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15931
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Title: How To Keep Your Audience Involved During Student Skits
Body: An FLTEACH listserv user recently asked what teachers do to keep students in the audience involved. Here are some of the responses: --- If students write out the skits before hand, collect a copy and then scan through through the scripts to pick out main details from each skit for students to listen for. You can even call on students to perform their skits in the order of the questions on the sheet. Questions can be basic target language questions - What did Kevin try to order in the restaurant? What was the problem with Angela's soup? etc. You can also have students listen to make nominees for an awards ceremony - Have prize categories for best actor -dramatic, best actor - comedy, best actress - drama, best actress - comedy, best accent, etc. etc. You can have them turn in their nominations with a one sentence explanation or justification. Heller, B. Re: [FLTEACH] Skits. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 5 Apr 2013). --- For lower level students, I'd have the students submit their lines in advance and create three different tally sheets so that there were different listening tasks. Otherwise the students would just watch the audience and copy what the smarter audience members wrote. The years I purchase those 10 for $1.oo folders I have hand out the sheets in the folder to block others from seeing their answers/knowing which sheet others had, and have them submit them in the folders. Once the observation is over, just pull out the sheets, score and return as usual. I'd score their answers as a listening assessment. The three tasks would be: 1. Take a few lines from each one and prepare a worksheet with them. Students have to identify who said the line. 2. Determine the key word in each presentation and have the students count the number of times they hear the word. (Obviously each skit would have a different key word.) 3. Have students match the items to the person holding them or speaking about them. Shrager, E. [FLTEACH] Skits. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Apr 2013).
Source: FLTEACH
Inputdate: 2013-04-13 12:40:10
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Title: How To Keep Your Audience Involved During Student Skits
Body: An FLTEACH listserv user recently asked what teachers do to keep students in the audience involved. Here are some of the responses: --- If students write out the skits before hand, collect a copy and then scan through through the scripts to pick out main details from each skit for students to listen for. You can even call on students to perform their skits in the order of the questions on the sheet. Questions can be basic target language questions - What did Kevin try to order in the restaurant? What was the problem with Angela's soup? etc. You can also have students listen to make nominees for an awards ceremony - Have prize categories for best actor -dramatic, best actor - comedy, best actress - drama, best actress - comedy, best accent, etc. etc. You can have them turn in their nominations with a one sentence explanation or justification. Heller, B. Re: [FLTEACH] Skits. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 5 Apr 2013). --- For lower level students, I'd have the students submit their lines in advance and create three different tally sheets so that there were different listening tasks. Otherwise the students would just watch the audience and copy what the smarter audience members wrote. The years I purchase those 10 for $1.oo folders I have hand out the sheets in the folder to block others from seeing their answers/knowing which sheet others had, and have them submit them in the folders. Once the observation is over, just pull out the sheets, score and return as usual. I'd score their answers as a listening assessment. The three tasks would be: 1. Take a few lines from each one and prepare a worksheet with them. Students have to identify who said the line. 2. Determine the key word in each presentation and have the students count the number of times they hear the word. (Obviously each skit would have a different key word.) 3. Have students match the items to the person holding them or speaking about them. Shrager, E. [FLTEACH] Skits. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Apr 2013).
Source: FLTEACH
Inputdate: 2013-04-13 12:40:10
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Contentid:
15932
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Title: Activity Idea: Use Wordle To Stretch Students’ Vocabulary
Body: From http://creativelanguageclass.wordpress.com Are students limited to three adjectives when they describe themselves? Read on for a teacher’s success story using a Wordle full of adjectives and a worksheet to accompany it to stretch students’ descriptive vocabulary: http://creativelanguageclass.wordpress.com/2013/04/10/stretch-their-vocab
Source: The Creative Language Class Blog
Inputdate: 2013-04-13 12:40:59
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Title: Activity Idea: Use Wordle To Stretch Students’ Vocabulary
Body: From http://creativelanguageclass.wordpress.com Are students limited to three adjectives when they describe themselves? Read on for a teacher’s success story using a Wordle full of adjectives and a worksheet to accompany it to stretch students’ descriptive vocabulary: http://creativelanguageclass.wordpress.com/2013/04/10/stretch-their-vocab
Source: The Creative Language Class Blog
Inputdate: 2013-04-13 12:40:59
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15933
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Title: 50 Writing Activities for the Language Classroom
Body: From http://frenchteachernet.blogspot.co.uk Are you looking for ideas for writing activities? Here are fifty of them, some very simple, some more involved: http://frenchteachernet.blogspot.co.uk/2013/04/50-writing-activities-for-mfl-classroom.html
Source: Frenchteacher Blog
Inputdate: 2013-04-13 12:41:53
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Title: 50 Writing Activities for the Language Classroom
Body: From http://frenchteachernet.blogspot.co.uk Are you looking for ideas for writing activities? Here are fifty of them, some very simple, some more involved: http://frenchteachernet.blogspot.co.uk/2013/04/50-writing-activities-for-mfl-classroom.html
Source: Frenchteacher Blog
Inputdate: 2013-04-13 12:41:53
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15934
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Title: Book: Multilingual Higher Education: Beyond English Medium Orientations
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699183 Multilingual Higher Education: Beyond English Medium Orientations By Christa van der Walt Published by Multilingual Matters Summary: The general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and this book shows that all higher education environments are multilingual to some extent. Strategies like translation, interpreting and switching from one language to another not only support learning but also build competence for multilingual professional environments. Whether institutions focus on widening access to minoritised communities or whether they want to attract more international students, the book argues that a multilingual pedagogy is needed to improve student access and success. Building on work by Nancy Hornberger, Colin Baker and Ofelia García, the book extends strategies and techniques from bilingual education at school level to multilingual higher education. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699183
Source: Multilingual Matters
Inputdate: 2013-04-21 11:25:53
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Title: Book: Multilingual Higher Education: Beyond English Medium Orientations
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699183 Multilingual Higher Education: Beyond English Medium Orientations By Christa van der Walt Published by Multilingual Matters Summary: The general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and this book shows that all higher education environments are multilingual to some extent. Strategies like translation, interpreting and switching from one language to another not only support learning but also build competence for multilingual professional environments. Whether institutions focus on widening access to minoritised communities or whether they want to attract more international students, the book argues that a multilingual pedagogy is needed to improve student access and success. Building on work by Nancy Hornberger, Colin Baker and Ofelia García, the book extends strategies and techniques from bilingual education at school level to multilingual higher education. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699183
Source: Multilingual Matters
Inputdate: 2013-04-21 11:25:53
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Contentid:
15935
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Title: Book: CLIL in Higher Education
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699350 CLIL in Higher Education: Towards a Multilingual Language Policy By Inmaculada Fortanet-Gómez Published by Multilingual Matters Summary: This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castelló, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699350
Source: Multilingual Matters
Inputdate: 2013-04-21 11:32:12
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Title: Book: CLIL in Higher Education
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699350 CLIL in Higher Education: Towards a Multilingual Language Policy By Inmaculada Fortanet-Gómez Published by Multilingual Matters Summary: This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castelló, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699350
Source: Multilingual Matters
Inputdate: 2013-04-21 11:32:12
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15936
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Title: April 2013 Issue of Reading in a Foreign Language
Body: From http://nflrc.hawaii.edu/rfl The April 2013 issue of Reading in a Foreign Language is now available online. In this issue: Special Issue Articles Character reading fluency, word segmentation accuracy, and reading comprehension in L2 Chinese Helen H. Shen & Xin Jiang The effects of large-group instruction, modeling, or see the sound/visual phonics on undergraduate students learning to read Italian Traci M. Cihon, Zachary Morford, Christopher J. Stephens, Dorothy Morrison, Rachael Shrontz, & Kimberly L. Kelly Regular Articles Word recognition subcomponents and passage level reading in a foreign language Junko Yamashita A model of motivation for extensive reading in Japanese as a foreign language Ryoko de Burgh-Hirabe & Anne Feryok Reviews Mastering Academic Reading Lawrence J. Zwier with contributions by Matthew S. Wettig reviewed by Nancy Meredith Access the latest issue at http://nflrc.hawaii.edu/rfl/April2013
Source: Reading in a Foreign Language
Inputdate: 2013-04-21 12:08:28
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Title: April 2013 Issue of Reading in a Foreign Language
Body: From http://nflrc.hawaii.edu/rfl The April 2013 issue of Reading in a Foreign Language is now available online. In this issue: Special Issue Articles Character reading fluency, word segmentation accuracy, and reading comprehension in L2 Chinese Helen H. Shen & Xin Jiang The effects of large-group instruction, modeling, or see the sound/visual phonics on undergraduate students learning to read Italian Traci M. Cihon, Zachary Morford, Christopher J. Stephens, Dorothy Morrison, Rachael Shrontz, & Kimberly L. Kelly Regular Articles Word recognition subcomponents and passage level reading in a foreign language Junko Yamashita A model of motivation for extensive reading in Japanese as a foreign language Ryoko de Burgh-Hirabe & Anne Feryok Reviews Mastering Academic Reading Lawrence J. Zwier with contributions by Matthew S. Wettig reviewed by Nancy Meredith Access the latest issue at http://nflrc.hawaii.edu/rfl/April2013
Source: Reading in a Foreign Language
Inputdate: 2013-04-21 12:08:28
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Contentid:
15937
Content Type: 1
Title: Article Series: Linking Second Languages Research and Practice
Body: From http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d7696e6215d833&pi=14 Linking Second Languages Research and Practice is a joint project between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. As part of a continued effort to offer pedagogical support, this project was developed in view of making L2 research more accessible and relevant to language educators. The series features six CMLR articles on classroom pedagogy (4 French as a second language and 2 English as a second language) and six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides help educators put into practice some of the research findings published in the Canadian Modern Language Review. These guides aim to promote reflection on teaching by providing a summary of each article in an interview format with the researcher(s), offering suggestions for practical implications gleaned from each article, giving thought-provoking after-reading questions, and suggesting other articles for further reading. Open access to the series is available at http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d7696e6215d833&pi=14
Source: University of Toronto Press
Inputdate: 2013-04-21 12:43:58
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Title: Article Series: Linking Second Languages Research and Practice
Body: From http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d7696e6215d833&pi=14 Linking Second Languages Research and Practice is a joint project between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. As part of a continued effort to offer pedagogical support, this project was developed in view of making L2 research more accessible and relevant to language educators. The series features six CMLR articles on classroom pedagogy (4 French as a second language and 2 English as a second language) and six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides help educators put into practice some of the research findings published in the Canadian Modern Language Review. These guides aim to promote reflection on teaching by providing a summary of each article in an interview format with the researcher(s), offering suggestions for practical implications gleaned from each article, giving thought-provoking after-reading questions, and suggesting other articles for further reading. Open access to the series is available at http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d7696e6215d833&pi=14
Source: University of Toronto Press
Inputdate: 2013-04-21 12:43:58
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15938
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Title: Call for Proposals: GLoCALL 2013
Body: From http://glocall.org Call for Proposals Seventh Joint Conference of APACALL and PacCALL The University of Danang, Da Nang, Vietnam 28-30 November 2013 GLoCALL 2013 invites proposals for presentations that are related to computer-assisted language learning (CALL). Proposals for ‘Papers’ (35 minutes), ‘Workshops’ (80 minutes), ‘Symposia’ (80 minutes), ‘Posters’ and 'Virtual Presentations' should be submitted by 30 April 2013. Proposals are encouraged within the sub-themes below, but are not limited to: application of technology to the language classroom localizing Internet materials to the classroom using the Internet for cultural exchange managing multimedia/hypermedia environments e-learning, collaborative learning and blended learning emerging technologies fostering autonomous learning through technology training language teachers in e-learning environments View the full call for proposals at http://glocall.org/course/view.php?id=79&topic=0#section-1
Source: GLoCALL
Inputdate: 2013-04-21 12:44:59
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Expdate: 2013-04-30 00:00:00
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Title: Call for Proposals: GLoCALL 2013
Body: From http://glocall.org Call for Proposals Seventh Joint Conference of APACALL and PacCALL The University of Danang, Da Nang, Vietnam 28-30 November 2013 GLoCALL 2013 invites proposals for presentations that are related to computer-assisted language learning (CALL). Proposals for ‘Papers’ (35 minutes), ‘Workshops’ (80 minutes), ‘Symposia’ (80 minutes), ‘Posters’ and 'Virtual Presentations' should be submitted by 30 April 2013. Proposals are encouraged within the sub-themes below, but are not limited to: application of technology to the language classroom localizing Internet materials to the classroom using the Internet for cultural exchange managing multimedia/hypermedia environments e-learning, collaborative learning and blended learning emerging technologies fostering autonomous learning through technology training language teachers in e-learning environments View the full call for proposals at http://glocall.org/course/view.php?id=79&topic=0#section-1
Source: GLoCALL
Inputdate: 2013-04-21 12:44:59
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15939
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Title: Stabilizing Indigenous Languages Symposium and American Indian / Indigenous Teacher Education Conference
Body: From http://jan.ucc.nau.edu/~jar/AIE/conf.html Northern Arizona University's College of Education invites you to the 20th annual Stabilizing Indigenous Languages Symposium and the 4th American Indian / Indigenous Teacher Education Conference on June 2-4, 2013 at its High Country Conference Center. This combined conference is for community, preschool, K-12, college, and university educators and language activists through panels, workshops, and papers to share ideas for improving the lives and education of Indigenous children. Goals of the Conference To bring together community and language activists, educators, school administrators, school board members, tribal officials, and parents to share ideas and experiences on how to improve education and language revitalization programs for Indigenous communities. To provide a forum for exchange of scholarly research on Indigenous language revitalization and teaching Indigenous children. To disseminate through a monograph and web site recent research and thinking on Indigenous education and language revitalization best practices. Learn more and register at http://jan.ucc.nau.edu/~jar/AIE/conf.html
Source: Northern Arizona University
Inputdate: 2013-04-21 12:46:28
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Title: Stabilizing Indigenous Languages Symposium and American Indian / Indigenous Teacher Education Conference
Body: From http://jan.ucc.nau.edu/~jar/AIE/conf.html Northern Arizona University's College of Education invites you to the 20th annual Stabilizing Indigenous Languages Symposium and the 4th American Indian / Indigenous Teacher Education Conference on June 2-4, 2013 at its High Country Conference Center. This combined conference is for community, preschool, K-12, college, and university educators and language activists through panels, workshops, and papers to share ideas for improving the lives and education of Indigenous children. Goals of the Conference To bring together community and language activists, educators, school administrators, school board members, tribal officials, and parents to share ideas and experiences on how to improve education and language revitalization programs for Indigenous communities. To provide a forum for exchange of scholarly research on Indigenous language revitalization and teaching Indigenous children. To disseminate through a monograph and web site recent research and thinking on Indigenous education and language revitalization best practices. Learn more and register at http://jan.ucc.nau.edu/~jar/AIE/conf.html
Source: Northern Arizona University
Inputdate: 2013-04-21 12:46:28
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Contentid:
15940
Content Type: 1
Title: 13th Annual NTPRS Conference
Body: From http://www.ntprs.org/ntprs.org/HOME.html 13th Annual NTPRS Conference July 22-26, 2013 Dallas, Texas Keynote speaker: Stephen Krashen Choice of Brand New Workshops for Experienced TPRS Teachers: Chinese Language Class Option, Elementary Workshop, Skills Practice, Special Topic Sessions, Camaraderie, and Collaboration Visit the conference website for more information and to register: http://www.ntprs.org/ntprs.org/HOME.html
Source: NTPRS
Inputdate: 2013-04-21 12:47:19
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Expdate: 2013-07-26 00:00:00
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Title: 13th Annual NTPRS Conference
Body: From http://www.ntprs.org/ntprs.org/HOME.html 13th Annual NTPRS Conference July 22-26, 2013 Dallas, Texas Keynote speaker: Stephen Krashen Choice of Brand New Workshops for Experienced TPRS Teachers: Chinese Language Class Option, Elementary Workshop, Skills Practice, Special Topic Sessions, Camaraderie, and Collaboration Visit the conference website for more information and to register: http://www.ntprs.org/ntprs.org/HOME.html
Source: NTPRS
Inputdate: 2013-04-21 12:47:19
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