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Title: Call for Papers: 5th International Symposium on Biligualism
Body: Conference Dates: 20-Mar-2005 - 23-Mar-2005 Location: Barcelona, Spain Contact: Melissa Moyer Contact Email: isb5@uab.es Meeting URL: http://isb5.uab.es Call Deadline: 15-Sep-2004 The 5th International Symposium on Bilingualism (ISB5) will be organized in Barcelona (Spain) by the Universitat Autònoma de Barcelona in collaboration with the Universitat Pompeu Fabra and the Universitat de Barcelona. This forum includes all areas of language and linguistics related to the field of Bilingualism. For further information contact isb@uab.es or check the web http://isb5.uab.es Abstracts are invited in English, Catalan, and Spanish on any topic related to the field of bilingualism. The deadline for submission is September 15, 2004. Detailed instructions on abstract submittal are provided on the ISB5 web page http://isb5.uab.es Abstracts for participation in ISB5 in Barcelona can be submitted as panel session (4-6 papers per panel), paper session, or poster session. Moyer, M. (17 May 2004). 5th International Symposium on Biligualism. Linguist List. linguist@linguistlist.org (20 May 2004).
Source: 5th International Symposium on Biligualism
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Title: Call for Papers: 5th International Symposium on Biligualism
Body: Conference Dates: 20-Mar-2005 - 23-Mar-2005 Location: Barcelona, Spain Contact: Melissa Moyer Contact Email: isb5@uab.es Meeting URL: http://isb5.uab.es Call Deadline: 15-Sep-2004 The 5th International Symposium on Bilingualism (ISB5) will be organized in Barcelona (Spain) by the Universitat Autònoma de Barcelona in collaboration with the Universitat Pompeu Fabra and the Universitat de Barcelona. This forum includes all areas of language and linguistics related to the field of Bilingualism. For further information contact isb@uab.es or check the web http://isb5.uab.es Abstracts are invited in English, Catalan, and Spanish on any topic related to the field of bilingualism. The deadline for submission is September 15, 2004. Detailed instructions on abstract submittal are provided on the ISB5 web page http://isb5.uab.es Abstracts for participation in ISB5 in Barcelona can be submitted as panel session (4-6 papers per panel), paper session, or poster session. Moyer, M. (17 May 2004). 5th International Symposium on Biligualism. Linguist List. linguist@linguistlist.org (20 May 2004).
Source: 5th International Symposium on Biligualism
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1611
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Title: 44th Benkyoukai (Study Forum) - Online Communities for Teaching Japanese
Body: The complete announcement for participating in this online forum can be found at: http://www.sabotenweb.com/bookmarks/about/44thbenkyoukai.html SenseiOnline presents 44th Benkyoukai (Study Forum) Richard Harrison "Online Communities for Teaching Japanese." May 29th (Saturday), 2004 at 8pm Japan time May 29th (Saturday) 1am Hawaii, 4am PDT, 6am CDT, 7am EDT, 11am GMT, noon London, 9pm Sydney, 11pm New Zealand, if this calculation is correct. To be sure, please go to Timezone Converter Featured speaker Richard Harrison Short description of the presentation In recent years there has been a distinct convergence of socially-based theories of education and computing. In education we are seeing a shift away from individualised instruction to models based on collaborative learning. This is now finding its way into language learning in general. On the technology side, the relatively new field of Social Computing is beginning to affect the way people around the world interact with one another through new networked technologies that can enable people to work collaboratively irrespective of time and location. I will discuss how these developments in educational theory and technology can and are being harnessed for Japanese language education, with reference to ongoing projects that are making use of these technologies against the backdrop of social-based learning. What is going to happen? Richard sensei's paper is at http://www.geocities.jp/rickoharrison/senseionline_paper.html So read the paper above and go to TAPPED IN with the new interface. There, you will be able to discuss this topic with Richard sensei and others from around the world. TAPPED IN is open to everybody and the presentation will be done in English. Further instructions for logging in to the discussion are at the site listed above.
Source: SenseiOnline
Inputdate: 2004-05-20 17:18:00
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Title: 44th Benkyoukai (Study Forum) - Online Communities for Teaching Japanese
Body: The complete announcement for participating in this online forum can be found at: http://www.sabotenweb.com/bookmarks/about/44thbenkyoukai.html SenseiOnline presents 44th Benkyoukai (Study Forum) Richard Harrison "Online Communities for Teaching Japanese." May 29th (Saturday), 2004 at 8pm Japan time May 29th (Saturday) 1am Hawaii, 4am PDT, 6am CDT, 7am EDT, 11am GMT, noon London, 9pm Sydney, 11pm New Zealand, if this calculation is correct. To be sure, please go to Timezone Converter Featured speaker Richard Harrison Short description of the presentation In recent years there has been a distinct convergence of socially-based theories of education and computing. In education we are seeing a shift away from individualised instruction to models based on collaborative learning. This is now finding its way into language learning in general. On the technology side, the relatively new field of Social Computing is beginning to affect the way people around the world interact with one another through new networked technologies that can enable people to work collaboratively irrespective of time and location. I will discuss how these developments in educational theory and technology can and are being harnessed for Japanese language education, with reference to ongoing projects that are making use of these technologies against the backdrop of social-based learning. What is going to happen? Richard sensei's paper is at http://www.geocities.jp/rickoharrison/senseionline_paper.html So read the paper above and go to TAPPED IN with the new interface. There, you will be able to discuss this topic with Richard sensei and others from around the world. TAPPED IN is open to everybody and the presentation will be done in English. Further instructions for logging in to the discussion are at the site listed above.
Source: SenseiOnline
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1612
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Title: Summer Programs for ASL learners and deaf community
Body: From: http://www.wsd.wa.gov/deafedoutreach/classes_programs.aspx One document lists "2004 Summer Programs for the Deaf and Hard of Hearing Youth in the Northwest Region." Total Immersion Sign Language Program Adult program (19 years or older): July 13 - 18, 2004 High School Program: August 23 - 27, 2004 Washington School for the Deaf (WSD) offers a Total Immersion Sign Language Program - a weeklong immersion program designed for parents of deaf children, professionals working with deaf people and individuals wanting the experience of learning a new language. Program participants ranging from beginning to advanced level signers are assessed and divided into ability groups upon arrival by a professional team of ASL instructors. Using an educational format designed specifically for adult learning theories, participants will experience a variety of classes, seminars, simulation exercises, guest panels, hands-on activities, performing arts and applications of their newly learned skills. All participants are encouraged to start off using any comfortable type of manual communication (gestures, mime and basic sign) for the express purpose of learning and developing skills in ASL in a natural environment. Clock hours and Continuing Education Units are available for this program. To learn more about the Total Immersion Sign Language Program, please call 360.696.6525 ext. 0411 (V/TTY) or (800) 613-4228 ext. 0411 (within WA).
Source: Washington School for the Deaf
Inputdate: 2004-05-20 18:32:00
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Title: Summer Programs for ASL learners and deaf community
Body: From: http://www.wsd.wa.gov/deafedoutreach/classes_programs.aspx One document lists "2004 Summer Programs for the Deaf and Hard of Hearing Youth in the Northwest Region." Total Immersion Sign Language Program Adult program (19 years or older): July 13 - 18, 2004 High School Program: August 23 - 27, 2004 Washington School for the Deaf (WSD) offers a Total Immersion Sign Language Program - a weeklong immersion program designed for parents of deaf children, professionals working with deaf people and individuals wanting the experience of learning a new language. Program participants ranging from beginning to advanced level signers are assessed and divided into ability groups upon arrival by a professional team of ASL instructors. Using an educational format designed specifically for adult learning theories, participants will experience a variety of classes, seminars, simulation exercises, guest panels, hands-on activities, performing arts and applications of their newly learned skills. All participants are encouraged to start off using any comfortable type of manual communication (gestures, mime and basic sign) for the express purpose of learning and developing skills in ASL in a natural environment. Clock hours and Continuing Education Units are available for this program. To learn more about the Total Immersion Sign Language Program, please call 360.696.6525 ext. 0411 (V/TTY) or (800) 613-4228 ext. 0411 (within WA).
Source: Washington School for the Deaf
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1613
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Title: No Voice Policies in ASL Classes
Body: The following compilation of ideas came from a recent discussion on the TEACHASL listserv. The reference for all messages would thus contain: A discussion list for teachers of American Sign Language. TEACHASL@ADMIN.HUMBERC.ON.CA I give my students 5 No voicing tickets (Grades, A,B, C, D, F)---if they talk or whisper, I take their ticket away. Keep in mind, I had set this up at the beginning of the year---they got to pick their own colored paper that the tickets were printed on and they had to put their names on the tickets. I had the tickets laminated. At the beginning of the class, they collect their tickets (I keep them in little baggies) and then, at the end of the class, they give me their tickets. So, whatever tickets they're left with at the end of the week--- that's the grade they get for the week. A certain percentage of their grade is a No Voicing grade. Jackson, C. (13 May 2004). Re: No Voice Policies. TEACHASL (20 May 2004). Here is another thing I do...IN ASL 1 first day, I start with a worksheet, actually like a color book page. I give each student a set of basic colors in crayons. I then use the overhead and my set of crayons to teach the colors and instruct them as to what to color a few parts of the page. I then select a few students to tell the class what to color on the page until the entire thing is colored. This is all done without the use of voice! It is amazing that students at the end of level 2 will still remember that lesson the most other than any other lesson with voice!!! The next day I use voice to discuss the previous days activity to show them that they can be successful in ASL without voice!!! Another tip!! Have all notes and info prepared on a handout, overhead, and or other means for visual aid for clarification! Power point is awesome if you have the technology. Olmstead, S. (13 May 2004). Re: No Voice Policies. TEACHASL (20 May 2004). As for talking during my class, it is simply not tolerated. This is a tough lesson for the first 3-4 weeks for my kids. I will warn them once in sign. The second infraction, and they receive a red laminated paper circle. If they are quiet for the remainder of the period then they can give it back without consequences. If they are not quiet for the rest of the period, they trade it in for a detention slip - usually 10 - 15 mins w/me after school. They have 3 days to serve the detention w/me. If they don't show, then it goes to the administration and becomes a 60 min formal detention. This works out very well for us. There is no interruption of class to tell people to be quiet. I just put the paper on the desk and move on, they know what it means, and what to expect, every time. It has been my experience that consistency is the key with the high school students. Amador, C. (14 May 2004). Re: No Voice Policies. TEACHASL (20 May 2004).
Source: TEACHASL
Inputdate: 2004-05-20 19:31:00
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Title: No Voice Policies in ASL Classes
Body: The following compilation of ideas came from a recent discussion on the TEACHASL listserv. The reference for all messages would thus contain: A discussion list for teachers of American Sign Language. TEACHASL@ADMIN.HUMBERC.ON.CA I give my students 5 No voicing tickets (Grades, A,B, C, D, F)---if they talk or whisper, I take their ticket away. Keep in mind, I had set this up at the beginning of the year---they got to pick their own colored paper that the tickets were printed on and they had to put their names on the tickets. I had the tickets laminated. At the beginning of the class, they collect their tickets (I keep them in little baggies) and then, at the end of the class, they give me their tickets. So, whatever tickets they're left with at the end of the week--- that's the grade they get for the week. A certain percentage of their grade is a No Voicing grade. Jackson, C. (13 May 2004). Re: No Voice Policies. TEACHASL (20 May 2004). Here is another thing I do...IN ASL 1 first day, I start with a worksheet, actually like a color book page. I give each student a set of basic colors in crayons. I then use the overhead and my set of crayons to teach the colors and instruct them as to what to color a few parts of the page. I then select a few students to tell the class what to color on the page until the entire thing is colored. This is all done without the use of voice! It is amazing that students at the end of level 2 will still remember that lesson the most other than any other lesson with voice!!! The next day I use voice to discuss the previous days activity to show them that they can be successful in ASL without voice!!! Another tip!! Have all notes and info prepared on a handout, overhead, and or other means for visual aid for clarification! Power point is awesome if you have the technology. Olmstead, S. (13 May 2004). Re: No Voice Policies. TEACHASL (20 May 2004). As for talking during my class, it is simply not tolerated. This is a tough lesson for the first 3-4 weeks for my kids. I will warn them once in sign. The second infraction, and they receive a red laminated paper circle. If they are quiet for the remainder of the period then they can give it back without consequences. If they are not quiet for the rest of the period, they trade it in for a detention slip - usually 10 - 15 mins w/me after school. They have 3 days to serve the detention w/me. If they don't show, then it goes to the administration and becomes a 60 min formal detention. This works out very well for us. There is no interruption of class to tell people to be quiet. I just put the paper on the desk and move on, they know what it means, and what to expect, every time. It has been my experience that consistency is the key with the high school students. Amador, C. (14 May 2004). Re: No Voice Policies. TEACHASL (20 May 2004).
Source: TEACHASL
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1614
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Title: First week activities in ASL classes
Body: The following compilation of ideas came from a recent discussion on the TEACHASL listserv. The reference for all messages would thus contain: A discussion list for teachers of American Sign Language. TEACHASL@ADMIN.HUMBERC.ON.CA The first test I give students is in the second week of class when they need to sign 1) I don't understand 2) what does that mean? 3) explain more please 4) Oh.. I get it and also 5) Do you understand? I find that these will prepare students for all levels of signing and empower them to be active participants. Of course, they still struggle with asking at times...but I am grateful for those brave ones who stick their neck out and do ask! Wills, T. (14 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004). I do teach the signs for "mean" as in definition, "again" and "no clue" signs first. From then, I will go on to teach the regular lesson plan. I will occasionally ask a row of kids if they understand. If they all say they do, then I pick one to get up and explain a part, then stop them midway and let someone else in their group finish the idea. It keeps them on their toes, so it helps a lot of kids sign "mean", "again", or "no clue", for fear of being called on. The one thing everyone asks me is how do I know when the kids are talking. I have a baby monitor in our classroom that I usually situate near the back. Most kids don't even know it is there. My monitor sits on my desk and it lights up when there is talking in the room. It's great because the kids are so confused when I sign SILENCE! and they wonder who told on them. It's one of my best tools! ReBecca. (14 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004). When I taught 4th and 5th graders, I used the opposite approach. This will work well with younger kids, I doubt with high schoolers, but maybe you can improvise! I had a jar for each class I taught. Before each class I made sure I washed my hands!(this is key). During the class period, I would randomly drop Reece's pieces into the jar. If the class had been working well, more pieces. If they needed reminders, fewer went into the jar. The last 3 min of class we'd spill out the candies onto a paper towel and count (in ASL of course). If there was enough, each person got 'x' number of pieces. If we had only enough in the jar for each person to have 1, then so be it. All the 'left overs' were put back into the jar for the next class period. IT was like 'banking' the candies. The kids really got into it. Especially since the first couple class periods I would drop HANDFULS of candy into the jar (gotta hook them in with positive reinforcements early!) The 'program' worked for about 2 months (I only saw the kids 2 x a week) then I had to find a new technique. But, by then, they understood what behaviors were required in my classroom and I really did not have a problem with talking/whispering. (well except that typical 1 or 2 kids!) Janice. (16 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004).
Source: TEACHASL
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Title: First week activities in ASL classes
Body: The following compilation of ideas came from a recent discussion on the TEACHASL listserv. The reference for all messages would thus contain: A discussion list for teachers of American Sign Language. TEACHASL@ADMIN.HUMBERC.ON.CA The first test I give students is in the second week of class when they need to sign 1) I don't understand 2) what does that mean? 3) explain more please 4) Oh.. I get it and also 5) Do you understand? I find that these will prepare students for all levels of signing and empower them to be active participants. Of course, they still struggle with asking at times...but I am grateful for those brave ones who stick their neck out and do ask! Wills, T. (14 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004). I do teach the signs for "mean" as in definition, "again" and "no clue" signs first. From then, I will go on to teach the regular lesson plan. I will occasionally ask a row of kids if they understand. If they all say they do, then I pick one to get up and explain a part, then stop them midway and let someone else in their group finish the idea. It keeps them on their toes, so it helps a lot of kids sign "mean", "again", or "no clue", for fear of being called on. The one thing everyone asks me is how do I know when the kids are talking. I have a baby monitor in our classroom that I usually situate near the back. Most kids don't even know it is there. My monitor sits on my desk and it lights up when there is talking in the room. It's great because the kids are so confused when I sign SILENCE! and they wonder who told on them. It's one of my best tools! ReBecca. (14 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004). When I taught 4th and 5th graders, I used the opposite approach. This will work well with younger kids, I doubt with high schoolers, but maybe you can improvise! I had a jar for each class I taught. Before each class I made sure I washed my hands!(this is key). During the class period, I would randomly drop Reece's pieces into the jar. If the class had been working well, more pieces. If they needed reminders, fewer went into the jar. The last 3 min of class we'd spill out the candies onto a paper towel and count (in ASL of course). If there was enough, each person got 'x' number of pieces. If we had only enough in the jar for each person to have 1, then so be it. All the 'left overs' were put back into the jar for the next class period. IT was like 'banking' the candies. The kids really got into it. Especially since the first couple class periods I would drop HANDFULS of candy into the jar (gotta hook them in with positive reinforcements early!) The 'program' worked for about 2 months (I only saw the kids 2 x a week) then I had to find a new technique. But, by then, they understood what behaviors were required in my classroom and I really did not have a problem with talking/whispering. (well except that typical 1 or 2 kids!) Janice. (16 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004).
Source: TEACHASL
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1615
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Title: Novels for ESL classes
Body: One of our instructors is experimenting with by Louis Sachar, a
novel pitched at the 9 to 12 age group. She is using it in the second half of a
16 week low-intermediate class. The engaging story is about a boy trying to
deal with his family tradition of very bad luck. He gets sentenced to a "camp"
for juvenile delinquents where the boys are forced to dig holes in the desert.
The story line cuts back and forth between past and present as Stanley works
off the family curse. The film features Sigourney Weaver, Jon Voight, Tim
Blake Nelson, and Henry Winkler as some of the adults.
One of the things I especially like about using the book is that it has a good
website:
http://disney.go.com/disneyvideos/liveaction/holes/main.html
where students can go to see pictures of the characters and the setting so that
they have a visual image of the action as they read the book. The website
also includes lesson plans for educators. They are pitched at 4th - 6th grade
classes and look pretty lame for adults. Some of the book's themes -- poverty
and racial injustice -- are far from lame, and the vocabulary presented is a
good stretch for students as they prepare to move up to the next class level.
Snoke, J. (14 Apr. 2004). Novels for ESL Classes. Teachers of English to
speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU
(20 May 2004).
I had great success teaching Girl With A Pearl Earring to an intermediate-level
ESL reading class a couple of years ago. Paintings by Vermeer are woven
into the story, so it is possible to have students do close readings of sections
that describe the paintings and then find each painting (laminated copies of
the relevant paintings and posted them throughout the room). Students also
made a camera obscura - directions are on the web - and e-mailed questions
to the author, who was quite good about responding. They really enjoyed all
of these activities.
Manning, J. (15 Apr. 2004). Re: Novels for ESL Classes. Teachers of English
to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU
(20 May 2004).
Source: TESL-L listserv
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Title: Novels for ESL classes
Body: One of our instructors is experimenting with
Source: TESL-L listserv
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Title: Call for Papers: NYS TESOL Idiom
Body: IDIOM is a quarterly publication only for members of NYS TESOL. The editors welcome articles as well as reactions to articles. Full submission guidelines may be found at: http://www.nystesol.org/pub/idiomsubmit.html The Fall 2004 theme is International Voices, and the submission deadline is August 5, 2004.
Source: NYS TESOL
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Title: Call for Papers: NYS TESOL Idiom
Body: IDIOM is a quarterly publication only for members of NYS TESOL. The editors welcome articles as well as reactions to articles. Full submission guidelines may be found at: http://www.nystesol.org/pub/idiomsubmit.html The Fall 2004 theme is International Voices, and the submission deadline is August 5, 2004.
Source: NYS TESOL
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Title: Merging Language and Technology Training
Body: Read the full article at: http://www.nystesol.org/pub/idiom.html English as a Second Language educators have the responsibility not only of providing language skills, but also of providing those skills that will enable our students to succeed academically and professionally. Employers today demand a workforce that can use technology with ease and efficiency. Therefore, we as educators are obliged to provide the opportunity to develop those skills our students will need in order to become a part of the future workforce, with its ever-increasing technological requirements. As a result of these new forces and demands, not only do we at Rockland Community College teach language skills in our English as a Second Language program, we also concurrently teach computer skills. As part of our ESL program, we have developed the ESL computer assisted instruction (CAI) modules, which provide reinforcement of language skills as well as computer skills. These modules were developed as support modules for the eleven-hour-per-week intensive ESL program and are a required one-credit equivalent course for all full-time ESL students. Both full-time and adjunct faculty teach these CAI modules and coordinate their activities with the ESL classroom teacher.
Source: Linda Schrank in the NYS TESOL Idiom
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Title: Merging Language and Technology Training
Body: Read the full article at: http://www.nystesol.org/pub/idiom.html English as a Second Language educators have the responsibility not only of providing language skills, but also of providing those skills that will enable our students to succeed academically and professionally. Employers today demand a workforce that can use technology with ease and efficiency. Therefore, we as educators are obliged to provide the opportunity to develop those skills our students will need in order to become a part of the future workforce, with its ever-increasing technological requirements. As a result of these new forces and demands, not only do we at Rockland Community College teach language skills in our English as a Second Language program, we also concurrently teach computer skills. As part of our ESL program, we have developed the ESL computer assisted instruction (CAI) modules, which provide reinforcement of language skills as well as computer skills. These modules were developed as support modules for the eleven-hour-per-week intensive ESL program and are a required one-credit equivalent course for all full-time ESL students. Both full-time and adjunct faculty teach these CAI modules and coordinate their activities with the ESL classroom teacher.
Source: Linda Schrank in the NYS TESOL Idiom
Inputdate: 2004-05-20 20:37:00
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1618
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Title: Travel articles from NY Times
Body: The New York Times Travel section has an archive of all of their articles, free for the browsing. If you want to access the most recent articles (within the last month, it seems), you need to create a user account, but articles older than that are directly accessible. From the Travel homepage (http://travel.nytimes.com/pages/travel/index.html) you can click on the world map to take you to any continent, and then choose your country from there. This will be a useful site for students to research travel destinations in a language class.
Source: New York Times
Inputdate: 2004-05-20 20:55:00
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Title: Travel articles from NY Times
Body: The New York Times Travel section has an archive of all of their articles, free for the browsing. If you want to access the most recent articles (within the last month, it seems), you need to create a user account, but articles older than that are directly accessible. From the Travel homepage (http://travel.nytimes.com/pages/travel/index.html) you can click on the world map to take you to any continent, and then choose your country from there. This will be a useful site for students to research travel destinations in a language class.
Source: New York Times
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Title: French Unit: Provence
Body: Question about creating a unit on Provence: I am interested in creating a unit for my level III French students about Provence. I would like to incorporate music, food, literature, art, geography, etc, but I don't want to have one group study only one aspect of the region-- they'll all fight over who gets to study food!!! I am trying to figure out how to make the unit student-centered without having my students do another travel brochure or plan a trip. Starmer, J. (1May 2004). provence/region unit. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 May 2004). Reply: I recently worked on a unit on Provence with my student teacher. Students did an Internet search/questionnaire to get an overview of the region. We also read and watched excerpts from A Year in Provence by Peter Mayle. We prepared a slide show w/ vocabulary and pictures of regional specialties and products, impressionist paintings of the region, and scenery. A postcard project fits in nicely with a unit such as this. Also, at the end, we tasted a variety of flavored olive oils. I thought the students (Level II) would be put off by all the garlic and herbs, but it was a big hit. Conover, K. (5 May 2004). Re: provence/region unit. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 May 2004).
Source: FLTEACH
Inputdate: 2004-05-20 21:11:00
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Content Type: 1
Title: French Unit: Provence
Body: Question about creating a unit on Provence: I am interested in creating a unit for my level III French students about Provence. I would like to incorporate music, food, literature, art, geography, etc, but I don't want to have one group study only one aspect of the region-- they'll all fight over who gets to study food!!! I am trying to figure out how to make the unit student-centered without having my students do another travel brochure or plan a trip. Starmer, J. (1May 2004). provence/region unit. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 May 2004). Reply: I recently worked on a unit on Provence with my student teacher. Students did an Internet search/questionnaire to get an overview of the region. We also read and watched excerpts from A Year in Provence by Peter Mayle. We prepared a slide show w/ vocabulary and pictures of regional specialties and products, impressionist paintings of the region, and scenery. A postcard project fits in nicely with a unit such as this. Also, at the end, we tasted a variety of flavored olive oils. I thought the students (Level II) would be put off by all the garlic and herbs, but it was a big hit. Conover, K. (5 May 2004). Re: provence/region unit. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 May 2004).
Source: FLTEACH
Inputdate: 2004-05-20 21:11:00
Lastmodifieddate: 2004-05-20 21:11:00
Expdate:
Publishdate:
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Active: 1
Emailed: 1
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