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Contentid:
15229
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Title: Memes en Español
Body: Memes en Español is a new website where CCFLT Teacher of the Year Noah Geisel collects memes, posters, and other artifacts of popular culture in Spanish. Some of the content may be inappropriate for your classroom, but you can browse through the collection for images that may get your students’ attention and engage them. Each image is followed by expansion questions. Memes in Español is available at http://mememartes.tumblr.com You can read Mr. Geisel’s explanation of it in the latest CCFLT newsletter at http://www.scribd.com/doc/112081861/CCFLT-October-2012-Newsletter-Updated ; scroll down to page 8.
Source: Memes en Español
Inputdate: 2012-11-11 09:24:11
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Title: Memes en Español
Body: Memes en Español is a new website where CCFLT Teacher of the Year Noah Geisel collects memes, posters, and other artifacts of popular culture in Spanish. Some of the content may be inappropriate for your classroom, but you can browse through the collection for images that may get your students’ attention and engage them. Each image is followed by expansion questions. Memes in Español is available at http://mememartes.tumblr.com You can read Mr. Geisel’s explanation of it in the latest CCFLT newsletter at http://www.scribd.com/doc/112081861/CCFLT-October-2012-Newsletter-Updated ; scroll down to page 8.
Source: Memes en Español
Inputdate: 2012-11-11 09:24:11
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15230
Content Type: 1
Title: ELL-Focused Projects Are Big Winners in Investing in Innovation Competition
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/11/ell-focused_projects_are_big_w.html ELL-Focused Projects Are Big Winners in i3 Competition By Lesli A. Maxwell November 8, 2012 The U.S. Department of Education has announced 20 awards in the latest round of its Investing in Innovation competition, and proposals that pledge to improve outcomes for English-language learners are well-represented in the winners' circle. Winners of the i3 competition—some school districts; others, nonprofit organizations—will share $150 million in federal prize money to help underwrite their various projects. As a condition of getting the federal money, they must secure private matching funds. Under the department's rules for the competition, proposals had to include one of six areas (teachers and principals, STEM, standards, to name a few) as a chief focus, or "absolute priority," in Education Department parlance. But under a second tier of five "competitive preference priorities," applicants could earn additional points for targeting, for example, English-language learners and/or students with disabilities. According to the department, eight winning applicants did just that. Read about the winning projects that have a focus in English language learners at http://blogs.edweek.org/edweek/learning-the-language/2012/11/ell-focused_projects_are_big_w.html
Source: Education Week
Inputdate: 2012-11-11 09:30:49
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Title: ELL-Focused Projects Are Big Winners in Investing in Innovation Competition
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/11/ell-focused_projects_are_big_w.html ELL-Focused Projects Are Big Winners in i3 Competition By Lesli A. Maxwell November 8, 2012 The U.S. Department of Education has announced 20 awards in the latest round of its Investing in Innovation competition, and proposals that pledge to improve outcomes for English-language learners are well-represented in the winners' circle. Winners of the i3 competition—some school districts; others, nonprofit organizations—will share $150 million in federal prize money to help underwrite their various projects. As a condition of getting the federal money, they must secure private matching funds. Under the department's rules for the competition, proposals had to include one of six areas (teachers and principals, STEM, standards, to name a few) as a chief focus, or "absolute priority," in Education Department parlance. But under a second tier of five "competitive preference priorities," applicants could earn additional points for targeting, for example, English-language learners and/or students with disabilities. According to the department, eight winning applicants did just that. Read about the winning projects that have a focus in English language learners at http://blogs.edweek.org/edweek/learning-the-language/2012/11/ell-focused_projects_are_big_w.html
Source: Education Week
Inputdate: 2012-11-11 09:30:49
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15231
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Title: Strategies for Teaching English Learners and Students with Learning Disabilities
Body: Researcher John Carr highlights six “instructional strategies that work for students with learning disabilities, for English language learners, and for students in general” in this recent article: http://www.ascd.org/ascd-express/vol8/802-carr.aspx
Source: ASCD
Inputdate: 2012-11-11 09:31:54
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Title: Strategies for Teaching English Learners and Students with Learning Disabilities
Body: Researcher John Carr highlights six “instructional strategies that work for students with learning disabilities, for English language learners, and for students in general” in this recent article: http://www.ascd.org/ascd-express/vol8/802-carr.aspx
Source: ASCD
Inputdate: 2012-11-11 09:31:54
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15232
Content Type: 1
Title: Report: Scrap One-Size-Fits-All Approach to Teaching ELLs
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/11/report_scrap_one-size-fits-all.html Report: Scrap One-Size-Fits-All Approach to Teaching ELLs By Lesli A. Maxwell November 2, 2012 As more and more school districts around the country put the common standards in English/language arts and mathematics into practice, one refrain is growing louder and louder: Instruction for English-learners must change radically. These shifts will be most critical in the secondary grades, where too often the focus for English-learners is on making sure they learn the language and little else. So argues a new policy brief released this week from the Washington-based Alliance for Excellent Education. The Alliance's report zeroes in on what teachers can do to understand and leverage the linguistic and cultural strengths of their ELL students and create supportive, discourse-rich classrooms where students interact and communicate constantly with both ELL and non-ELL peers about complex, academic content across all subjects. It also calls attention to how state policy governing curriculum, assessment, and teacher preparation could be improved in order to support the changes in classroom practices that English-learners will need to tackle the more rigorous content in the common standards as they develop their language skills. Read the full article and access the report at http://blogs.edweek.org/edweek/learning-the-language/2012/11/report_scrap_one-size-fits-all.html
Source: Education Week
Inputdate: 2012-11-11 09:33:14
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Title: Report: Scrap One-Size-Fits-All Approach to Teaching ELLs
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/11/report_scrap_one-size-fits-all.html Report: Scrap One-Size-Fits-All Approach to Teaching ELLs By Lesli A. Maxwell November 2, 2012 As more and more school districts around the country put the common standards in English/language arts and mathematics into practice, one refrain is growing louder and louder: Instruction for English-learners must change radically. These shifts will be most critical in the secondary grades, where too often the focus for English-learners is on making sure they learn the language and little else. So argues a new policy brief released this week from the Washington-based Alliance for Excellent Education. The Alliance's report zeroes in on what teachers can do to understand and leverage the linguistic and cultural strengths of their ELL students and create supportive, discourse-rich classrooms where students interact and communicate constantly with both ELL and non-ELL peers about complex, academic content across all subjects. It also calls attention to how state policy governing curriculum, assessment, and teacher preparation could be improved in order to support the changes in classroom practices that English-learners will need to tackle the more rigorous content in the common standards as they develop their language skills. Read the full article and access the report at http://blogs.edweek.org/edweek/learning-the-language/2012/11/report_scrap_one-size-fits-all.html
Source: Education Week
Inputdate: 2012-11-11 09:33:14
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Contentid:
15233
Content Type: 1
Title: Teaching Tips in Guardian Article
Body: Read how five different language teachers in England are enlivening their classrooms in this recent article in the Guardian: http://www.guardian.co.uk/teacher-network/2012/nov/07/languages-teaching-tips-technology-ideas?CMP=twt_gu
Source: The Guardian
Inputdate: 2012-11-11 09:35:10
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Title: Teaching Tips in Guardian Article
Body: Read how five different language teachers in England are enlivening their classrooms in this recent article in the Guardian: http://www.guardian.co.uk/teacher-network/2012/nov/07/languages-teaching-tips-technology-ideas?CMP=twt_gu
Source: The Guardian
Inputdate: 2012-11-11 09:35:10
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Contentid:
15234
Content Type: 1
Title: 2013 ACTFL Video Contest
Body: From http://actflvideocontest.org ACTFL is proud to present a national student video contest to celebrate Discover Languages month during February 2013! This effort is part of the sustained Discover Languages public awareness campaign, which is designed to bring media attention to the critical need of all students to have the opportunity to learn a second language. Students across the country, from elementary school through college age, are encouraged to submit videos on how language learning has been important in their lives. The videos will be judged for originality and creativity by a celebrity panel of judges and cash and product prizes will be awarded to the students who produce the winning videos. The 2013 contest is now open. You can register for it and upload your video at http://actflvideocontest.org
Source: ACTFL
Inputdate: 2012-11-11 09:36:14
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Title: 2013 ACTFL Video Contest
Body: From http://actflvideocontest.org ACTFL is proud to present a national student video contest to celebrate Discover Languages month during February 2013! This effort is part of the sustained Discover Languages public awareness campaign, which is designed to bring media attention to the critical need of all students to have the opportunity to learn a second language. Students across the country, from elementary school through college age, are encouraged to submit videos on how language learning has been important in their lives. The videos will be judged for originality and creativity by a celebrity panel of judges and cash and product prizes will be awarded to the students who produce the winning videos. The 2013 contest is now open. You can register for it and upload your video at http://actflvideocontest.org
Source: ACTFL
Inputdate: 2012-11-11 09:36:14
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15235
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Title: Teaching Numbers the “Sesame Street” Way
Body: From http://www.teachforjune.com Do your students learn their numbers in order, and struggle to produce them when needed in isolation? Read how teacher Scott Benedict teaches each number individually over several months in this blog post: http://www.teachforjune.com/2012/11/05/teaching-numbers-the-sesame-street-way
Source: Teach for June
Inputdate: 2012-11-11 09:37:07
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Title: Teaching Numbers the “Sesame Street” Way
Body: From http://www.teachforjune.com Do your students learn their numbers in order, and struggle to produce them when needed in isolation? Read how teacher Scott Benedict teaches each number individually over several months in this blog post: http://www.teachforjune.com/2012/11/05/teaching-numbers-the-sesame-street-way
Source: Teach for June
Inputdate: 2012-11-11 09:37:07
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15236
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Title: Book: Task-Based Language Teaching in Foreign Language Contexts
Body: From http://benjamins.com/#catalog/books/tblt.4/main Task-Based Language Teaching in Foreign Language Contexts: Research and implementation Edited by Ali Shehadeh and Christine A. Coombe Published by the John Benjamins Publishing Company Summary: This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners. Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.4/main
Source: John Benjamins Publishing Company
Inputdate: 2012-11-17 02:29:09
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Title: Book: Task-Based Language Teaching in Foreign Language Contexts
Body: From http://benjamins.com/#catalog/books/tblt.4/main Task-Based Language Teaching in Foreign Language Contexts: Research and implementation Edited by Ali Shehadeh and Christine A. Coombe Published by the John Benjamins Publishing Company Summary: This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners. Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.4/main
Source: John Benjamins Publishing Company
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15237
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Title: Book: Second Dialect Acquisition
Body: From http://www.cambridge.org/us/knowledge/isbn/item6958598/Second%20Dialect%20Acquisition/?site_locale=en_US Second Dialect Acquisition By Jeff Siegel Published by Cambridge University Press Description: What is involved in acquiring a new dialect - for example, when Canadian English speakers move to Australia or African American English-speaking children go to school? How is such learning different from second language acquisition (SLA), and why is it in some ways more difficult? These are some of the questions Jeff Siegel examines in this book, the first to focus specifically on second dialect acquisition (SDA). Siegel surveys a wide range of studies that throw light on SDA. These concern dialects of English as well as those of other languages, including Dutch, German, Greek, Norwegian, Portuguese and Spanish. He also describes the individual and linguistic factors that affect SDA, such as age, social identity and language complexity. The book discusses problems faced by students who have to acquire the standard dialect without any special teaching, and presents some educational approaches that have been successful in promoting SDA in the classroom. Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item6958598/Second%20Dialect%20Acquisition/?site_locale=en_US
Source: Cambridge University Press
Inputdate: 2012-11-17 02:30:04
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Title: Book: Second Dialect Acquisition
Body: From http://www.cambridge.org/us/knowledge/isbn/item6958598/Second%20Dialect%20Acquisition/?site_locale=en_US Second Dialect Acquisition By Jeff Siegel Published by Cambridge University Press Description: What is involved in acquiring a new dialect - for example, when Canadian English speakers move to Australia or African American English-speaking children go to school? How is such learning different from second language acquisition (SLA), and why is it in some ways more difficult? These are some of the questions Jeff Siegel examines in this book, the first to focus specifically on second dialect acquisition (SDA). Siegel surveys a wide range of studies that throw light on SDA. These concern dialects of English as well as those of other languages, including Dutch, German, Greek, Norwegian, Portuguese and Spanish. He also describes the individual and linguistic factors that affect SDA, such as age, social identity and language complexity. The book discusses problems faced by students who have to acquire the standard dialect without any special teaching, and presents some educational approaches that have been successful in promoting SDA in the classroom. Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item6958598/Second%20Dialect%20Acquisition/?site_locale=en_US
Source: Cambridge University Press
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15238
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Title: Call for Papers: International Association for Language Learning Technology
Body: From http://www.iallt.org International Association for Language Learning Technology 2013 Conference June 11-15, Ft. Lauderdale, Florida The theme for the 2013 conference, "Sunshine and Cloud Apps: The Next Generation in Language Learning Technology,” reflects both the atmosphere of Florida, “The Sunshine State”, as well as a glance into the future with the wide use of “Apps” that are already making their mark with the next generation of language users in global social networks and seamless, mobile technologies. Although no technology conference is complete without demonstrations of the latest gadgets, software and digital resources, the categories of proposals the organizers are seeking are equally focused in the fields of pedagogy, methods, best practices, K-12, Specific Tools/Technologies, Lab and Media Center Administration. Suggested topics include, but are not limited to: Best Practices in Computer-Assisted Language Learning Professional Development Solutions and Challenges New Frameworks for Distance Education and Hybrid Environments Leadership in the field of Language Learning Technologies Innovative Practices in K-12 Language and Cultural Learning Lab and Media Center Administration Generation NeXt, Technology and Language Education Online Language Learning Today and Tomorrow Student and institutional privacy issues in digital language learning contexts New Horizons in Gaming and Virtual Reality for Language & Cultural Learning Augmented reality for the language learning context The Edges of Copyright & e-Learning Mobile language learning The deadline for submitting proposals to the Program Committee is January 11, 2013. View the full call for papers at http://www.iallt.org/iallt_2013_3
Source: IALLT
Inputdate: 2012-11-17 02:30:56
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Title: Call for Papers: International Association for Language Learning Technology
Body: From http://www.iallt.org International Association for Language Learning Technology 2013 Conference June 11-15, Ft. Lauderdale, Florida The theme for the 2013 conference, "Sunshine and Cloud Apps: The Next Generation in Language Learning Technology,” reflects both the atmosphere of Florida, “The Sunshine State”, as well as a glance into the future with the wide use of “Apps” that are already making their mark with the next generation of language users in global social networks and seamless, mobile technologies. Although no technology conference is complete without demonstrations of the latest gadgets, software and digital resources, the categories of proposals the organizers are seeking are equally focused in the fields of pedagogy, methods, best practices, K-12, Specific Tools/Technologies, Lab and Media Center Administration. Suggested topics include, but are not limited to: Best Practices in Computer-Assisted Language Learning Professional Development Solutions and Challenges New Frameworks for Distance Education and Hybrid Environments Leadership in the field of Language Learning Technologies Innovative Practices in K-12 Language and Cultural Learning Lab and Media Center Administration Generation NeXt, Technology and Language Education Online Language Learning Today and Tomorrow Student and institutional privacy issues in digital language learning contexts New Horizons in Gaming and Virtual Reality for Language & Cultural Learning Augmented reality for the language learning context The Edges of Copyright & e-Learning Mobile language learning The deadline for submitting proposals to the Program Committee is January 11, 2013. View the full call for papers at http://www.iallt.org/iallt_2013_3
Source: IALLT
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