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Contentid:
16362
Content Type: 1
Title: Helping English Language Learners Decode Complex Text Required in the Common Core
Body: Rebecca Blum-Martínez offers a strategy to help English learners cope with the more complex language requirements of the Common Core in this article: http://languagemagazine.com/?page_id=6826
Source: Language Magazine
Inputdate: 2013-07-21 06:28:25
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Title: Helping English Language Learners Decode Complex Text Required in the Common Core
Body: Rebecca Blum-Martínez offers a strategy to help English learners cope with the more complex language requirements of the Common Core in this article: http://languagemagazine.com/?page_id=6826
Source: Language Magazine
Inputdate: 2013-07-21 06:28:25
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16363
Content Type: 1
Title: New Corpus of L2 English writings: EF Cambridge Open Language Database
Body: From http://linguistlist.org/issues/24/24-2935.html L2 English writings, the EF Cambridge Open Language Database (EFCamDat) has just been released. EFCamDat was developed at the Dept. of Theoretical and Applied Linguistics, at the University of Cambridge in collaboration with EF Education First, an international educational organization. EFCamDat contains writings submitted to Englishtown, EF’s online school, accessed daily by thousands of learners worldwide. The database currently contains 412K scripts from 76K learners summing up 32 million words. EFCamDat is freely available to the academic community, subject to an end-user agreement protecting copyright. It can be accessed through a web based interface at: http://corpus.mml.cam.ac.uk/efcamdat For more information go to http://linguistlist.org/issues/24/24-2935.html
Source: LINGUIST List
Inputdate: 2013-07-21 06:31:34
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Title: New Corpus of L2 English writings: EF Cambridge Open Language Database
Body: From http://linguistlist.org/issues/24/24-2935.html L2 English writings, the EF Cambridge Open Language Database (EFCamDat) has just been released. EFCamDat was developed at the Dept. of Theoretical and Applied Linguistics, at the University of Cambridge in collaboration with EF Education First, an international educational organization. EFCamDat contains writings submitted to Englishtown, EF’s online school, accessed daily by thousands of learners worldwide. The database currently contains 412K scripts from 76K learners summing up 32 million words. EFCamDat is freely available to the academic community, subject to an end-user agreement protecting copyright. It can be accessed through a web based interface at: http://corpus.mml.cam.ac.uk/efcamdat For more information go to http://linguistlist.org/issues/24/24-2935.html
Source: LINGUIST List
Inputdate: 2013-07-21 06:31:34
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Contentid:
16364
Content Type: 1
Title: Activity: Goodbye Game
Body: From http://www.teachingenglish.org.uk/activities Here is an activity description in which students brainstorm how they would say goodbye in different situations and then act out their dialogues: http://www.teachingenglish.org.uk/activities/goodbye-game
Source: British Council
Inputdate: 2013-07-21 06:32:36
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Title: Activity: Goodbye Game
Body: From http://www.teachingenglish.org.uk/activities Here is an activity description in which students brainstorm how they would say goodbye in different situations and then act out their dialogues: http://www.teachingenglish.org.uk/activities/goodbye-game
Source: British Council
Inputdate: 2013-07-21 06:32:36
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16365
Content Type: 1
Title: Curriculum Sample Units Aligned with Colorado Academic Standards
Body: From http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asp Working with facilitator Toni Theisen this past fall, educators came together to translate the Colorado Academic Standards (CAS) into curriculum. As resources for districts’ voluntary-use, these curriculum samples offer possible options for sequencing the concepts, skills, and content of the CAS across a course or year. The template upon which all of the samples are based derived from research and was designed and refined by Colorado educators to highlight what students should understand, know and be able to do at the end of a given unit or plan of study. Access the sample units at http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asp
Source: Colorado Department of Education
Inputdate: 2013-07-21 06:33:58
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Title: Curriculum Sample Units Aligned with Colorado Academic Standards
Body: From http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asp Working with facilitator Toni Theisen this past fall, educators came together to translate the Colorado Academic Standards (CAS) into curriculum. As resources for districts’ voluntary-use, these curriculum samples offer possible options for sequencing the concepts, skills, and content of the CAS across a course or year. The template upon which all of the samples are based derived from research and was designed and refined by Colorado educators to highlight what students should understand, know and be able to do at the end of a given unit or plan of study. Access the sample units at http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asp
Source: Colorado Department of Education
Inputdate: 2013-07-21 06:33:58
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16366
Content Type: 1
Title: Voices for Openness: Using Open Educational Resources in Language Teaching
Body: From http://sites.la.utexas.edu/voices Voices for Openness is a professional development project from the Center for Open Educational Resources and Language Learning (COERLL). On the Voices for Openness website educators share their experiences using open educational resources (web-based learning materials which can be accessed freely by the public) in language teaching. Get some ideas and consider contributing your own experiences at http://sites.la.utexas.edu/voices
Source: COERLL
Inputdate: 2013-07-21 06:35:13
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Title: Voices for Openness: Using Open Educational Resources in Language Teaching
Body: From http://sites.la.utexas.edu/voices Voices for Openness is a professional development project from the Center for Open Educational Resources and Language Learning (COERLL). On the Voices for Openness website educators share their experiences using open educational resources (web-based learning materials which can be accessed freely by the public) in language teaching. Get some ideas and consider contributing your own experiences at http://sites.la.utexas.edu/voices
Source: COERLL
Inputdate: 2013-07-21 06:35:13
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16367
Content Type: 1
Title: Online Resources for Free Audio Books
Body: Recently FLTEACH listerv users shared some links to resources for free audio books available in a variety of languages. Here are a few of the suggestions: http://www.booksshouldbefree.com/language-menu http://librivox.org http://www.gutenberg.org/wiki/Gutenberg:The_Audio_Books_Project http://www.doabooks.org/doab?func=advancedSearch
Source: FLTEACH
Inputdate: 2013-07-21 06:36:36
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Content Type: 1
Title: Online Resources for Free Audio Books
Body: Recently FLTEACH listerv users shared some links to resources for free audio books available in a variety of languages. Here are a few of the suggestions: http://www.booksshouldbefree.com/language-menu http://librivox.org http://www.gutenberg.org/wiki/Gutenberg:The_Audio_Books_Project http://www.doabooks.org/doab?func=advancedSearch
Source: FLTEACH
Inputdate: 2013-07-21 06:36:36
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16368
Content Type: 1
Title: Spellic: Online Vocabulary Games
Body: From http://spellic.com/eng/about.html Spellic is a free online service for learning words in foreign languages, although registration is required. Access a variety of exercises in a wide variety of languages; teachers can set up group logins for easier tracking and selection. Learn about and explore Spellic at http://spellic.com
Source: Spellic.com
Inputdate: 2013-07-21 06:37:52
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Title: Spellic: Online Vocabulary Games
Body: From http://spellic.com/eng/about.html Spellic is a free online service for learning words in foreign languages, although registration is required. Access a variety of exercises in a wide variety of languages; teachers can set up group logins for easier tracking and selection. Learn about and explore Spellic at http://spellic.com
Source: Spellic.com
Inputdate: 2013-07-21 06:37:52
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16369
Content Type: 1
Title: Book: Technology in Interlanguage Pragmatics Research and Teaching
Body: From http://benjamins.com/#catalog/books/lllt.36/main Technology in Interlanguage Pragmatics Research and Teaching Edited by Naoko Taguchi and Julie M. Sykes Published by the John Benjamins Publishing Company Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-meditated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction. Visit the publisher’s website at http://benjamins.com/#catalog/books/lllt.36/main
Source: John Benjamins Publishing Company
Inputdate: 2013-07-28 09:24:51
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Publishdate: 2013-07-29 00:00:00
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Title: Book: Technology in Interlanguage Pragmatics Research and Teaching
Body: From http://benjamins.com/#catalog/books/lllt.36/main Technology in Interlanguage Pragmatics Research and Teaching Edited by Naoko Taguchi and Julie M. Sykes Published by the John Benjamins Publishing Company Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-meditated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction. Visit the publisher’s website at http://benjamins.com/#catalog/books/lllt.36/main
Source: John Benjamins Publishing Company
Inputdate: 2013-07-28 09:24:51
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Contentid:
16370
Content Type: 1
Title: Book: Thematising Multilingualism in the Media
Body: From http://benjamins.com/#catalog/books/bct.49/main Thematising Multilingualism in the Media Edited by Helen Kelly-Holmes and Tommaso M. Milani Published by the John Benjamins Publishing Company This volume analyses the complex relations between multilingualism and the media: how the media manage multilingualism; how multilingualism is presented and used as media content; and how the media are discursive sites where debates about multilingualism and other language-related issues unfold. It is precisely this inter-relatedness that we want to flag up when we talk about “thematising” multilingualism in the media. More specifically, the focus of this volume is on the empirical and theoretical opportunities and challenges posed by the thematisation of multilingualism in the media. The volume, originally published as a special issue of the Journal of Language and Politics 10:4 (2011), presents a number of case studies from a variety of linguistic, media, political, social, and economic contexts: from print-media debates on trilingual policies in Luxembourg to “new media” discussions about the “sexiness” of Irish or the “national” value of Welsh; from issues of linguistic “authority” and “authenticity” in an American television programme to Wikipedia’s multilingual policy and practice. Visit the publisher’s website at http://benjamins.com/#catalog/books/bct.49/main
Source: John Benjamins Publishing Company
Inputdate: 2013-07-28 09:25:49
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Title: Book: Thematising Multilingualism in the Media
Body: From http://benjamins.com/#catalog/books/bct.49/main Thematising Multilingualism in the Media Edited by Helen Kelly-Holmes and Tommaso M. Milani Published by the John Benjamins Publishing Company This volume analyses the complex relations between multilingualism and the media: how the media manage multilingualism; how multilingualism is presented and used as media content; and how the media are discursive sites where debates about multilingualism and other language-related issues unfold. It is precisely this inter-relatedness that we want to flag up when we talk about “thematising” multilingualism in the media. More specifically, the focus of this volume is on the empirical and theoretical opportunities and challenges posed by the thematisation of multilingualism in the media. The volume, originally published as a special issue of the Journal of Language and Politics 10:4 (2011), presents a number of case studies from a variety of linguistic, media, political, social, and economic contexts: from print-media debates on trilingual policies in Luxembourg to “new media” discussions about the “sexiness” of Irish or the “national” value of Welsh; from issues of linguistic “authority” and “authenticity” in an American television programme to Wikipedia’s multilingual policy and practice. Visit the publisher’s website at http://benjamins.com/#catalog/books/bct.49/main
Source: John Benjamins Publishing Company
Inputdate: 2013-07-28 09:25:49
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Contentid:
16371
Content Type: 1
Title: Book: Collaborative Writing in L2 Classrooms
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699930 Collaborative Writing in L2 Classrooms By Neomy Storch Published by Multilingual Matters In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699930
Source: Multilingual Matters
Inputdate: 2013-07-28 09:26:39
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Title: Book: Collaborative Writing in L2 Classrooms
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847699930 Collaborative Writing in L2 Classrooms By Neomy Storch Published by Multilingual Matters In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699930
Source: Multilingual Matters
Inputdate: 2013-07-28 09:26:39
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