is the link to my collection of posts on the first days of school. http://martinabex.com/tag/first-day-of-school Bex, M. Re: [FLTEACH] First couple of weeks. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Aug 2012). --- I hate it when someone gives me a paper and then reads it to me…..so for the past few years, I’ve been having the kids read my expectations and then write 2 questions on the content, for a quiz…. Then, I use Think-Pair-Share (the Think is them writing the questions….then they meet with a partner – Pair – and each one asks his/her questions that the other answers, and they decide which of the four questions asked was the best….and then put them in two-pair groups to do the same: ask and answer and decide on the best question….Share….and then each 4-student group asks their question to the whole class. It takes it right out of my hands, practices them getting into groups quickly and quietly, and they seem to have a good understanding of my expectations. Blaz, D. [mflresources] RE: 1st lessons. MFLResources listserv (mflresources@yahoogroups.com, 28 Aug 2012). --- I am all for minimalizing first day stuff. I have my attendance list before the first class. I write the name of each student on a post-it note, and put these on the desks in alphabetical order. As students enter, I ask them to sit down where they find their name. I ask them to write their classification, address and email address under their name on the note. Thus I have them seated where I will know their name on the first day, I have checked the roll and I know who is present, and I have gathered vital information. At the end of the class, of course, I simply walk by and pick up the notes, In a Latin I class, I don't say too much about Latin in general; I go directly to my first day map lesson. You can find this on my website http://www.roserwilliams.com under Teaching Materials. This lesson gets them actively involved with the language at once. For advanced classes, I give them a simple passage in Latin and have them read it aloud in Latin and English and identify key sentence parts. This gives both them and me an idea of what they remember and don't remember. Rose Williams. Re: First day of class. Latinteach listserv (latinteach@nxport.com, 28 Aug 2012). --- Tune in next week for more ideas.
Source: Various
Inputdate: 2012-09-09 04:54:50
Lastmodifieddate: 2012-09-09 04:54:50
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14937
Content Type: 1
Title: Simple Activity for Questions
Body: From http://evasimkesyan.edublogs.org Here is a simple activity to get your students writing lots of questions and evaluating them for content and form: http://evasimkesyan.edublogs.org/2012/09/01/asking-questions-a-warmer-or-a-filler
Source: A Journey in TEFL Blog
Inputdate: 2012-09-09 04:56:59
Lastmodifieddate: 2012-09-09 04:56:59
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Simple Activity for Questions
Body: From http://evasimkesyan.edublogs.org Here is a simple activity to get your students writing lots of questions and evaluating them for content and form: http://evasimkesyan.edublogs.org/2012/09/01/asking-questions-a-warmer-or-a-filler
Source: A Journey in TEFL Blog
Inputdate: 2012-09-09 04:56:59
Lastmodifieddate: 2012-09-09 04:56:59
Expdate:
Publishdate: 2012-09-10 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14938
Content Type: 1
Title: Book: Multilingualism and Creativity
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847697943 Multilingualism and Creativity By Anatoliy V. Kharkhurin Published by Multilingual Matters Summary: In this monograph, Anatoliy V. Kharkhurin presents the results of his empirical investigation into the impact of multilingual practice on an individual's creative potential. Until now, the relationship between these two activities has received little attention in the academic community. The book makes an attempt to resuscitate this theme and provides a solid theoretical framework supported by contemporary empirical research conducted in a variety of geographic, linguistic, and sociocultural locations. This study demonstrates that several factors - such as the multilinguals' age of language acquisition, proficiency in these languages and experience with cultural settings in which these languages were acquired - have a positive impact on selective attention and language mediated concept activation mechanisms. Together, these facilitate generative and innovative capacities of creative thinking. This book will be of great interest not only to scholars in the fields of multilingualism and creativity, but also to educators and all those interested in enhancing foreign language learning and fostering creativity. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847697943
Source: Multilingual Matters
Inputdate: 2012-09-16 07:50:36
Lastmodifieddate: 2012-09-16 07:50:36
Expdate:
Publishdate: 2012-09-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Multilingualism and Creativity
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847697943 Multilingualism and Creativity By Anatoliy V. Kharkhurin Published by Multilingual Matters Summary: In this monograph, Anatoliy V. Kharkhurin presents the results of his empirical investigation into the impact of multilingual practice on an individual's creative potential. Until now, the relationship between these two activities has received little attention in the academic community. The book makes an attempt to resuscitate this theme and provides a solid theoretical framework supported by contemporary empirical research conducted in a variety of geographic, linguistic, and sociocultural locations. This study demonstrates that several factors - such as the multilinguals' age of language acquisition, proficiency in these languages and experience with cultural settings in which these languages were acquired - have a positive impact on selective attention and language mediated concept activation mechanisms. Together, these facilitate generative and innovative capacities of creative thinking. This book will be of great interest not only to scholars in the fields of multilingualism and creativity, but also to educators and all those interested in enhancing foreign language learning and fostering creativity. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847697943
Source: Multilingual Matters
Inputdate: 2012-09-16 07:50:36
Lastmodifieddate: 2012-09-16 07:50:36
Expdate:
Publishdate: 2012-09-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
