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Contentid:
15460
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Title: Ideas for English Language Learners | Labeling Photos, Sequencing Passages and More
Body: From http://learning.blogs.nytimes.com/2013/01/03/ideas-for-english-language-learners-labeling-photos-sequencing-passages-and-more Teacher Larry Ferlazzo has a new installment of his regular feature in the New York Times in which he offers ideas for using recent Times articles, photographs and videos to engage English Language Learners. This month: a picture-labeling activity to build vocabulary; a video-making challenge inspired by a Times piece about a piano; a sequencing exercise for understanding complex passages; and, finally, a “noisy, fun, and rambunctious learning game well worth the organized chaos that ensues.” Read descriptions of the ideas at http://learning.blogs.nytimes.com/2013/01/03/ideas-for-english-language-learners-labeling-photos-sequencing-passages-and-more
Source: New York Times
Inputdate: 2013-01-04 06:52:31
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Title: Ideas for English Language Learners | Labeling Photos, Sequencing Passages and More
Body: From http://learning.blogs.nytimes.com/2013/01/03/ideas-for-english-language-learners-labeling-photos-sequencing-passages-and-more Teacher Larry Ferlazzo has a new installment of his regular feature in the New York Times in which he offers ideas for using recent Times articles, photographs and videos to engage English Language Learners. This month: a picture-labeling activity to build vocabulary; a video-making challenge inspired by a Times piece about a piano; a sequencing exercise for understanding complex passages; and, finally, a “noisy, fun, and rambunctious learning game well worth the organized chaos that ensues.” Read descriptions of the ideas at http://learning.blogs.nytimes.com/2013/01/03/ideas-for-english-language-learners-labeling-photos-sequencing-passages-and-more
Source: New York Times
Inputdate: 2013-01-04 06:52:31
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15461
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Title: Lesson Planning for English Language Learners
Body: From http://www.elltoolbox.com The ELL Cheatsheet is a collection of structures and activities that can help ESL teachers create quality lesson plans using a simple, menu of options. It is available here: http://www.elltoolbox.com/lesson-planning.html
Source: ELL Toolbox
Inputdate: 2013-01-04 06:53:20
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Title: Lesson Planning for English Language Learners
Body: From http://www.elltoolbox.com The ELL Cheatsheet is a collection of structures and activities that can help ESL teachers create quality lesson plans using a simple, menu of options. It is available here: http://www.elltoolbox.com/lesson-planning.html
Source: ELL Toolbox
Inputdate: 2013-01-04 06:53:20
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15462
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Title: Top Ten Resources on the Common Core and English Language Learners
Body: Diane Staehr Fenner has compiled a list of her top ten resources on the Common Core State Standards and how they relate to English language learners. Read about her picks here: http://blog.colorincolorado.org/2013/01/01/top-ten-resources-on-the-ccss-for-ells
Source: Colorín Colorado
Inputdate: 2013-01-04 06:54:13
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Title: Top Ten Resources on the Common Core and English Language Learners
Body: Diane Staehr Fenner has compiled a list of her top ten resources on the Common Core State Standards and how they relate to English language learners. Read about her picks here: http://blog.colorincolorado.org/2013/01/01/top-ten-resources-on-the-ccss-for-ells
Source: Colorín Colorado
Inputdate: 2013-01-04 06:54:13
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15463
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Title: Compleat Lexical Tutor: Frequency-Based Tools for English Language Learners
Body: From http://www.lextutor.ca The Compleat Lexical Tutor website has a variety of tools for students to improve their academic vocabulary, based on the idea of focusing systematically on the 2000 most common English words and on a 570-word Academic Word List. Resources include diagnostic tests of vocabulary, frequency-based exercises, and online texts with “click-on lexical support.” Learn more about the many resources on this site at http://www.lextutor.ca/instructions.htm , at http://tesl-ej.org/ej31/m2.html , or at http://www.lextutor.ca/research The Compleat Lexical Tutor is available at http://www.lextutor.ca
Source: Compleat Lexical Tutor
Inputdate: 2013-01-04 06:55:48
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Title: Compleat Lexical Tutor: Frequency-Based Tools for English Language Learners
Body: From http://www.lextutor.ca The Compleat Lexical Tutor website has a variety of tools for students to improve their academic vocabulary, based on the idea of focusing systematically on the 2000 most common English words and on a 570-word Academic Word List. Resources include diagnostic tests of vocabulary, frequency-based exercises, and online texts with “click-on lexical support.” Learn more about the many resources on this site at http://www.lextutor.ca/instructions.htm , at http://tesl-ej.org/ej31/m2.html , or at http://www.lextutor.ca/research The Compleat Lexical Tutor is available at http://www.lextutor.ca
Source: Compleat Lexical Tutor
Inputdate: 2013-01-04 06:55:48
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15464
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Title: Online Language Resources
Body: CALL@Hull is a large metasite, an organized annotated list of other useful language-learning sites on the Internet. The overall guiding rubric for site selection is this: “Does the site contain a significant amount of freely-available high-quality resources which would be of use to language teachers and/or learners in university education?” Links are categorized by language or in other more general sets. Browse the links at http://www.fredriley.org.uk/callhull/index.html
Source: CALL@Hull
Inputdate: 2013-01-04 06:58:39
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Title: Online Language Resources
Body: CALL@Hull is a large metasite, an organized annotated list of other useful language-learning sites on the Internet. The overall guiding rubric for site selection is this: “Does the site contain a significant amount of freely-available high-quality resources which would be of use to language teachers and/or learners in university education?” Links are categorized by language or in other more general sets. Browse the links at http://www.fredriley.org.uk/callhull/index.html
Source: CALL@Hull
Inputdate: 2013-01-04 06:58:39
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15465
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Title: Language Class Activity Ideas
Body: Here are some activity ideas that teachers of different listservs have shared lately: When they get enough case endings under their belts, have them play Clue in Russian. "I think that ___ killed _____ in the ____ by means of a ______," is a way to drill nominative, past tense gender agreement, animate accusative, prepositional and instrumental over and over and over again. And it's fun! I have created my own Clue board by repurposing a typical Russian apartment layout plan and creating playing pieces with pictures of famous Russians on them. Saunders, E. Re: [SEELANGS] Activities for high school class. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 29 Nov 2012). Ms. Saunders offer the following fine-tuning advice: I love the game because it is essentially drill, but because it is an engrossing logic game, students forget that they are drilling case endings. And if you play a modified version, you get to practice famous Russian names as well as Russian apartment terminology. A couple of fine tuning points I should mention: 1) I leave out dice rolling in my version of the game. I just have players move from room to room on each turn. Saves time in the game and generally works out better than trying to draw a grid pattern over a blown up apartment layout. 2) I've also created my own weapons -- choosing items that are easier to define and decline in Russian (so my version doesn't include a lead pipe, but strangely does include a гаечный ключь). 3) With a modified version, you also need to create your own note sheets where you make down who is guilty and who isn't. Another activity I do daily with my online Russian class (2nd year) is to look at an online Russian calendar that has all of the obscure "holidays" on it: http://www.skylexus.ru/forum2/index.php?action=calendar I use the website mostly to practice asking about which day of the week it is (eventually we'll be asking about the date and year), and then to practice how to say "on what day" I use the holidays listed on the calendar to ask "в какой день был/будет праздник…" so mostly they have to scan the page to find the "holiday" that looks like what they just heard me say (even if they don't understand all of the words) and then answer: в понедельник or в субботу. I try to provide them with a crib sheet of translations for the weirder words. It allows you to practice the same phrases over and over again on a regular basis, but it changes the information according to the time of year. And they find it sort of weird, but seem to be getting better at it. --- My favorite activity is to collect random personal objects and put them on a table. I ask kids - es tu llavero? You can easily get to mio, tuyo etc. especially if someone claims something that's not theirs. I usually have at least one jokester. I’ll be silly with the activity. Gomez, E. Re: [FLTEACH] Spanish Possessive Adjective Activity Practice Ideas. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 29 Nov 2012). --- You can also play bingo, with you telling sentences in TL and students marking the verbs they hear. This is a good game to develop the "it sounds right" ability. Another useful game is battleship; you make a grid with pronouns and names across the top and verbs down the side. Students tell conjugated verbs to point to places on the grid. I have learned that with this game less is more. When you put too many verbs students don't enjoy it as much because their chances of winning are so limited. Marcin, M. Re: [FLTEACH] Verb Games. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Nov 2012).
Source: Various
Inputdate: 2013-01-04 06:59:43
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Title: Language Class Activity Ideas
Body: Here are some activity ideas that teachers of different listservs have shared lately: When they get enough case endings under their belts, have them play Clue in Russian. "I think that ___ killed _____ in the ____ by means of a ______," is a way to drill nominative, past tense gender agreement, animate accusative, prepositional and instrumental over and over and over again. And it's fun! I have created my own Clue board by repurposing a typical Russian apartment layout plan and creating playing pieces with pictures of famous Russians on them. Saunders, E. Re: [SEELANGS] Activities for high school class. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 29 Nov 2012). Ms. Saunders offer the following fine-tuning advice: I love the game because it is essentially drill, but because it is an engrossing logic game, students forget that they are drilling case endings. And if you play a modified version, you get to practice famous Russian names as well as Russian apartment terminology. A couple of fine tuning points I should mention: 1) I leave out dice rolling in my version of the game. I just have players move from room to room on each turn. Saves time in the game and generally works out better than trying to draw a grid pattern over a blown up apartment layout. 2) I've also created my own weapons -- choosing items that are easier to define and decline in Russian (so my version doesn't include a lead pipe, but strangely does include a гаечный ключь). 3) With a modified version, you also need to create your own note sheets where you make down who is guilty and who isn't. Another activity I do daily with my online Russian class (2nd year) is to look at an online Russian calendar that has all of the obscure "holidays" on it: http://www.skylexus.ru/forum2/index.php?action=calendar I use the website mostly to practice asking about which day of the week it is (eventually we'll be asking about the date and year), and then to practice how to say "on what day" I use the holidays listed on the calendar to ask "в какой день был/будет праздник…" so mostly they have to scan the page to find the "holiday" that looks like what they just heard me say (even if they don't understand all of the words) and then answer: в понедельник or в субботу. I try to provide them with a crib sheet of translations for the weirder words. It allows you to practice the same phrases over and over again on a regular basis, but it changes the information according to the time of year. And they find it sort of weird, but seem to be getting better at it. --- My favorite activity is to collect random personal objects and put them on a table. I ask kids - es tu llavero? You can easily get to mio, tuyo etc. especially if someone claims something that's not theirs. I usually have at least one jokester. I’ll be silly with the activity. Gomez, E. Re: [FLTEACH] Spanish Possessive Adjective Activity Practice Ideas. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 29 Nov 2012). --- You can also play bingo, with you telling sentences in TL and students marking the verbs they hear. This is a good game to develop the "it sounds right" ability. Another useful game is battleship; you make a grid with pronouns and names across the top and verbs down the side. Students tell conjugated verbs to point to places on the grid. I have learned that with this game less is more. When you put too many verbs students don't enjoy it as much because their chances of winning are so limited. Marcin, M. Re: [FLTEACH] Verb Games. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Nov 2012).
Source: Various
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15466
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Title: How Do You Play?: Website Full of Game Instructions
Body: From http://www.howdoyouplay.net Are you looking for more game ideas for your classroom? This website is full of game descriptions. Categories that you may find especially useful are classroom games, icebreakers, and teambuilding. Browse the games and add your own at http://www.howdoyouplay.net
Source: How Do You Play.net
Inputdate: 2013-01-04 07:00:30
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Title: How Do You Play?: Website Full of Game Instructions
Body: From http://www.howdoyouplay.net Are you looking for more game ideas for your classroom? This website is full of game descriptions. Categories that you may find especially useful are classroom games, icebreakers, and teambuilding. Browse the games and add your own at http://www.howdoyouplay.net
Source: How Do You Play.net
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15467
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Title: Blubbr: Create and Play Quizzes from YouTube Videos
Body: From http://www.whiteboardblog.co.uk/2012/12/blubbr-create-and-play-video-quizzes Blubbr is a new, free, website that lets you create and play quiz games from YouTube videos. The site calls these “Trivs”. You can play trivs in different categories, from celebs and music to sport and education. These trivs can then be shared with anyone across the internet. Language teachers may not find any existing language-specific “trivs” under the Education category, but they and their students can creat new quizzes from YouTube videos. Read a full review of this resource at http://www.whiteboardblog.co.uk/2012/12/blubbr-create-and-play-video-quizzes Blubbr is available at http://www.blubbr.tv
Source: The Whiteboard Blog
Inputdate: 2013-01-04 07:01:35
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Title: Blubbr: Create and Play Quizzes from YouTube Videos
Body: From http://www.whiteboardblog.co.uk/2012/12/blubbr-create-and-play-video-quizzes Blubbr is a new, free, website that lets you create and play quiz games from YouTube videos. The site calls these “Trivs”. You can play trivs in different categories, from celebs and music to sport and education. These trivs can then be shared with anyone across the internet. Language teachers may not find any existing language-specific “trivs” under the Education category, but they and their students can creat new quizzes from YouTube videos. Read a full review of this resource at http://www.whiteboardblog.co.uk/2012/12/blubbr-create-and-play-video-quizzes Blubbr is available at http://www.blubbr.tv
Source: The Whiteboard Blog
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15468
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Title: Article: Distilling Some Insights from Second Language Acquisition Research
Body: From http://www.everydaylanguagelearner.com/2013/01/02/distilling-some-insights-from-second-language-acquisition-research What are the differences and similarities between first and second language learning? Why do some people seem to have a knack for learning languages, while others struggle, or even resign themselves from the task entirely? Does age matter in learning another language? How do our own unique individual differences, like learning styles, affect our ability to learn a new language? What are the roles of implicit and explicit learning: can we just soak up the language like a sponge or do we have to pay attention to the details in order to learn? How does your first language influence how you learn a second language? And perhaps the question everyday language learners might be most curious about, what influences how well and how fast an individual learns another language? This last question, especially, is the one everyone wants to know, but one that has been surprisingly tough to pin down, at least ‘scientifically.’ All of these questions, though, are just a few of those that have been asked by Second Language Acquisition (SLA) researchers in a number of ways over the past four decades the field has been in existence, questions which have led them down all sorts of different paths in their efforts to peel off the layers of the language learning onion. Read Gavin Lamb’s full post and learn about his “trifecta of effective language learning” at http://www.everydaylanguagelearner.com/2013/01/02/distilling-some-insights-from-second-language-acquisition-research
Source: The Everyday Language Learner
Inputdate: 2013-01-04 07:02:35
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Title: Article: Distilling Some Insights from Second Language Acquisition Research
Body: From http://www.everydaylanguagelearner.com/2013/01/02/distilling-some-insights-from-second-language-acquisition-research What are the differences and similarities between first and second language learning? Why do some people seem to have a knack for learning languages, while others struggle, or even resign themselves from the task entirely? Does age matter in learning another language? How do our own unique individual differences, like learning styles, affect our ability to learn a new language? What are the roles of implicit and explicit learning: can we just soak up the language like a sponge or do we have to pay attention to the details in order to learn? How does your first language influence how you learn a second language? And perhaps the question everyday language learners might be most curious about, what influences how well and how fast an individual learns another language? This last question, especially, is the one everyone wants to know, but one that has been surprisingly tough to pin down, at least ‘scientifically.’ All of these questions, though, are just a few of those that have been asked by Second Language Acquisition (SLA) researchers in a number of ways over the past four decades the field has been in existence, questions which have led them down all sorts of different paths in their efforts to peel off the layers of the language learning onion. Read Gavin Lamb’s full post and learn about his “trifecta of effective language learning” at http://www.everydaylanguagelearner.com/2013/01/02/distilling-some-insights-from-second-language-acquisition-research
Source: The Everyday Language Learner
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15469
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Title: Book: Reflective Writing for Language Teachers
Body: From https://www.equinoxpub.com/equinox/books/showbook.asp?bkid=369&keyword= Reflective Writing for Language Teachers By Thomas S. C. Farrell Published by Equinox Publishing Description: Reflective practice is now seen as a major component of teacher education and professional development programs worldwide. This book is one of the first to show how this technique can be embraced by language teachers. It makes sense that for those whose job it is to teach writing, a good way to be reflective is by writing regularly about their work. Reflective Writing for Language Teachers shows language teachers how they can use writing as a way to subject their beliefs and practices to critical reflection and offers them a means of using this type of reflective practice for professional development purposes. When language teachers write about various facets of their work over a period of time, and then read over their entries looking for patterns, that is, seeing their own thoughts, they may uncover aspects of their practice that they had not realized before beginning to write reflectively. Reflective writing develops language teachers’ understanding of their practice and also leads to a clarification of the values and assumptions that underlie those practices. Reflective Writing for Language Teachers explores the impact of regular writing as a reflective tool for teachers of English as a second language, other language teachers, and classroom English or language arts teachers. The book begins with a discussion on professional development and then outlines what reflective practice involves. It also addresses such issues as self-reflection, self-discovery through narrative reflective writing, the reflective journal, reflecting on the first and the later years of teaching, reflecting with the aid of teacher development groups, and reflecting for action. Visit the publisher’s website at https://www.equinoxpub.com/equinox/books/showbook.asp?bkid=369&keyword=
Source: Equinox
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Title: Book: Reflective Writing for Language Teachers
Body: From https://www.equinoxpub.com/equinox/books/showbook.asp?bkid=369&keyword= Reflective Writing for Language Teachers By Thomas S. C. Farrell Published by Equinox Publishing Description: Reflective practice is now seen as a major component of teacher education and professional development programs worldwide. This book is one of the first to show how this technique can be embraced by language teachers. It makes sense that for those whose job it is to teach writing, a good way to be reflective is by writing regularly about their work. Reflective Writing for Language Teachers shows language teachers how they can use writing as a way to subject their beliefs and practices to critical reflection and offers them a means of using this type of reflective practice for professional development purposes. When language teachers write about various facets of their work over a period of time, and then read over their entries looking for patterns, that is, seeing their own thoughts, they may uncover aspects of their practice that they had not realized before beginning to write reflectively. Reflective writing develops language teachers’ understanding of their practice and also leads to a clarification of the values and assumptions that underlie those practices. Reflective Writing for Language Teachers explores the impact of regular writing as a reflective tool for teachers of English as a second language, other language teachers, and classroom English or language arts teachers. The book begins with a discussion on professional development and then outlines what reflective practice involves. It also addresses such issues as self-reflection, self-discovery through narrative reflective writing, the reflective journal, reflecting on the first and the later years of teaching, reflecting with the aid of teacher development groups, and reflecting for action. Visit the publisher’s website at https://www.equinoxpub.com/equinox/books/showbook.asp?bkid=369&keyword=
Source: Equinox
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