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Contentid:
16923
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Title: Free Resources from Miraflores
Body: From http://www.miraflores.org Miraflores publishes cultural materials. In addition to their items for sale, their website also offers some free resources: thematically-organized photos dealing with the culture of Spanish-speaking places, an online art gallery, and units about the Aztecs and the Camino de Santiago. Explore the free resources by going to http://www.miraflores.org and looking for “Free Resources” and “More Free Resources” in the menu bar near the top of the page.
Source: Miraflores
Inputdate: 2013-11-24 10:25:30
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Title: Free Resources from Miraflores
Body: From http://www.miraflores.org Miraflores publishes cultural materials. In addition to their items for sale, their website also offers some free resources: thematically-organized photos dealing with the culture of Spanish-speaking places, an online art gallery, and units about the Aztecs and the Camino de Santiago. Explore the free resources by going to http://www.miraflores.org and looking for “Free Resources” and “More Free Resources” in the menu bar near the top of the page.
Source: Miraflores
Inputdate: 2013-11-24 10:25:30
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16924
Content Type: 1
Title: How Monolingual Teachers Can Support Young Dual-Language Learners
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/11/how_monolingual_teachers_can_s.html How Monolingual Teachers Can Support Young Dual-Language Learners By Lesli A. Maxwell November 22, 2013 There's an accruing pile of evidence that teaching in English and a child's home language in the preschool and early elementary years is best for young dual-language learners, both for academic achievement and for English proficiency later in their school careers. But consider that dual-language learners now represent nearly one-third of all children under the age of 6 in the United States. And consider that the vast ranks of early-childhood teachers are monolingual English speakers. What can be done about that mismatch between demand and supply? A new report from early-childhood and dual-language expert Linda Espinosa tackles that challenge head on with a slew of practices that any teacher can use to support the development of students' home languages and English. The report—published by the Migration Policy Institute—also profiles the young dual-language-learner population in the United States, many of whom are the children of at least one immigrant parent. Espinosa outlines a number of teaching practices that monolingual educators can use. Among them: • Using parents and community volunteers who speak the home languages in their classrooms; • Providing books and materials in the home languages; • Working with parents so that they can build concept knowledge on various topics in the home language before children are exposed to them in English. Go to http://blogs.edweek.org/edweek/learning-the-language/2013/11/how_monolingual_teachers_can_s.html to access a link to the report.
Source: Education Week
Inputdate: 2013-11-24 10:26:39
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Publishdate: 2013-11-25 00:00:00
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Title: How Monolingual Teachers Can Support Young Dual-Language Learners
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/11/how_monolingual_teachers_can_s.html How Monolingual Teachers Can Support Young Dual-Language Learners By Lesli A. Maxwell November 22, 2013 There's an accruing pile of evidence that teaching in English and a child's home language in the preschool and early elementary years is best for young dual-language learners, both for academic achievement and for English proficiency later in their school careers. But consider that dual-language learners now represent nearly one-third of all children under the age of 6 in the United States. And consider that the vast ranks of early-childhood teachers are monolingual English speakers. What can be done about that mismatch between demand and supply? A new report from early-childhood and dual-language expert Linda Espinosa tackles that challenge head on with a slew of practices that any teacher can use to support the development of students' home languages and English. The report—published by the Migration Policy Institute—also profiles the young dual-language-learner population in the United States, many of whom are the children of at least one immigrant parent. Espinosa outlines a number of teaching practices that monolingual educators can use. Among them: • Using parents and community volunteers who speak the home languages in their classrooms; • Providing books and materials in the home languages; • Working with parents so that they can build concept knowledge on various topics in the home language before children are exposed to them in English. Go to http://blogs.edweek.org/edweek/learning-the-language/2013/11/how_monolingual_teachers_can_s.html to access a link to the report.
Source: Education Week
Inputdate: 2013-11-24 10:26:39
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Publishdate: 2013-11-25 00:00:00
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Contentid:
16925
Content Type: 1
Title: New Map of the US Shows Our Global Connections
Body: From http://mappingthenation.net/about.html Mapping the Nation is a new interactive map that pulls together demographic, economic, and education indicators—nearly one million data points—to show that the United States is a truly global nation. Data includes such information as the number of people born in another country, the number of people who work at import and export companies, and the number of students working to learn a foreign language. Access the map at http://mappingthenation.net/map.html Read an article about the map at http://seattletimes.com/html/nationworld/2022288294_maplinksxml.html
Source: Mapping the Nation
Inputdate: 2013-11-24 10:27:41
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Title: New Map of the US Shows Our Global Connections
Body: From http://mappingthenation.net/about.html Mapping the Nation is a new interactive map that pulls together demographic, economic, and education indicators—nearly one million data points—to show that the United States is a truly global nation. Data includes such information as the number of people born in another country, the number of people who work at import and export companies, and the number of students working to learn a foreign language. Access the map at http://mappingthenation.net/map.html Read an article about the map at http://seattletimes.com/html/nationworld/2022288294_maplinksxml.html
Source: Mapping the Nation
Inputdate: 2013-11-24 10:27:41
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Contentid:
16926
Content Type: 1
Title: Gratitude Activities for the Classroom
Body: Just in time for Thanksgiving, here is a collection of activities centered around gratitude that you can adapt for a class studying any language: http://greatergood.berkeley.edu/article/item/gratitude_activities_for_the_classroom
Source: Greater Good
Inputdate: 2013-11-24 10:28:43
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Title: Gratitude Activities for the Classroom
Body: Just in time for Thanksgiving, here is a collection of activities centered around gratitude that you can adapt for a class studying any language: http://greatergood.berkeley.edu/article/item/gratitude_activities_for_the_classroom
Source: Greater Good
Inputdate: 2013-11-24 10:28:43
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Publishdate: 2013-11-25 00:00:00
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Contentid:
16927
Content Type: 1
Title: Wiktionary: Crowd-sourced Dictionaries in Many Languages
Body: From http://en.wiktionary.org/wiki/Wiktionary:Main_Page Wiktionary is a collaborative project to produce a free-content multilingual dictionary in many languages. The project has grown beyond a standard dictionary and now includes a thesaurus, a rhyme guide, phrase books, language statistics and extensive appendices. You can choose among quite a few languages for the interface, and within one language (such as English) you can search for a word in many languages. The word will be defined in the language that you have chosen as an interface. Wiktionary is available at http://en.wiktionary.org/wiki/Wiktionary:Main_Page
Source: Wiktionary
Inputdate: 2013-11-24 10:29:36
Lastmodifieddate: 2013-11-24 10:29:36
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Publishdate: 2013-11-25 00:00:00
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Title: Wiktionary: Crowd-sourced Dictionaries in Many Languages
Body: From http://en.wiktionary.org/wiki/Wiktionary:Main_Page Wiktionary is a collaborative project to produce a free-content multilingual dictionary in many languages. The project has grown beyond a standard dictionary and now includes a thesaurus, a rhyme guide, phrase books, language statistics and extensive appendices. You can choose among quite a few languages for the interface, and within one language (such as English) you can search for a word in many languages. The word will be defined in the language that you have chosen as an interface. Wiktionary is available at http://en.wiktionary.org/wiki/Wiktionary:Main_Page
Source: Wiktionary
Inputdate: 2013-11-24 10:29:36
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Publishdate: 2013-11-25 00:00:00
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Contentid:
16928
Content Type: 1
Title: How To Find and Use Tweets as Reading Material
Body: From http://martinabex.com Here are instructions for finding, selecting, copying, and using tweets as authentic reading material in a language classroom: http://martinabex.com/2013/11/14/how-to-use-tweets-as-authentic-reading-material The instructions are appropriate for people who are brand new to Twitter.
Source: The Comprehensible Classroom Blog
Inputdate: 2013-11-24 10:30:42
Lastmodifieddate: 2013-11-24 10:30:42
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Publishdate: 2013-11-25 00:00:00
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Title: How To Find and Use Tweets as Reading Material
Body: From http://martinabex.com Here are instructions for finding, selecting, copying, and using tweets as authentic reading material in a language classroom: http://martinabex.com/2013/11/14/how-to-use-tweets-as-authentic-reading-material The instructions are appropriate for people who are brand new to Twitter.
Source: The Comprehensible Classroom Blog
Inputdate: 2013-11-24 10:30:42
Lastmodifieddate: 2013-11-24 10:30:42
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Publishdate: 2013-11-25 00:00:00
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Contentid:
16929
Content Type: 1
Title: Book: Critical Perspectives on Language Teaching Materials
Body: From http://www.palgrave.com/products/title.aspx?pid=542745 Critical Perspectives on Language Teaching Materials Edited by John Gray Published by Palgrave Macmillan Critical Perspectives on Language Teaching Materials brings together a collection of critical voices on the subject of language teaching materials for use in English, French, Spanish, German and Content and Language Integrated Learning (CLIL) classrooms. It is firmly located within the 'critical turn' in Applied Linguistics and seeks to build on the growing body of work in this vein. Collectively the authors take it as axiomatic that the politics of representation and identity, and issues of ideology and commercialism cannot be neglected in any serious study of language teaching materials. Rather, it sees these issues as central. The book draws on research carried out in the UK, Spain, North America and Brazil, and is aimed at language teachers, teacher educators, students, researchers, materials writers and those working in the materials publishing industry. Visit the publisher’s website at http://www.palgrave.com/products/title.aspx?pid=542745
Source: Palgrave Macmillan
Inputdate: 2013-12-01 08:43:55
Lastmodifieddate: 2013-12-01 08:43:55
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Publishdate: 2013-12-02 00:00:00
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Content Type: 1
Title: Book: Critical Perspectives on Language Teaching Materials
Body: From http://www.palgrave.com/products/title.aspx?pid=542745 Critical Perspectives on Language Teaching Materials Edited by John Gray Published by Palgrave Macmillan Critical Perspectives on Language Teaching Materials brings together a collection of critical voices on the subject of language teaching materials for use in English, French, Spanish, German and Content and Language Integrated Learning (CLIL) classrooms. It is firmly located within the 'critical turn' in Applied Linguistics and seeks to build on the growing body of work in this vein. Collectively the authors take it as axiomatic that the politics of representation and identity, and issues of ideology and commercialism cannot be neglected in any serious study of language teaching materials. Rather, it sees these issues as central. The book draws on research carried out in the UK, Spain, North America and Brazil, and is aimed at language teachers, teacher educators, students, researchers, materials writers and those working in the materials publishing industry. Visit the publisher’s website at http://www.palgrave.com/products/title.aspx?pid=542745
Source: Palgrave Macmillan
Inputdate: 2013-12-01 08:43:55
Lastmodifieddate: 2013-12-01 08:43:55
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Publishdate: 2013-12-02 00:00:00
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Contentid:
16930
Content Type: 1
Title: Book: Implementing Integrated Performance Assessment
Body: From http://isgweb.actfl.org/ISGWeb/Purchase/ProductDetail.aspx?Product_code=IMP-IPA Implementing Integrated Performance Assessment By Bonnie Adair-Hauck, Eileen W. Glisan, and Francis J. Troyan Published by the American Council on the Teaching of Foreign Languages A follow-up to the ACTFL Integrated Performance Assessment Manual published in 2003. This book provides readers with expanded guidelines for how to design IPA tasks to inform the backward design of a unit. Suggestions on how to provide effective feedback and how to improve learner performance are shared. Also included is a re-conceptualized rubric for the interpretive mode and the addition of IPA rubrics for Advanced-level language performance. Visit the publisher’s website at http://isgweb.actfl.org/ISGWeb/Purchase/ProductDetail.aspx?Product_code=IMP-IPA
Source: ACTFL
Inputdate: 2013-12-01 08:44:54
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Publishdate: 2013-12-02 00:00:00
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Title: Book: Implementing Integrated Performance Assessment
Body: From http://isgweb.actfl.org/ISGWeb/Purchase/ProductDetail.aspx?Product_code=IMP-IPA Implementing Integrated Performance Assessment By Bonnie Adair-Hauck, Eileen W. Glisan, and Francis J. Troyan Published by the American Council on the Teaching of Foreign Languages A follow-up to the ACTFL Integrated Performance Assessment Manual published in 2003. This book provides readers with expanded guidelines for how to design IPA tasks to inform the backward design of a unit. Suggestions on how to provide effective feedback and how to improve learner performance are shared. Also included is a re-conceptualized rubric for the interpretive mode and the addition of IPA rubrics for Advanced-level language performance. Visit the publisher’s website at http://isgweb.actfl.org/ISGWeb/Purchase/ProductDetail.aspx?Product_code=IMP-IPA
Source: ACTFL
Inputdate: 2013-12-01 08:44:54
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Publishdate: 2013-12-02 00:00:00
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Contentid:
16931
Content Type: 1
Title: Book: Minority Languages and Multilingual Education
Body: From http://www.springer.com/education+%26+language/book/978-94-007-7316-5?otherVersion=978-94-007-7317-2 Minority Languages and Multilingual Education Edited by Durk Gorter, Victoria Zenotz, and Jasone Cenoz Published by Springer This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. The book takes minority languages as a starting point and it bridges local and global perspectives in the analysis of multilingual education contexts. It examines the interaction of minority languages and cultures, majority languages and lingua francas in a variety of settings across different regions and countries on all continents. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education. The book reveals challenges and opportunities of multilingual education by discussing issues such as Northern and Southern concepts, language education policies, language diversity, interethnic understanding, multimodal language practices, power, conflict, identity and prestige, among many others. Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-94-007-7316-5?otherVersion=978-94-007-7317-2
Source: Springer
Inputdate: 2013-12-01 08:45:50
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Publishdate: 2013-12-02 00:00:00
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Title: Book: Minority Languages and Multilingual Education
Body: From http://www.springer.com/education+%26+language/book/978-94-007-7316-5?otherVersion=978-94-007-7317-2 Minority Languages and Multilingual Education Edited by Durk Gorter, Victoria Zenotz, and Jasone Cenoz Published by Springer This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. The book takes minority languages as a starting point and it bridges local and global perspectives in the analysis of multilingual education contexts. It examines the interaction of minority languages and cultures, majority languages and lingua francas in a variety of settings across different regions and countries on all continents. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education. The book reveals challenges and opportunities of multilingual education by discussing issues such as Northern and Southern concepts, language education policies, language diversity, interethnic understanding, multimodal language practices, power, conflict, identity and prestige, among many others. Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-94-007-7316-5?otherVersion=978-94-007-7317-2
Source: Springer
Inputdate: 2013-12-01 08:45:50
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Publishdate: 2013-12-02 00:00:00
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Contentid:
16932
Content Type: 1
Title: Fourth International Conference on the Development and Assessment of Intercultural Competence
Body: From http://cercll.arizona.edu/development/conferences/2014_icc Fourth International Conference on the Development and Assessment of Intercultural Competence Preparing and Supporting K–16 Language Teachers to Teach for Intercultural Competence in and beyond the Classroom January 23—26, 2014 Westward Look Resort, Tucson, Arizona For those living within today’s rapidly changing social landscape, intercultural competence is a necessary skill, and the cultivation of intercultural individuals falls on the shoulders of today’s educators. For the last decade researchers have discussed the need for a new approach to teaching culture, yet curricular approaches and materials continue to espouse a fact-based teaching approach in which culture is separable from language. Sessions in the Intercultural Competence conference are intended to address calls for a learner-centered, experiential, dynamic, and affective approach in which language is linked to culture. This series of conferences brings together researchers and practitioners from across languages, levels and settings to discuss and share research, theory, and best practices, fostering meaningful professional dialogue and enhancing teacher effectiveness as we prepare students to become global citizens. Registration is open. Early Bird registration ends December 9. Visit the conference website at http://cercll.arizona.edu/development/conferences/2014_icc
Source: CERCLL
Inputdate: 2013-12-01 08:53:07
Lastmodifieddate: 2013-12-01 08:53:07
Expdate: 2014-01-26 00:00:00
Publishdate: 2013-12-02 00:00:00
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Title: Fourth International Conference on the Development and Assessment of Intercultural Competence
Body: From http://cercll.arizona.edu/development/conferences/2014_icc Fourth International Conference on the Development and Assessment of Intercultural Competence Preparing and Supporting K–16 Language Teachers to Teach for Intercultural Competence in and beyond the Classroom January 23—26, 2014 Westward Look Resort, Tucson, Arizona For those living within today’s rapidly changing social landscape, intercultural competence is a necessary skill, and the cultivation of intercultural individuals falls on the shoulders of today’s educators. For the last decade researchers have discussed the need for a new approach to teaching culture, yet curricular approaches and materials continue to espouse a fact-based teaching approach in which culture is separable from language. Sessions in the Intercultural Competence conference are intended to address calls for a learner-centered, experiential, dynamic, and affective approach in which language is linked to culture. This series of conferences brings together researchers and practitioners from across languages, levels and settings to discuss and share research, theory, and best practices, fostering meaningful professional dialogue and enhancing teacher effectiveness as we prepare students to become global citizens. Registration is open. Early Bird registration ends December 9. Visit the conference website at http://cercll.arizona.edu/development/conferences/2014_icc
Source: CERCLL
Inputdate: 2013-12-01 08:53:07
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Expdate: 2014-01-26 00:00:00
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