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1579
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Title: Website find: Argentine gaucho
Body: Impressive site on the Argentine gaucho....(English and Spanish) http://www.soygaucho.com Widergren, P. (11 May 2004) http://www.soygaucho.com Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 15:06:00
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Title: Website find: Argentine gaucho
Body: Impressive site on the Argentine gaucho....(English and Spanish) http://www.soygaucho.com Widergren, P. (11 May 2004) http://www.soygaucho.com Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 15:06:00
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1580
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Title: Poster Project: Interogatives
Body: How about having the students create posters to promote an upcoming event, real or invented? I have used them to promote an upcoming sporting event and the students loved doing them. I then displayed the posters and created a scavenger hunt based on them. Examples of questions might be "How much does it cost to go to the football game on October 11th?" or Where is the basketball game being held on February 9th?" Students then have to read each others' work to find the answers. I also use the interrogative words to have students design invitations to Open House or other get togethers. Moretti, K. (12 Apr. 2004). Re: Interrogatives - Poster. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 15:39:00
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Title: Poster Project: Interogatives
Body: How about having the students create posters to promote an upcoming event, real or invented? I have used them to promote an upcoming sporting event and the students loved doing them. I then displayed the posters and created a scavenger hunt based on them. Examples of questions might be "How much does it cost to go to the football game on October 11th?" or Where is the basketball game being held on February 9th?" Students then have to read each others' work to find the answers. I also use the interrogative words to have students design invitations to Open House or other get togethers. Moretti, K. (12 Apr. 2004). Re: Interrogatives - Poster. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 15:39:00
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1581
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Title: Spanish jump rope songs
Body: I've often seen people looking for Spanish jump rope songs sung by Spanish children..........they use the phrase "canciones de comba" for jump rope songs. http://craar.digital77.com/article.php3?id_article=26 Sanchez, K. (16 Apr. 2004). jump rope songs (spanish). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 15:48:00
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Title: Spanish jump rope songs
Body: I've often seen people looking for Spanish jump rope songs sung by Spanish children..........they use the phrase "canciones de comba" for jump rope songs. http://craar.digital77.com/article.php3?id_article=26 Sanchez, K. (16 Apr. 2004). jump rope songs (spanish). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 15:48:00
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1582
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Title: Review Ideas - Part 1
Body: You know how students tune you out when you start to tell them what they need to know for the test? Well, I make them make their own study sheet, instead of giving them one and going over it. It makes them do the work, and participate actively in the review process: I give all students a "bull's-eye" graphic (three circles, one inside the other.) I tell them to look through the books, handouts, notes, try to remember discussions, videos, class activities, etc. and put everything we did down on the paper: - the most important you'll-flunk-the-test-if-you-don't-know-this stuff goes in the center bull's-eye - the mostly important, need to know some but maybe not every teensy point goes in the middle ring (i.e. vocabulary units) - the we-did-this-but-probably-there'll-only-be-one-or-2-of-these-on-the-test go into the outer circle. Then we pair-share and then debrief as a class. I also ask them, during the pair-share, to circle or star the ones they personally need work on. During discussion, I validate their choices (so far, I've never had to remind them of things not listed!) I ask them what they've starred, then a show of hands for how many people also had that, and that's what I review. And as we review, I remind them that they ASKED for/needed this to be reviewed. Blaz, D. (9 May 2004). Re: Review Ideas? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 16:22:00
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Title: Review Ideas - Part 1
Body: You know how students tune you out when you start to tell them what they need to know for the test? Well, I make them make their own study sheet, instead of giving them one and going over it. It makes them do the work, and participate actively in the review process: I give all students a "bull's-eye" graphic (three circles, one inside the other.) I tell them to look through the books, handouts, notes, try to remember discussions, videos, class activities, etc. and put everything we did down on the paper: - the most important you'll-flunk-the-test-if-you-don't-know-this stuff goes in the center bull's-eye - the mostly important, need to know some but maybe not every teensy point goes in the middle ring (i.e. vocabulary units) - the we-did-this-but-probably-there'll-only-be-one-or-2-of-these-on-the-test go into the outer circle. Then we pair-share and then debrief as a class. I also ask them, during the pair-share, to circle or star the ones they personally need work on. During discussion, I validate their choices (so far, I've never had to remind them of things not listed!) I ask them what they've starred, then a show of hands for how many people also had that, and that's what I review. And as we review, I remind them that they ASKED for/needed this to be reviewed. Blaz, D. (9 May 2004). Re: Review Ideas? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 16:22:00
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1583
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Title: Review Ideas - Part 2
Body: One thing that turned out really well which I think I might have gotten from this list is the "notebook game." I called it "Drei oder Fünf" (three or five) in class. Divide the class into two teams. Set 4 chairs or desks at the front of the room at an angle so that they're slightly facing each other and the class. All students put everything away but their notebooks. Two students from each team come to the front of the room and sit in the chairs. The students from Team A put their notebooks under their chairs. The two students from Team B have their notebooks open on their laps or desks at the front. I ask Student 1 from Team A, "Do you want a 3 point question or a 5 point question?" A 3 point question is one requiring a reply in English, a 5 point is in German. Student 1 on Team B can leaf through his notebook and ask a question (vocab, culture, verb tenses, etc.). For instance, Student 1 on Team A wants a 5 point question. Student 1 on Team B asks, "How do you say 'to mow the lawn' in German?" or "How do you say, 'I mowed the lawn' in German?" If Student 1 on Team A answers correctly (he may not use his notebook which is under his desk or chair), that's 5 points. If Student 1 doesn't know and wants to ask Student 2 seated next to him for help, he can (that student, too, cannot look in his notebook), but, if the answer he gives is correct, it's only worth 3 points. If Student 2 doesn't know, Student 1 can ask his teammates in their seats (who are allowed to have their notebooks open) for the answer, in which case, if it is correct, it is only worth 1 point. After both students on Team A have had a turn, the two on Team B close their notebooks, put them on the floor under their desk or chair, and the two from Team A use their notebooks to ask their questions of the two Team B people. When their round is done, four more students come up front - two from Team A and two from Team B. Eventually, every student gets to be up front. This turned out to be a great review activity because students were poring over their notes trying to find something difficult to ask the other team. Haring, C. (9 May 2004). Review Ideas? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 16:29:00
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Title: Review Ideas - Part 2
Body: One thing that turned out really well which I think I might have gotten from this list is the "notebook game." I called it "Drei oder Fünf" (three or five) in class. Divide the class into two teams. Set 4 chairs or desks at the front of the room at an angle so that they're slightly facing each other and the class. All students put everything away but their notebooks. Two students from each team come to the front of the room and sit in the chairs. The students from Team A put their notebooks under their chairs. The two students from Team B have their notebooks open on their laps or desks at the front. I ask Student 1 from Team A, "Do you want a 3 point question or a 5 point question?" A 3 point question is one requiring a reply in English, a 5 point is in German. Student 1 on Team B can leaf through his notebook and ask a question (vocab, culture, verb tenses, etc.). For instance, Student 1 on Team A wants a 5 point question. Student 1 on Team B asks, "How do you say 'to mow the lawn' in German?" or "How do you say, 'I mowed the lawn' in German?" If Student 1 on Team A answers correctly (he may not use his notebook which is under his desk or chair), that's 5 points. If Student 1 doesn't know and wants to ask Student 2 seated next to him for help, he can (that student, too, cannot look in his notebook), but, if the answer he gives is correct, it's only worth 3 points. If Student 2 doesn't know, Student 1 can ask his teammates in their seats (who are allowed to have their notebooks open) for the answer, in which case, if it is correct, it is only worth 1 point. After both students on Team A have had a turn, the two on Team B close their notebooks, put them on the floor under their desk or chair, and the two from Team A use their notebooks to ask their questions of the two Team B people. When their round is done, four more students come up front - two from Team A and two from Team B. Eventually, every student gets to be up front. This turned out to be a great review activity because students were poring over their notes trying to find something difficult to ask the other team. Haring, C. (9 May 2004). Review Ideas? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 16:29:00
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1584
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Title: Review Ideas - Part 3
Body: Why not try a Jeopardy game? A simple method is to use cards that are taped or magnetized to the blackboard. We are fortunate enough to have purchased a Quiz Pro, a lights and buzzer system that allows up to eight students to compete at once. If your school has a quiz team they may have one of these systems you might borrow. My partner, the other Italian teacher, has designed a great Jeopardy game on Power Point that we use. We project the image on a screen using a data projector. There is a professional version out there somewhere, too. You might also try Human scrabble for verb/ vocab review. Create two identical sets of alphabet cards( I just used stenciled oak tag). Divide the class into two teams and then ask your question. Students scramble to hold up the correct answer. My rules are simple. Each member of the team must be holding up a card, either with a letter on it or a blank by turning the card over to the blank side. One team member is designated the captain who shouts out "Pronto!" (Ready!). First team with the correct answer wins. The kids love it and I get a big kick out of watching the dynamics of their group cooperation and interaction. I have two sets of Scrabble cards - one for each team. I made three complete sets of the alphabet, two sets of extra vowels, two sets of accented vowels, and two extra sets of consonants that usually double such as "s", "r", and "l". When there is a need I let the students use the opposite blank side for an extra letter. This happens if we are working on phrases or sentences - seldom for words. "Last man standing" - Real simple - Line the students up. Quick time a question. Wrong response, student sits down. Last man( or woman) standing wins. This can be adapted to any grammar, vocab or culture unit. Pairs activities - Design two similar yet different worksheets with quick response activity. Pair up the students. Using a timer have Partner A read the questions to Partner B and write down his answers. Then do the same with switched partners. I usually like to have the answers on overhead slides to go over the correct responses. Students correct the answers - the partner with the highest number of correct answers wins. Biaggia, R. (8 May 2004). Re: Review Ideas? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 16:33:00
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Title: Review Ideas - Part 3
Body: Why not try a Jeopardy game? A simple method is to use cards that are taped or magnetized to the blackboard. We are fortunate enough to have purchased a Quiz Pro, a lights and buzzer system that allows up to eight students to compete at once. If your school has a quiz team they may have one of these systems you might borrow. My partner, the other Italian teacher, has designed a great Jeopardy game on Power Point that we use. We project the image on a screen using a data projector. There is a professional version out there somewhere, too. You might also try Human scrabble for verb/ vocab review. Create two identical sets of alphabet cards( I just used stenciled oak tag). Divide the class into two teams and then ask your question. Students scramble to hold up the correct answer. My rules are simple. Each member of the team must be holding up a card, either with a letter on it or a blank by turning the card over to the blank side. One team member is designated the captain who shouts out "Pronto!" (Ready!). First team with the correct answer wins. The kids love it and I get a big kick out of watching the dynamics of their group cooperation and interaction. I have two sets of Scrabble cards - one for each team. I made three complete sets of the alphabet, two sets of extra vowels, two sets of accented vowels, and two extra sets of consonants that usually double such as "s", "r", and "l". When there is a need I let the students use the opposite blank side for an extra letter. This happens if we are working on phrases or sentences - seldom for words. "Last man standing" - Real simple - Line the students up. Quick time a question. Wrong response, student sits down. Last man( or woman) standing wins. This can be adapted to any grammar, vocab or culture unit. Pairs activities - Design two similar yet different worksheets with quick response activity. Pair up the students. Using a timer have Partner A read the questions to Partner B and write down his answers. Then do the same with switched partners. I usually like to have the answers on overhead slides to go over the correct responses. Students correct the answers - the partner with the highest number of correct answers wins. Biaggia, R. (8 May 2004). Re: Review Ideas? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 16:33:00
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1585
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Title: Review Ideas - Part 4
Body: I have used this idea successfully in the past by making my students responsible for the review. Each group has to review a chapter and cover certain things -grammar, verbs, vocabulary with a review, a game and a quiz for the class the end of the presentation. The group gets graded on how well each item is covered and for part of their grade they get 10 points for each student in the group (6 x 10 = 60) to distribute based on their assessment of who worked how hard. (They each give me a paper and I average the scores.) This is fun because it allows the students some time off from direct instruction and lets them hear other people explain things. The students can get really creative and mostly have a good time with this activity. Carpenter, A. (9 May 2004). Review Ideas? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 16:39:00
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Title: Review Ideas - Part 4
Body: I have used this idea successfully in the past by making my students responsible for the review. Each group has to review a chapter and cover certain things -grammar, verbs, vocabulary with a review, a game and a quiz for the class the end of the presentation. The group gets graded on how well each item is covered and for part of their grade they get 10 points for each student in the group (6 x 10 = 60) to distribute based on their assessment of who worked how hard. (They each give me a paper and I average the scores.) This is fun because it allows the students some time off from direct instruction and lets them hear other people explain things. The students can get really creative and mostly have a good time with this activity. Carpenter, A. (9 May 2004). Review Ideas? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 May 2004).
Source: FLTEACH
Inputdate: 2004-05-13 16:39:00
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1587
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Title: Negotiating Bilingual and Bicultural Identities
Body: Title: Negotiating Bilingual and Bicultural Identities Subtitle: Japanese Returnees Betwixt Two Worlds Publication Year: 2003 Publisher: Lawrence Erlbaum Associates http://www.erlbaum.com/ Author: Yasuko Kanno, University of Washington Hardback: ISBN: 0805841539, Pages: 200, Price: U.S. $: 45.00 Paperback: ISBN: 0805841547, Pages: 200, Price: U.S. $: 18.50 Abstract: This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Barker, S. (6 May 2004). Negotiating Bilingual and Bicultural Identities: Kanno. Linguist List. linguist@linguistlist.org (13 May 2004).
Source: Yasuko Kanno
Inputdate: 2004-05-13 17:40:00
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Title: Negotiating Bilingual and Bicultural Identities
Body: Title: Negotiating Bilingual and Bicultural Identities Subtitle: Japanese Returnees Betwixt Two Worlds Publication Year: 2003 Publisher: Lawrence Erlbaum Associates http://www.erlbaum.com/ Author: Yasuko Kanno, University of Washington Hardback: ISBN: 0805841539, Pages: 200, Price: U.S. $: 45.00 Paperback: ISBN: 0805841547, Pages: 200, Price: U.S. $: 18.50 Abstract: This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Barker, S. (6 May 2004). Negotiating Bilingual and Bicultural Identities: Kanno. Linguist List. linguist@linguistlist.org (13 May 2004).
Source: Yasuko Kanno
Inputdate: 2004-05-13 17:40:00
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1588
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Title: 19th Annual Comparative Germanic Syntax Workshop
Body: The website for the 19th Annual Comparative Germanic Syntax Workshop is: http://web.gc.cuny.edu/linguistics/events/CGSW19/index.html Program information is available on this site. Conference Dates: 35 June, 2004 Invited Speakers: Professor Hans Bennis (Meertens Institute, Royal Netherlands Academy of Sciences) [made possible by a grant from The Netherland-America Foundation] Professor Alison Henry (University of Ulster at Jordanstown)
Source: Graduate Center, City University of New York
Inputdate: 2004-05-13 17:52:00
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Title: 19th Annual Comparative Germanic Syntax Workshop
Body: The website for the 19th Annual Comparative Germanic Syntax Workshop is: http://web.gc.cuny.edu/linguistics/events/CGSW19/index.html Program information is available on this site. Conference Dates: 35 June, 2004 Invited Speakers: Professor Hans Bennis (Meertens Institute, Royal Netherlands Academy of Sciences) [made possible by a grant from The Netherland-America Foundation] Professor Alison Henry (University of Ulster at Jordanstown)
Source: Graduate Center, City University of New York
Inputdate: 2004-05-13 17:52:00
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1589
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Title: Book: Language Learning
Body: Title: Language Learning Subtitle: A Lifelong Process Series Title: A Hodder Arnold Publication Publication Year: 2003 Publisher: Oxford University Press http://www.oup.com/us http://www.oup.co.uk Book URL: http://www.oup.com/us/catalog/general/?view=usa&ci=0340762829 Author: Joseph Foley, National University of Singapore Editor: Linda Thompson, National University of Singapore Paperback: ISBN: 0340762829, Pages: 312, Price: U.S. $ 24.95 Abstract: This book provides an introduction to language development that differs from existing texts in that it traces language and cognitive development (together with the associated debates) from babyhood, through the school years of middle childhood and adolescence, into adulthood and the world of work. Because the world trend is towards learning to speak, read and write more than one language, this comprehensive book includes descriptions and discussions of learning more than one language sequentially and simultaneously. Wright, J. (6 May 2004). Language Learning: Foley, Thompson (Ed). Linguist List. linguist@linguistlist.org (13 May 2004).
Source: Joseph Foley
Inputdate: 2004-05-13 17:58:00
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Title: Book: Language Learning
Body: Title: Language Learning Subtitle: A Lifelong Process Series Title: A Hodder Arnold Publication Publication Year: 2003 Publisher: Oxford University Press http://www.oup.com/us http://www.oup.co.uk Book URL: http://www.oup.com/us/catalog/general/?view=usa&ci=0340762829 Author: Joseph Foley, National University of Singapore Editor: Linda Thompson, National University of Singapore Paperback: ISBN: 0340762829, Pages: 312, Price: U.S. $ 24.95 Abstract: This book provides an introduction to language development that differs from existing texts in that it traces language and cognitive development (together with the associated debates) from babyhood, through the school years of middle childhood and adolescence, into adulthood and the world of work. Because the world trend is towards learning to speak, read and write more than one language, this comprehensive book includes descriptions and discussions of learning more than one language sequentially and simultaneously. Wright, J. (6 May 2004). Language Learning: Foley, Thompson (Ed). Linguist List. linguist@linguistlist.org (13 May 2004).
Source: Joseph Foley
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