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Contentid:
16151
Content Type: 1
Title: Teaching Internet Safety in the Foreign Language Classroom
Body: From http://nclrc.org With children and adolescents spending more time online, both within and outside of the classroom, it is imperative that we explicitly teach students how to use technology and access media appropriately, and what they need to do to protect themselves online. As we introduce technology into the foreign language classroom, we must also raise our students’ awareness about online safety and digital security issues. Read on for descriptions of different Internet safety resources that may be of use in your language classroom: http://nclrc.org/teachers_corner/tech_for_teachers/feature.html
Source: NCLRC
Inputdate: 2013-06-01 02:17:51
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Title: Teaching Internet Safety in the Foreign Language Classroom
Body: From http://nclrc.org With children and adolescents spending more time online, both within and outside of the classroom, it is imperative that we explicitly teach students how to use technology and access media appropriately, and what they need to do to protect themselves online. As we introduce technology into the foreign language classroom, we must also raise our students’ awareness about online safety and digital security issues. Read on for descriptions of different Internet safety resources that may be of use in your language classroom: http://nclrc.org/teachers_corner/tech_for_teachers/feature.html
Source: NCLRC
Inputdate: 2013-06-01 02:17:51
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Contentid:
16152
Content Type: 1
Title: Teaching Clothing
Body: Teachers on a variety of listservs for language teachers have been sharing ideas for teaching and reinforcing clothing. Here are some of them: --- Students create a paper bag puppet and dress it in 6-8 items of clothing that they create out of cloth or construction paper. They do an oral presentation to the class where they introduce their puppet and describe what it is wearing. They also create a little librito to go along with their puppet that has a picture and description of each clothing item. The students love the project, they get a chance to be really creative (some of these puppets are real works of art), and they are assessed on oral and written presentations. I'd love to take credit for this idea, but I found it on FLTeach a number of years ago, shared by some other generous teacher. Bruhn, D. Re: [FLTEACH] Ropa. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Apr 2013). --- I do a fashion show yearly. I allow students to dress up - some become fashionable, some try to dress like an old lady or old man. They have to work with a partner and write what they are going to say about each other. I or a student takes pictures. I put together a slide show with music to watch. The kids love it. As the kids watch, they note and write a sentence about who they find most silly, fashionable etc. and why - using weil. My students love to have my next section of level I students see what they do. I also show previous ones to the classes as a fun activity when they are in an older class - for example in AP - when they did the fashion show as 8th graders. MacDonald, J. Re: [AATG-L] Fashion Show. AATG-L listserv (aatg@list.iupui.edu, 11 Feb 2013). --- I took [the fashion show idea] a step further by having the students make their own clothing label and a brochure to present their company to the class. That way I also had a nice written portion to display in the hall with my pictures and it made the activity more involved. Post, A. Re: [FLTEACH] Ropa. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Apr 2013). --- I have students do a scavenger hunt [on French clothing catalogue websites] for 10-15 minutes: I give them a list of very specific articles of clothing and colors to find and they record the price (so I have a record of if they found the right thing). This helps familiarize them with the sites. Then I have them design an outfit for someone from what they find on the site and write a short paragraph about what the person is wearing. Anna M. Cartwright. Re: [FLTEACH] Clothing Vocab. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Apr 2013). --- French teachers can make use of this series of articles about different fashion trends among adolescents: http://www.journaldesfemmes.com/maman/ado/conseil/decodez-le-look-des-ados/bling-bling.shtml Here are a few more fashion resources that include some documents from the above series and more: http://www.tes.co.uk/teaching-resource/La-mode-Y12-activities-reading-and-listening-6144191 See how another French teacher used the series at http://mmeperkins.typepad.com/my_weblog/2008/12/le-look-la-mode.html
Source: Various
Inputdate: 2013-06-01 02:18:48
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Content Type: 1
Title: Teaching Clothing
Body: Teachers on a variety of listservs for language teachers have been sharing ideas for teaching and reinforcing clothing. Here are some of them: --- Students create a paper bag puppet and dress it in 6-8 items of clothing that they create out of cloth or construction paper. They do an oral presentation to the class where they introduce their puppet and describe what it is wearing. They also create a little librito to go along with their puppet that has a picture and description of each clothing item. The students love the project, they get a chance to be really creative (some of these puppets are real works of art), and they are assessed on oral and written presentations. I'd love to take credit for this idea, but I found it on FLTeach a number of years ago, shared by some other generous teacher. Bruhn, D. Re: [FLTEACH] Ropa. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Apr 2013). --- I do a fashion show yearly. I allow students to dress up - some become fashionable, some try to dress like an old lady or old man. They have to work with a partner and write what they are going to say about each other. I or a student takes pictures. I put together a slide show with music to watch. The kids love it. As the kids watch, they note and write a sentence about who they find most silly, fashionable etc. and why - using weil. My students love to have my next section of level I students see what they do. I also show previous ones to the classes as a fun activity when they are in an older class - for example in AP - when they did the fashion show as 8th graders. MacDonald, J. Re: [AATG-L] Fashion Show. AATG-L listserv (aatg@list.iupui.edu, 11 Feb 2013). --- I took [the fashion show idea] a step further by having the students make their own clothing label and a brochure to present their company to the class. That way I also had a nice written portion to display in the hall with my pictures and it made the activity more involved. Post, A. Re: [FLTEACH] Ropa. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Apr 2013). --- I have students do a scavenger hunt [on French clothing catalogue websites] for 10-15 minutes: I give them a list of very specific articles of clothing and colors to find and they record the price (so I have a record of if they found the right thing). This helps familiarize them with the sites. Then I have them design an outfit for someone from what they find on the site and write a short paragraph about what the person is wearing. Anna M. Cartwright. Re: [FLTEACH] Clothing Vocab. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Apr 2013). --- French teachers can make use of this series of articles about different fashion trends among adolescents: http://www.journaldesfemmes.com/maman/ado/conseil/decodez-le-look-des-ados/bling-bling.shtml Here are a few more fashion resources that include some documents from the above series and more: http://www.tes.co.uk/teaching-resource/La-mode-Y12-activities-reading-and-listening-6144191 See how another French teacher used the series at http://mmeperkins.typepad.com/my_weblog/2008/12/le-look-la-mode.html
Source: Various
Inputdate: 2013-06-01 02:18:48
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Contentid:
16153
Content Type: 1
Title: Blog Post: 10 Online Tools to Master Language Teaching
Body: Online ESL teacher Sylvia Guinan describes ten online tools that she uses for content creation, delivery, and student engagement in this blog post: http://blog.wiziq.com/master-language-teaching
Source: WizIQ Blog
Inputdate: 2013-06-01 02:19:35
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Publishdate: 2013-06-03 00:00:00
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Content Type: 1
Title: Blog Post: 10 Online Tools to Master Language Teaching
Body: Online ESL teacher Sylvia Guinan describes ten online tools that she uses for content creation, delivery, and student engagement in this blog post: http://blog.wiziq.com/master-language-teaching
Source: WizIQ Blog
Inputdate: 2013-06-01 02:19:35
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Publishdate: 2013-06-03 00:00:00
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Contentid:
16154
Content Type: 1
Title: The Best Online Geography Games
Body: From http://larryferlazzo.edublogs.org Here is a new annotated list of resources from teacher Larry Ferlazzo: the best online geography games. Read about and access the different games at http://larryferlazzo.edublogs.org/2013/05/27/the-best-online-geography-games
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2013-06-01 02:20:41
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Publishdate: 2013-06-03 00:00:00
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Content Type: 1
Title: The Best Online Geography Games
Body: From http://larryferlazzo.edublogs.org Here is a new annotated list of resources from teacher Larry Ferlazzo: the best online geography games. Read about and access the different games at http://larryferlazzo.edublogs.org/2013/05/27/the-best-online-geography-games
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2013-06-01 02:20:41
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Contentid:
16155
Content Type: 1
Title: Readlang: Online Reader with Vocabulary Review
Body: From http://readlang.com Readlang is an online reader with an integrated translator that uses a spaced repetition flashcard system to help you remember the words. It currently operates with a wide variety of European and a few other languages. Watch a video explaining how the program works at http://www.youtube.com/watch?v=qabaf3QumB8&feature=youtu.be Try it out at http://readlang.com Keep up with the latest developments at http://blog.readlang.com
Source: Readlang
Inputdate: 2013-06-01 02:21:53
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Content Type: 1
Title: Readlang: Online Reader with Vocabulary Review
Body: From http://readlang.com Readlang is an online reader with an integrated translator that uses a spaced repetition flashcard system to help you remember the words. It currently operates with a wide variety of European and a few other languages. Watch a video explaining how the program works at http://www.youtube.com/watch?v=qabaf3QumB8&feature=youtu.be Try it out at http://readlang.com Keep up with the latest developments at http://blog.readlang.com
Source: Readlang
Inputdate: 2013-06-01 02:21:53
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Contentid:
16156
Content Type: 1
Title: High School Spanish Job Opening in Portland
Body: Jesuit High School in Portland has a full-time Spanish opening for next year. Interested candidates can visit the website for more information: http://www.jesuitportland.org
Source: COFLT
Inputdate: 2013-06-02 09:13:17
Lastmodifieddate: 2013-06-02 09:13:17
Expdate: 2013-06-09 00:00:00
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Title: High School Spanish Job Opening in Portland
Body: Jesuit High School in Portland has a full-time Spanish opening for next year. Interested candidates can visit the website for more information: http://www.jesuitportland.org
Source: COFLT
Inputdate: 2013-06-02 09:13:17
Lastmodifieddate: 2013-06-02 09:13:17
Expdate: 2013-06-09 00:00:00
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Contentid:
16157
Content Type: 1
Title: Call for Papers: 2013 COFLT Conference
Body: COFLT is currently seeking presenters for our 2013 COFLT Conference at Southern Oregon University in Ashland,. Our conference will be held on Friday, October 11th and Saturday, October 12th. The Request for Presenters (RFP) form can be downloaded on our website or at this link: http://cofltoregon.ning.com/page/conferences . Applications are due September 27th, though earlier submissions are always appreciated.
Source: COFLT
Inputdate: 2013-06-02 09:16:22
Lastmodifieddate: 2013-06-02 09:16:22
Expdate: 2013-06-09 00:00:00
Publishdate: 2013-06-03 00:00:00
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Title: Call for Papers: 2013 COFLT Conference
Body: COFLT is currently seeking presenters for our 2013 COFLT Conference at Southern Oregon University in Ashland,. Our conference will be held on Friday, October 11th and Saturday, October 12th. The Request for Presenters (RFP) form can be downloaded on our website or at this link: http://cofltoregon.ning.com/page/conferences . Applications are due September 27th, though earlier submissions are always appreciated.
Source: COFLT
Inputdate: 2013-06-02 09:16:22
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Expdate: 2013-06-09 00:00:00
Publishdate: 2013-06-03 00:00:00
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Contentid:
16158
Content Type: 1
Title: Call for Presentations: 2013 COFLT Conference
Body: COFLT is currently seeking presenters for our 2013 COFLT Conference at Southern Oregon University in Ashland. Our conference will be held on Friday, October 11th and Saturday, October 12th. The Request for Presenters (RFP) form can be downloaded on our website or at this link: http://cofltoregon.ning.com/page/conferences . Applications are due September 27th, though earlier submissions are always appreciated.
Source: COFLT
Inputdate: 2013-06-08 02:55:09
Lastmodifieddate: 2013-06-08 02:55:09
Expdate: 2013-09-27 00:00:00
Publishdate: 2013-06-10 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Call for Presentations: 2013 COFLT Conference
Body: COFLT is currently seeking presenters for our 2013 COFLT Conference at Southern Oregon University in Ashland. Our conference will be held on Friday, October 11th and Saturday, October 12th. The Request for Presenters (RFP) form can be downloaded on our website or at this link: http://cofltoregon.ning.com/page/conferences . Applications are due September 27th, though earlier submissions are always appreciated.
Source: COFLT
Inputdate: 2013-06-08 02:55:09
Lastmodifieddate: 2013-06-08 02:55:09
Expdate: 2013-09-27 00:00:00
Publishdate: 2013-06-10 00:00:00
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Contentid:
16159
Content Type: 1
Title: Books: Spanish as a Heritage Language in the United States
Body: From http://press.georgetown.edu/book/languages/spanish-heritage-language-united-states Spanish as a Heritage Language in the United States: The State of the Field Edited by Sara M. Beaudrie and Marta Fairclough Published by Georgetown University Press Description: There is growing interest in heritage language learners—individuals who have a personal or familial connection to a nonmajority language. Spanish learners represent the largest segment of this population in the United States. In this comprehensive volume, experts offer an interdisciplinary overview of research on Spanish as a heritage language in the United States. They also address the central role of education within the field. Contributors offer a wealth of resources for teachers while proposing future directions for scholarship. Visit the publisher’s website at http://press.georgetown.edu/book/languages/spanish-heritage-language-united-states
Source: Georgetown University Press
Inputdate: 2013-06-08 02:56:03
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Title: Books: Spanish as a Heritage Language in the United States
Body: From http://press.georgetown.edu/book/languages/spanish-heritage-language-united-states Spanish as a Heritage Language in the United States: The State of the Field Edited by Sara M. Beaudrie and Marta Fairclough Published by Georgetown University Press Description: There is growing interest in heritage language learners—individuals who have a personal or familial connection to a nonmajority language. Spanish learners represent the largest segment of this population in the United States. In this comprehensive volume, experts offer an interdisciplinary overview of research on Spanish as a heritage language in the United States. They also address the central role of education within the field. Contributors offer a wealth of resources for teachers while proposing future directions for scholarship. Visit the publisher’s website at http://press.georgetown.edu/book/languages/spanish-heritage-language-united-states
Source: Georgetown University Press
Inputdate: 2013-06-08 02:56:03
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Contentid:
16160
Content Type: 1
Title: Book: Research in Chinese as a Second Language
Body: From http://www.degruyter.com/view/product/186423?format=G Research in Chinese as a Second Language Edited by Istvan Kecskes Published by de Gruyter Description: The book aims to address one of the main problems of Chinese language teaching: lack of research base. The rapidly growing interest in Chinese language teaching has not resulted in the development of a strong research background. This book attempts to change the current situation. The volume consists of three chapters. Chapter I: Research Base for Practice contains three papers, each of which uses research findings as a basis for solving issues connected with practical language teaching. Chapter II: Integrating Culture and Language is about one of the most intriguing topics of current language-oriented research: how to integrate culture into the process of language teaching. Chapter III: Acquisition of Language Structures consists of studies that investigate the acquisition of certain grammatical structures in Chinese. There are only a few papers in the literature on this issue, so the articles in this chapter are especially important for further research. One of the most important features of the volume is that each paper makes an attempt to bring together theory and practice by focusing on theory-building based on practice or theory application in practice. Thus the book can be recommended to both researchers and practitioners. Visit the publisher’s website at http://www.degruyter.com/view/product/186423?format=G
Source: de Gruyter
Inputdate: 2013-06-08 02:56:54
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Title: Book: Research in Chinese as a Second Language
Body: From http://www.degruyter.com/view/product/186423?format=G Research in Chinese as a Second Language Edited by Istvan Kecskes Published by de Gruyter Description: The book aims to address one of the main problems of Chinese language teaching: lack of research base. The rapidly growing interest in Chinese language teaching has not resulted in the development of a strong research background. This book attempts to change the current situation. The volume consists of three chapters. Chapter I: Research Base for Practice contains three papers, each of which uses research findings as a basis for solving issues connected with practical language teaching. Chapter II: Integrating Culture and Language is about one of the most intriguing topics of current language-oriented research: how to integrate culture into the process of language teaching. Chapter III: Acquisition of Language Structures consists of studies that investigate the acquisition of certain grammatical structures in Chinese. There are only a few papers in the literature on this issue, so the articles in this chapter are especially important for further research. One of the most important features of the volume is that each paper makes an attempt to bring together theory and practice by focusing on theory-building based on practice or theory application in practice. Thus the book can be recommended to both researchers and practitioners. Visit the publisher’s website at http://www.degruyter.com/view/product/186423?format=G
Source: de Gruyter
Inputdate: 2013-06-08 02:56:54
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