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Contentid:
15099
Content Type: 1
Title: Using Photos and Video With English Language Learners
Body: Teacher Larry Ferlazzo has a new column in Edutopia describing activities that use images and connect to the Common Core Standards. Read on at http://www.edutopia.org/blog/ell-engagment-using-photos Mr. Ferlazzo has another column describing eight ways to use video with English Language learners. Read at http://www.edutopia.org/blog/ell-engagement-using-video-larry-ferlazzo-katie-hull-sypnieski Both articles are largely excerpted from a new book, The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels, by Mr. Ferlazzo and Katie Hull Sypnieski. Learn more about the book at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118095677,descCd-buy.html or at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=14747
Source: Edutopia
Inputdate: 2012-10-14 07:22:01
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Title: Using Photos and Video With English Language Learners
Body: Teacher Larry Ferlazzo has a new column in Edutopia describing activities that use images and connect to the Common Core Standards. Read on at http://www.edutopia.org/blog/ell-engagment-using-photos Mr. Ferlazzo has another column describing eight ways to use video with English Language learners. Read at http://www.edutopia.org/blog/ell-engagement-using-video-larry-ferlazzo-katie-hull-sypnieski Both articles are largely excerpted from a new book, The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels, by Mr. Ferlazzo and Katie Hull Sypnieski. Learn more about the book at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118095677,descCd-buy.html or at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=14747
Source: Edutopia
Inputdate: 2012-10-14 07:22:01
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15100
Content Type: 1
Title: Holding Conferences with Parents of English Language Learners
Body: From http://edge.ascd.org/_Holding-Conferences-with-Parents-of-ELLs/blog/6384467/127586.html The increasing population of linguistically and culturally diverse students in our schools poses a challenge for classroom teachers who need to communicate with their families. Parents of English language learners may not be familiar with the practice of meeting with their child’s teacher and do not know what is expected of them during a parent-teacher conference. Many classroom teachers do not know how to communicate with parents who do not speak English and who are not familiar with U.S. school practices. Conferences with parents of English language learners (ELLs) require preparation on order to have a productive meeting. Here are six ideas that will help teachers of ELLs: http://edge.ascd.org/_Holding-Conferences-with-Parents-of-ELLs/blog/6384467/127586.html
Source: ASCD
Inputdate: 2012-10-14 07:23:13
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Title: Holding Conferences with Parents of English Language Learners
Body: From http://edge.ascd.org/_Holding-Conferences-with-Parents-of-ELLs/blog/6384467/127586.html The increasing population of linguistically and culturally diverse students in our schools poses a challenge for classroom teachers who need to communicate with their families. Parents of English language learners may not be familiar with the practice of meeting with their child’s teacher and do not know what is expected of them during a parent-teacher conference. Many classroom teachers do not know how to communicate with parents who do not speak English and who are not familiar with U.S. school practices. Conferences with parents of English language learners (ELLs) require preparation on order to have a productive meeting. Here are six ideas that will help teachers of ELLs: http://edge.ascd.org/_Holding-Conferences-with-Parents-of-ELLs/blog/6384467/127586.html
Source: ASCD
Inputdate: 2012-10-14 07:23:13
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15101
Content Type: 1
Title: Ideas for Turning Drawings of Vocabulary into Speaking Activities
Body: From http://elmundodebirch.wordpress.com A Spanish teacher recently had to be gone from class with little notice and asked her students to draw some food vocabulary in her absence. Read her blog post about how she turned the results of their work into several different speaking activities: http://elmundodebirch.wordpress.com/2012/10/09/student-drawings-and-the-unexpected-speaking-activity
Source: El Mundo de Birch
Inputdate: 2012-10-14 07:24:13
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Title: Ideas for Turning Drawings of Vocabulary into Speaking Activities
Body: From http://elmundodebirch.wordpress.com A Spanish teacher recently had to be gone from class with little notice and asked her students to draw some food vocabulary in her absence. Read her blog post about how she turned the results of their work into several different speaking activities: http://elmundodebirch.wordpress.com/2012/10/09/student-drawings-and-the-unexpected-speaking-activity
Source: El Mundo de Birch
Inputdate: 2012-10-14 07:24:13
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15102
Content Type: 1
Title: Folk DC: European Folk Music for Language Learners
Body: From http://folkdc.eu/about-the-project The Digital Children’s Folksongs for Language and Cultural Learning (Folk DC) project is a European Union project designed to motivate young language learners to engage with language learning through using Folk songs, and activities around the songs, in 10 European languages (Czech, Swedish, English, Finnish, Romani, Italian, Portuguese, Romanian, Spanish, Turkish). The project is producing an Autonomous Teacher Training Tool kit (ATTT). The ATTT resources include downloads and live streams of folk songs along with their lyrics, descriptions of activities to accompany the songs, “how to” videos for using audio and digital tools, and more. Learn more about available resources at http://folkdc.eu/resources Visit the project home page at http://folkdc.eu
Source: Digital Children’s Folksongs for Language and Cultural Learning
Inputdate: 2012-10-14 07:25:43
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Title: Folk DC: European Folk Music for Language Learners
Body: From http://folkdc.eu/about-the-project The Digital Children’s Folksongs for Language and Cultural Learning (Folk DC) project is a European Union project designed to motivate young language learners to engage with language learning through using Folk songs, and activities around the songs, in 10 European languages (Czech, Swedish, English, Finnish, Romani, Italian, Portuguese, Romanian, Spanish, Turkish). The project is producing an Autonomous Teacher Training Tool kit (ATTT). The ATTT resources include downloads and live streams of folk songs along with their lyrics, descriptions of activities to accompany the songs, “how to” videos for using audio and digital tools, and more. Learn more about available resources at http://folkdc.eu/resources Visit the project home page at http://folkdc.eu
Source: Digital Children’s Folksongs for Language and Cultural Learning
Inputdate: 2012-10-14 07:25:43
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Contentid:
15103
Content Type: 1
Title: Alternative Dictionaries: Collection of Taboo Words
Body: I (your InterCom editor) remember one day in college when a Spanish professor dedicated the last part of a class to teaching us naughty words. Those who didn’t want to hear were free to go, and the rest of us stayed on for a dispassionate presentation of sexual and scatological words in Spanish with their closest English equivalents. If you are looking for a list of dirty words in the world’s languages, carefully organized by language family and sub-family, try the Alternative Dictionaries website: http://www.alternative-dictionaries.net
Source: Alternative Dictionaries
Inputdate: 2012-10-14 07:26:38
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Title: Alternative Dictionaries: Collection of Taboo Words
Body: I (your InterCom editor) remember one day in college when a Spanish professor dedicated the last part of a class to teaching us naughty words. Those who didn’t want to hear were free to go, and the rest of us stayed on for a dispassionate presentation of sexual and scatological words in Spanish with their closest English equivalents. If you are looking for a list of dirty words in the world’s languages, carefully organized by language family and sub-family, try the Alternative Dictionaries website: http://www.alternative-dictionaries.net
Source: Alternative Dictionaries
Inputdate: 2012-10-14 07:26:38
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Publishdate: 2012-10-15 00:00:00
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Contentid:
15104
Content Type: 1
Title: Speechy: Database of Free, Useful Online Resources for Language Teachers
Body: From http://www.speechyproject.org/about-speechy InterCom isn’t the only service that looks for helpful online tools for teachers. The people on the Speechy website surf the Internet looking for free, reliable, easy-to-use, stable, and implementable resources for language teachers. The Resources a la carte and Teaching Materials tabs focus only on Spanish, French, and English; but the Tools tab includes resources for any language. Speechy is available at http://www.speechyproject.org
Source: Speechy
Inputdate: 2012-10-14 07:27:58
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Title: Speechy: Database of Free, Useful Online Resources for Language Teachers
Body: From http://www.speechyproject.org/about-speechy InterCom isn’t the only service that looks for helpful online tools for teachers. The people on the Speechy website surf the Internet looking for free, reliable, easy-to-use, stable, and implementable resources for language teachers. The Resources a la carte and Teaching Materials tabs focus only on Spanish, French, and English; but the Tools tab includes resources for any language. Speechy is available at http://www.speechyproject.org
Source: Speechy
Inputdate: 2012-10-14 07:27:58
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Contentid:
15105
Content Type: 1
Title: October 2012 NCLRC Newsletter
Body: From http://www.nclrc.org The October 2012 online issue of the National Capital Language Resource Center’s newsletter is available online at http://www.nclrc.org/newsletter.html Here’s NCLRC’s header for this month’s issue: Our theme this year is Languages at the Core. We have an exciting line-up of columns to help us come to grips with integrating both the Common Core and STEM into our daily teaching practices. In addition, we are adding some new columns, including Business Language, Embassy Spotlight, NCLRC Highlights, More Commonly Taught Languages, and a poll that invites you to reflect on what you have encountered in each issue. We present the calendar of events taking place across the nation. Read the latest issue online at http://www.nclrc.org/newsletter.html and subscribe to receive it in your e-mail at http://www.nclrc.org/signupform.html
Source: NCLRC
Inputdate: 2012-10-21 08:01:38
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Title: October 2012 NCLRC Newsletter
Body: From http://www.nclrc.org The October 2012 online issue of the National Capital Language Resource Center’s newsletter is available online at http://www.nclrc.org/newsletter.html Here’s NCLRC’s header for this month’s issue: Our theme this year is Languages at the Core. We have an exciting line-up of columns to help us come to grips with integrating both the Common Core and STEM into our daily teaching practices. In addition, we are adding some new columns, including Business Language, Embassy Spotlight, NCLRC Highlights, More Commonly Taught Languages, and a poll that invites you to reflect on what you have encountered in each issue. We present the calendar of events taking place across the nation. Read the latest issue online at http://www.nclrc.org/newsletter.html and subscribe to receive it in your e-mail at http://www.nclrc.org/signupform.html
Source: NCLRC
Inputdate: 2012-10-21 08:01:38
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Contentid:
15106
Content Type: 1
Title: October 2012 Issue of Reading in a Foreign Language Now Available Online
Body: From http://nflrc.hawaii.edu/rfl The October 2012 issue (Volume 24, Number 2) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl In this issue, Osamu Takeuchi, Maiko Ikeda, and Atsushi Mizumoto present the results of a near-infrared spectroscopy study that examined the cerebral basis for language learner strategies. This article is followed by an article by Cindy Brantmeier, Aimee Callender, Xiucheng Yu and Mark McDaniel in which they report on the effects of textual enhancements and comprehension within adults of English in China. Eun Hee Jeon discusses the role of oral reading fluency in second language reading of Korean EFL learners, and William J. Comer describes how intermediate-level English L1 readers of L2 Russian deploy lexical inferencing and other strategies when reading informational texts. In the final article, Ahmad Alhaqbani and Mehdi Riazi present their study of EFL university students’ awareness of their strategy use in reading Arabic academic texts. This issue also includes NFLRC’s annual feature of Reading on L2 reading: Publication in other venues 2011-2012. RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai’i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor. The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
Source: NFLRC
Inputdate: 2012-10-21 08:02:47
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Title: October 2012 Issue of Reading in a Foreign Language Now Available Online
Body: From http://nflrc.hawaii.edu/rfl The October 2012 issue (Volume 24, Number 2) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl In this issue, Osamu Takeuchi, Maiko Ikeda, and Atsushi Mizumoto present the results of a near-infrared spectroscopy study that examined the cerebral basis for language learner strategies. This article is followed by an article by Cindy Brantmeier, Aimee Callender, Xiucheng Yu and Mark McDaniel in which they report on the effects of textual enhancements and comprehension within adults of English in China. Eun Hee Jeon discusses the role of oral reading fluency in second language reading of Korean EFL learners, and William J. Comer describes how intermediate-level English L1 readers of L2 Russian deploy lexical inferencing and other strategies when reading informational texts. In the final article, Ahmad Alhaqbani and Mehdi Riazi present their study of EFL university students’ awareness of their strategy use in reading Arabic academic texts. This issue also includes NFLRC’s annual feature of Reading on L2 reading: Publication in other venues 2011-2012. RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai’i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor. The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
Source: NFLRC
Inputdate: 2012-10-21 08:02:47
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Contentid:
15107
Content Type: 1
Title: Call for Papers: Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics
Body: Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics is an on-line journal (http://www.tc.columbia.edu/tesolalwebjournal ) dedicated to publishing research in progress in the fields of TESOL and Applied Linguistics. Within a conceptual framework that values an integration of theory and practice, the journal publishes full-length articles dealing, in a principled way, with language, language acquisition, language teaching, language assessment, and language use. The journal also publishes interviews, short commentaries, and book reviews. The Editorial Board is currently accepting manuscripts for review for the Spring 2013 issue. Submissions from both within and outside the Teachers College community are welcome. The deadline for submission is December 10, 2012. Articles submitted to the journal should be no longer than 8,000 words. Each paper must begin with an abstract not exceeding 200 words. No information that identifies the author should be included in the paper. A separate title page should be provided, with the following information: title, the author's name, affiliation, address, and e-mail address. Contributors may submit their papers in either of two ways. Three printed copies (double-spaced throughout) or an electronic version of the initial submission should be sent/e-mailed to: Catherine Box, Managing Editor TESOL/AL Web Journal Teachers College, Columbia University Box 66 525 West 120th Street New York, NY 10027 E-mail: tcwebjournal@tc.columbia.edu Manuscripts submitted should follow the TESOL Quarterly format. Works referred to should be separately listed at the end of the article. Submission Preparation Checklist is available at http://journals.tc-library.org/index.php/tesol/about/submissions Questions concerning submission can be directed to Catherine Box (tcwebjournal at columbia dot edu). Johnson, R. [nystesol-l] Call for Papers for TC Web Journal. NYSTESOL-L listserv (nystesol-l@nystesol.org, 19 Oct 2012).
Source: NYSTESOL-L
Inputdate: 2012-10-21 08:03:57
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Expdate: 2012-12-10 00:00:00
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Title: Call for Papers: Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics
Body: Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics is an on-line journal (http://www.tc.columbia.edu/tesolalwebjournal ) dedicated to publishing research in progress in the fields of TESOL and Applied Linguistics. Within a conceptual framework that values an integration of theory and practice, the journal publishes full-length articles dealing, in a principled way, with language, language acquisition, language teaching, language assessment, and language use. The journal also publishes interviews, short commentaries, and book reviews. The Editorial Board is currently accepting manuscripts for review for the Spring 2013 issue. Submissions from both within and outside the Teachers College community are welcome. The deadline for submission is December 10, 2012. Articles submitted to the journal should be no longer than 8,000 words. Each paper must begin with an abstract not exceeding 200 words. No information that identifies the author should be included in the paper. A separate title page should be provided, with the following information: title, the author's name, affiliation, address, and e-mail address. Contributors may submit their papers in either of two ways. Three printed copies (double-spaced throughout) or an electronic version of the initial submission should be sent/e-mailed to: Catherine Box, Managing Editor TESOL/AL Web Journal Teachers College, Columbia University Box 66 525 West 120th Street New York, NY 10027 E-mail: tcwebjournal@tc.columbia.edu Manuscripts submitted should follow the TESOL Quarterly format. Works referred to should be separately listed at the end of the article. Submission Preparation Checklist is available at http://journals.tc-library.org/index.php/tesol/about/submissions Questions concerning submission can be directed to Catherine Box (tcwebjournal at columbia dot edu). Johnson, R. [nystesol-l] Call for Papers for TC Web Journal. NYSTESOL-L listserv (nystesol-l@nystesol.org, 19 Oct 2012).
Source: NYSTESOL-L
Inputdate: 2012-10-21 08:03:57
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Contentid:
15108
Content Type: 1
Title: Call for Papers: Special Issue on Imagination in Language Learning
Body: From http://linguistlist.org/issues/23/23-4301.html Studies in Second Language Learning and Teaching invites proposals for submissions to a special issue focusing on the role of the imagination in language learning. SSLLT invites both conceptual and empirical papers, welcoming a broad range of theoretical and methodological perspectives. Proposals should consist of a titled abstract of not more than 200 words and must be received by Friday 25th January, 2013. View the full call for proposals at http://linguistlist.org/issues/23/23-4301.html
Source: LINGUIST List
Inputdate: 2012-10-21 08:04:52
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Expdate: 2013-01-25 00:00:00
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Title: Call for Papers: Special Issue on Imagination in Language Learning
Body: From http://linguistlist.org/issues/23/23-4301.html Studies in Second Language Learning and Teaching invites proposals for submissions to a special issue focusing on the role of the imagination in language learning. SSLLT invites both conceptual and empirical papers, welcoming a broad range of theoretical and methodological perspectives. Proposals should consist of a titled abstract of not more than 200 words and must be received by Friday 25th January, 2013. View the full call for proposals at http://linguistlist.org/issues/23/23-4301.html
Source: LINGUIST List
Inputdate: 2012-10-21 08:04:52
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