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Contentid:
16813
Content Type: 1
Title: Ideas for Teaching a Unit on the Spanish Civil War
Body: FLTEACH listserv users have been sharing ideas and resources for teaching about the Spanish Civil war. Follow along in the FLTEACH archives by starting with the original query: http://listserv.buffalo.edu/cgi-bin/wa?A2=ind1310&L=FLTEACH&P=R26930 Click on “Next in Topic” to read the responses.
Source: FLTEACH
Inputdate: 2013-10-27 08:48:26
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Title: Ideas for Teaching a Unit on the Spanish Civil War
Body: FLTEACH listserv users have been sharing ideas and resources for teaching about the Spanish Civil war. Follow along in the FLTEACH archives by starting with the original query: http://listserv.buffalo.edu/cgi-bin/wa?A2=ind1310&L=FLTEACH&P=R26930 Click on “Next in Topic” to read the responses.
Source: FLTEACH
Inputdate: 2013-10-27 08:48:26
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16814
Content Type: 1
Title: Common Core and English Language Learners: Analyzing Information Texts
Body: From http://languagemagazine.com/?page_id=12282 Cutting to the Common Core: Analyzing Informational Text by Kate Kinsella October 2013 The Common Core State Standards (CCSS, 2010) for reading focus heavily on students gathering evidence, knowledge, and insights from what they read. In fact, 80-90% of the reading standards in every grade require text-dependent analysis - being able to answer questions only by referring back to the assigned text, not by drawing upon and referencing prior knowledge and experiences. Equal emphasis is placed on the sophistication of what students read and the skill with which they read. With an aim of equipping students with 21st-century literacy and learning skills for college and the global workplace, the standards demand an increased percentage of informational text exposure and rigor as students advance in their coursework. Given the decisive shift toward informational text reading and evidence-based response, school districts from California to New York are working earnestly to integrate more complex informational text assignments into English language arts curricula and other core subject areas. Similarly, disciplinary and grade-level teams are collaborating on writing text-dependent questions that will ensure students do more than a cursory reading. While these curricular involvements are well warranted, less-proficient readers and English learners will need far more than an increase in text and task complexity to engage in competent text investigation and response. Read the full article at http://languagemagazine.com/?page_id=12282
Source: Language Magazine
Inputdate: 2013-10-27 08:49:32
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Title: Common Core and English Language Learners: Analyzing Information Texts
Body: From http://languagemagazine.com/?page_id=12282 Cutting to the Common Core: Analyzing Informational Text by Kate Kinsella October 2013 The Common Core State Standards (CCSS, 2010) for reading focus heavily on students gathering evidence, knowledge, and insights from what they read. In fact, 80-90% of the reading standards in every grade require text-dependent analysis - being able to answer questions only by referring back to the assigned text, not by drawing upon and referencing prior knowledge and experiences. Equal emphasis is placed on the sophistication of what students read and the skill with which they read. With an aim of equipping students with 21st-century literacy and learning skills for college and the global workplace, the standards demand an increased percentage of informational text exposure and rigor as students advance in their coursework. Given the decisive shift toward informational text reading and evidence-based response, school districts from California to New York are working earnestly to integrate more complex informational text assignments into English language arts curricula and other core subject areas. Similarly, disciplinary and grade-level teams are collaborating on writing text-dependent questions that will ensure students do more than a cursory reading. While these curricular involvements are well warranted, less-proficient readers and English learners will need far more than an increase in text and task complexity to engage in competent text investigation and response. Read the full article at http://languagemagazine.com/?page_id=12282
Source: Language Magazine
Inputdate: 2013-10-27 08:49:32
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Contentid:
16815
Content Type: 1
Title: Article: Who Is an 'English-Language Learner'?
Body: From http://www.pewstates.org/projects/stateline/headlines/who-is-an-english-language-learner-85899514092 If a U.S. student learning English were to drive across the country, he would find that in some states he would be classified an “English-language learner,” eligible to receive extra support. In other states, the same student would not qualify for the special designation-or the additional help. The label matters, because under the federal Civil Rights Act, schools are required to provide English-language learners with additional services to ensure they master English as well as the material other students are learning. The wide variety in policies also creates headaches for students who move from state to state, or even from one school district to another, as they may suddenly find themselves lumped into a new category. Now that nearly all the states have agreed to adopt common standards in English and math, known as the Common Core State Standards, some states are striving for a common definition of an English-language learner. The task likely will take years, given the political and policy thickets that need to be cleared. A common definition would help English learners to receive better educations, said Robert Linquanti, project director for English Learner Evaluation and Accountability Support at WestEd, a nonprofit education research organization based in California, and one of two co-authors of a recent report. Read the full article at http://www.pewstates.org/projects/stateline/headlines/who-is-an-english-language-learner-85899514092
Source: Stateline
Inputdate: 2013-10-27 08:50:28
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Title: Article: Who Is an 'English-Language Learner'?
Body: From http://www.pewstates.org/projects/stateline/headlines/who-is-an-english-language-learner-85899514092 If a U.S. student learning English were to drive across the country, he would find that in some states he would be classified an “English-language learner,” eligible to receive extra support. In other states, the same student would not qualify for the special designation-or the additional help. The label matters, because under the federal Civil Rights Act, schools are required to provide English-language learners with additional services to ensure they master English as well as the material other students are learning. The wide variety in policies also creates headaches for students who move from state to state, or even from one school district to another, as they may suddenly find themselves lumped into a new category. Now that nearly all the states have agreed to adopt common standards in English and math, known as the Common Core State Standards, some states are striving for a common definition of an English-language learner. The task likely will take years, given the political and policy thickets that need to be cleared. A common definition would help English learners to receive better educations, said Robert Linquanti, project director for English Learner Evaluation and Accountability Support at WestEd, a nonprofit education research organization based in California, and one of two co-authors of a recent report. Read the full article at http://www.pewstates.org/projects/stateline/headlines/who-is-an-english-language-learner-85899514092
Source: Stateline
Inputdate: 2013-10-27 08:50:28
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Contentid:
16816
Content Type: 1
Title: Los Angeles Plans To Separate English Language Learners from Other Students
Body: From http://www.latimes.com/local/la-me-adv-english-learners-20131020,0,1836196.story#axzz2iUug2k00 L.A. Unified's English learner action upsets parents, teachers As the district moves to enforce a policy of grouping pupils of similar English fluency ability together, those opposed protest. By Teresa Watanabe October 19, 2013 Luis Gaytan, the 5-year-old son of Mexican immigrants who speak Spanish at home, was so terrified by kindergarten that he would barely talk - prompting classmates to tease that he didn't have a tongue. In the last two months, at Granada Elementary Community Charter, Luis has gained a growing command of the language in a class of students with a mixed range of English ability. His father, Jorge, is convinced that his son is learning English more quickly because he hears it every day from more-advanced classmates. But Luis - and thousands of other Los Angeles Unified students - is being moved into new classes with those at a similar language level under an order that has sparked a storm of protest. In recent weeks, a group of southeast L.A. principals have mounted a rare challenge to district policy, teachers have flooded their union office with complaints, and parents have launched protest rallies and petition drives urging L.A. Unified to postpone the class reorganizations until next year. "Kids with little or no English are going to be segregated and told they're not good enough for the mainstream," said Cindy Aranda-Lechuga, a Granada mother of a kindergartner who gathered 162 parent signatures seeking a postponement and spoke against the policy at an L.A. Board of Education meeting last week. "Kids learn from their peers, and they're not going to be able to do that anymore." Read the full article at http://www.latimes.com/local/la-me-adv-english-learners-20131020,0,1836196.story#axzz2iUug2k00 Read related articles at http://blogs.edweek.org/edweek/learning-the-language/2013/10/schools_react_to_la_unifieds_e.html and http://www.csmonitor.com/USA/Education/2013/1021/Los-Angeles-schools-plan-for-non-English-speakers-Segregation-or-solution
Source: Los Angeles Times
Inputdate: 2013-10-27 08:51:41
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Title: Los Angeles Plans To Separate English Language Learners from Other Students
Body: From http://www.latimes.com/local/la-me-adv-english-learners-20131020,0,1836196.story#axzz2iUug2k00 L.A. Unified's English learner action upsets parents, teachers As the district moves to enforce a policy of grouping pupils of similar English fluency ability together, those opposed protest. By Teresa Watanabe October 19, 2013 Luis Gaytan, the 5-year-old son of Mexican immigrants who speak Spanish at home, was so terrified by kindergarten that he would barely talk - prompting classmates to tease that he didn't have a tongue. In the last two months, at Granada Elementary Community Charter, Luis has gained a growing command of the language in a class of students with a mixed range of English ability. His father, Jorge, is convinced that his son is learning English more quickly because he hears it every day from more-advanced classmates. But Luis - and thousands of other Los Angeles Unified students - is being moved into new classes with those at a similar language level under an order that has sparked a storm of protest. In recent weeks, a group of southeast L.A. principals have mounted a rare challenge to district policy, teachers have flooded their union office with complaints, and parents have launched protest rallies and petition drives urging L.A. Unified to postpone the class reorganizations until next year. "Kids with little or no English are going to be segregated and told they're not good enough for the mainstream," said Cindy Aranda-Lechuga, a Granada mother of a kindergartner who gathered 162 parent signatures seeking a postponement and spoke against the policy at an L.A. Board of Education meeting last week. "Kids learn from their peers, and they're not going to be able to do that anymore." Read the full article at http://www.latimes.com/local/la-me-adv-english-learners-20131020,0,1836196.story#axzz2iUug2k00 Read related articles at http://blogs.edweek.org/edweek/learning-the-language/2013/10/schools_react_to_la_unifieds_e.html and http://www.csmonitor.com/USA/Education/2013/1021/Los-Angeles-schools-plan-for-non-English-speakers-Segregation-or-solution
Source: Los Angeles Times
Inputdate: 2013-10-27 08:51:41
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Contentid:
16817
Content Type: 1
Title: DysTEFL: Self-Study Course about Dyslexia and English as a Foreign Language
Body: From http://www.dystefl.eu/index.php?id=18 The DysTEFL website includes a self-study course to acquaint teachers with the needs of dyslexic students who are learning a foreign language. The training materials will also acquaint foreign language teachers with a wide repertoire of useful teaching methods, techniques and tools so that the quality and effectiveness of foreign language teaching to students with dyslexia can be enhanced. Access the course at http://course.dystefl.eu
Source: DysTEFL
Inputdate: 2013-10-27 08:52:50
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Title: DysTEFL: Self-Study Course about Dyslexia and English as a Foreign Language
Body: From http://www.dystefl.eu/index.php?id=18 The DysTEFL website includes a self-study course to acquaint teachers with the needs of dyslexic students who are learning a foreign language. The training materials will also acquaint foreign language teachers with a wide repertoire of useful teaching methods, techniques and tools so that the quality and effectiveness of foreign language teaching to students with dyslexia can be enhanced. Access the course at http://course.dystefl.eu
Source: DysTEFL
Inputdate: 2013-10-27 08:52:50
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Contentid:
16818
Content Type: 1
Title: Blog Post: Using Assessment To Inform Your Teaching
Body: From http://musicuentos.com Here is a nice blog post about using formative assessment to detect persistent student errors and address them: http://musicuentos.com/2013/10/assessment-informs
Source: Musicuentos
Inputdate: 2013-10-27 08:53:45
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Title: Blog Post: Using Assessment To Inform Your Teaching
Body: From http://musicuentos.com Here is a nice blog post about using formative assessment to detect persistent student errors and address them: http://musicuentos.com/2013/10/assessment-informs
Source: Musicuentos
Inputdate: 2013-10-27 08:53:45
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Contentid:
16819
Content Type: 1
Title: Article: Language Learning and Motivation
Body: From http://languagemagazine.com/?page_id=13138 Finding Drive by Seyedeh Sara Jafari October 2013 There is no question that one's success in any task is closely related to motivation. Learning a language is no exception. But what is motivation? There are different reasons for studying a foreign language: some study a language for practical reasons, while others are interested in a particular language, its speakers, and its culture. For some, language learning is only an abstract undertaking required for an academic degree. Gardner and Lambert (1972) define integrative and instrumental motivation. Falk (1978) believed that the successful students in the learning of a target language are those who have a desire to become familiar with or even integrate within the society in which the target language is used; this kind of motivation is known as integrative motivation. Read the full article at http://languagemagazine.com/?page_id=13138
Source: Language Magazine
Inputdate: 2013-10-27 08:54:54
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Title: Article: Language Learning and Motivation
Body: From http://languagemagazine.com/?page_id=13138 Finding Drive by Seyedeh Sara Jafari October 2013 There is no question that one's success in any task is closely related to motivation. Learning a language is no exception. But what is motivation? There are different reasons for studying a foreign language: some study a language for practical reasons, while others are interested in a particular language, its speakers, and its culture. For some, language learning is only an abstract undertaking required for an academic degree. Gardner and Lambert (1972) define integrative and instrumental motivation. Falk (1978) believed that the successful students in the learning of a target language are those who have a desire to become familiar with or even integrate within the society in which the target language is used; this kind of motivation is known as integrative motivation. Read the full article at http://languagemagazine.com/?page_id=13138
Source: Language Magazine
Inputdate: 2013-10-27 08:54:54
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Contentid:
16820
Content Type: 1
Title: Book: One Child, Two Languages: Acquisition of Japanese and English as Bilingual First Languages
Body: From http://www.lincom-shop.eu/shop/article_11182b%2520ISBN%25209783862884988/LSLA-32%3A-One-Child%2C-Two-Languages%3A-Acquisition-of-Japanese-and-English-as-Bilingual-First-Languages.html LSLA 32: One Child, Two Languages: Acquisition of Japanese and English as Bilingual First Languages By Yuki Itani-Adams Published by Lincom Academic Publishers This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (Pienemann, 1998a, 2005). The informant of this study is a girl growing up bilingually in an Australian family within a one-parent-one-language environment from birth, where the mother is a Japanese native speaker and the father an English native speaker in an English-dominant community. The corpus consists of naturally spoken production of English and Japanese by the child, collected over 3 years and 9 months from age 1;11 (one year and eleven month) to 4;10. The present study investigates her lexical development, the acquisition of morphology and syntax in the two languages, and further examines the relationships between lexical and grammatical development within each of the two languages. The study addresses one of the main issues in the field of BFLA; ‘does a bilingual child develop the two languages separately from the beginning?’ Results indicate that both Japanese and English of the child developed in the sequence predicted by PT, and that for one bilingual child, Japanese and English each developed in parallel but in a separate manner. Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_11182b%2520ISBN%25209783862884988/LSLA-32%3A-One-Child%2C-Two-Languages%3A-Acquisition-of-Japanese-and-English-as-Bilingual-First-Languages.html
Source: Lincom
Inputdate: 2013-11-02 04:14:44
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Title: Book: One Child, Two Languages: Acquisition of Japanese and English as Bilingual First Languages
Body: From http://www.lincom-shop.eu/shop/article_11182b%2520ISBN%25209783862884988/LSLA-32%3A-One-Child%2C-Two-Languages%3A-Acquisition-of-Japanese-and-English-as-Bilingual-First-Languages.html LSLA 32: One Child, Two Languages: Acquisition of Japanese and English as Bilingual First Languages By Yuki Itani-Adams Published by Lincom Academic Publishers This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (Pienemann, 1998a, 2005). The informant of this study is a girl growing up bilingually in an Australian family within a one-parent-one-language environment from birth, where the mother is a Japanese native speaker and the father an English native speaker in an English-dominant community. The corpus consists of naturally spoken production of English and Japanese by the child, collected over 3 years and 9 months from age 1;11 (one year and eleven month) to 4;10. The present study investigates her lexical development, the acquisition of morphology and syntax in the two languages, and further examines the relationships between lexical and grammatical development within each of the two languages. The study addresses one of the main issues in the field of BFLA; ‘does a bilingual child develop the two languages separately from the beginning?’ Results indicate that both Japanese and English of the child developed in the sequence predicted by PT, and that for one bilingual child, Japanese and English each developed in parallel but in a separate manner. Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_11182b%2520ISBN%25209783862884988/LSLA-32%3A-One-Child%2C-Two-Languages%3A-Acquisition-of-Japanese-and-English-as-Bilingual-First-Languages.html
Source: Lincom
Inputdate: 2013-11-02 04:14:44
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Contentid:
16821
Content Type: 1
Title: Book: Native Speakers and Native Users
Body: From http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/native-speakers-and-native-users-loss-and-gain?format=HB Native Speakers and Native Users: Loss and Gain By Alan Davies Published by Cambridge University Press 'Native speakers' and 'native users' are terms traditionally used to differentiate between speakers who have acquired a language from birth and speakers who have learnt a second language. This book highlights the problems associated with making such a clear cut distinction. By analyzing a range of literature, language uses and proficiency tests, Davies argues that there is no significant difference between native speakers and native users, and emphasizes the importance of the Standard Language. Whilst individual native speakers may vary considerably, the academic construct of the native speaker is isomorphic with the Standard Language which is available to both native speakers and native users through education. In this book, Davies explores the 'native user', as a second language speaker who uses language with 'native speaker' competence. This book will be of significant interest to students and researchers working in the fields of second language acquisition and applied linguistics. Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/native-speakers-and-native-users-loss-and-gain?format=HB
Source: Cambridge University Press
Inputdate: 2013-11-02 04:16:05
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Title: Book: Native Speakers and Native Users
Body: From http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/native-speakers-and-native-users-loss-and-gain?format=HB Native Speakers and Native Users: Loss and Gain By Alan Davies Published by Cambridge University Press 'Native speakers' and 'native users' are terms traditionally used to differentiate between speakers who have acquired a language from birth and speakers who have learnt a second language. This book highlights the problems associated with making such a clear cut distinction. By analyzing a range of literature, language uses and proficiency tests, Davies argues that there is no significant difference between native speakers and native users, and emphasizes the importance of the Standard Language. Whilst individual native speakers may vary considerably, the academic construct of the native speaker is isomorphic with the Standard Language which is available to both native speakers and native users through education. In this book, Davies explores the 'native user', as a second language speaker who uses language with 'native speaker' competence. This book will be of significant interest to students and researchers working in the fields of second language acquisition and applied linguistics. Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/native-speakers-and-native-users-loss-and-gain?format=HB
Source: Cambridge University Press
Inputdate: 2013-11-02 04:16:05
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Contentid:
16822
Content Type: 1
Title: Book: Research Trends in Intercultural Pragmatics
Body: From http://linguistlist.org/issues/24/24-4137.html Research Trends in Intercultural Pragmatics Edited by Istvan Kecskes and Jesús Romero-Trillo Published by de Gruyter This volume looks at current issues in Intercultural Pragmatics from an applied perspective. The content is organized in three sections that encompass the primary applications of intercultural exchanges: the linguistic and cognitive domain, the social and cultural domain, and the discourse and stylistics domain. The chapters analyze real language situations in English, Russian, Chinese, Portuguese, Spanish, Greek, Filipino or Polish. Visit the publisher’s website at http://www.degruyter.com/view/product/207809?format=G
Source: LINGUIST List
Inputdate: 2013-11-02 04:16:58
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Title: Book: Research Trends in Intercultural Pragmatics
Body: From http://linguistlist.org/issues/24/24-4137.html Research Trends in Intercultural Pragmatics Edited by Istvan Kecskes and Jesús Romero-Trillo Published by de Gruyter This volume looks at current issues in Intercultural Pragmatics from an applied perspective. The content is organized in three sections that encompass the primary applications of intercultural exchanges: the linguistic and cognitive domain, the social and cultural domain, and the discourse and stylistics domain. The chapters analyze real language situations in English, Russian, Chinese, Portuguese, Spanish, Greek, Filipino or Polish. Visit the publisher’s website at http://www.degruyter.com/view/product/207809?format=G
Source: LINGUIST List
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