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1733
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Title: Reflections on online classes
Body: We are experimenting next year with creating French 3 and French 4 courses online in an attempt to save the French program. We no longer have enough students to offer these courses face-to-face, but by combining 3 high schools, we have classes of about 20 in each course. Needless to say, language teachers in our district are saying it's a bad idea and can't be as good as face to face. We aren't willing to get into that argument right now. For now, it's better than the alternative, which is no French 3 or 4 at 2 of our high schools. As we try to move our curriculum to an online environment, we find we have to change the pedagogy to suit the learning environment. We worry about listening and speaking (rightfully so, I went into this kicking and screaming that we don't have the appropriate technologies, worried about developing conversational skills which, in my mind, can't be done in an asynchronous environment, and worried about the quality of teaching we will be able to provide.) We will have students meet face-to-face once a week for Cafe Francais which will be all oral conversation kinds of activities. However, in spite of my misgivings, I'm finding this a wonderful challenge. It is forcing us to rethink things like mini grammar quizzes, for example, which we use in face-to-face classes to check kids progress. We are replacing them with more authentic assessments of use of grammar in whole language (dare I say the word) settings - in other words looking at grammar use in context. (Now I know that many of my esteemed flteach colleagues have been doing this since the flood, but, it is surprising how much of this de-contextualized teaching/quizzing has crept into my teaching from various accountability pressures - perceived or real.) What we're getting when we rethink how to present information is, I believe, more authentic contextualized learning for the students. Using powerpoint with graphics and sound, I can "teach" a vocabulary lesson just as richly as I would in the classroom (even in some cases, dare I say, better - like when I'm too tired and we do some lame vocabulary activity like reading the page out of the book) Some perceived advantages of online learning include the requirement that all participate, the ability to create language around topics in threaded discussions (albeit, most usually written, although kids can upload sound files as well as documents). Students can go over lessons as many or as few times as needed to understand the concept. The student will have more access to the teacher (that scares some and workload is certainly something that needs to be managed and monitored carefully). We can provide a rich array of practice opportunities and allow students to choose which to practice in order to prepare themselves for the authentic language task they must complete in incorporating their new learning. We know we are just beginning and that next year's course will be highly experimental as we learn to use the tools of online learning and experiment with creating meaningful assessments and assignments and a language-rich environment in an asynchronous environment. But I can see glimmers of how it can be done and done well. Dosch, L. (17 Jun. 2004). Re: TECHNOLOGY IN THE FL CLASSROOM- to be or not to be Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jun. 2004).
Source: FLTEACH
Inputdate: 2004-06-23 20:33:00
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Title: Reflections on online classes
Body: We are experimenting next year with creating French 3 and French 4 courses online in an attempt to save the French program. We no longer have enough students to offer these courses face-to-face, but by combining 3 high schools, we have classes of about 20 in each course. Needless to say, language teachers in our district are saying it's a bad idea and can't be as good as face to face. We aren't willing to get into that argument right now. For now, it's better than the alternative, which is no French 3 or 4 at 2 of our high schools. As we try to move our curriculum to an online environment, we find we have to change the pedagogy to suit the learning environment. We worry about listening and speaking (rightfully so, I went into this kicking and screaming that we don't have the appropriate technologies, worried about developing conversational skills which, in my mind, can't be done in an asynchronous environment, and worried about the quality of teaching we will be able to provide.) We will have students meet face-to-face once a week for Cafe Francais which will be all oral conversation kinds of activities. However, in spite of my misgivings, I'm finding this a wonderful challenge. It is forcing us to rethink things like mini grammar quizzes, for example, which we use in face-to-face classes to check kids progress. We are replacing them with more authentic assessments of use of grammar in whole language (dare I say the word) settings - in other words looking at grammar use in context. (Now I know that many of my esteemed flteach colleagues have been doing this since the flood, but, it is surprising how much of this de-contextualized teaching/quizzing has crept into my teaching from various accountability pressures - perceived or real.) What we're getting when we rethink how to present information is, I believe, more authentic contextualized learning for the students. Using powerpoint with graphics and sound, I can "teach" a vocabulary lesson just as richly as I would in the classroom (even in some cases, dare I say, better - like when I'm too tired and we do some lame vocabulary activity like reading the page out of the book) Some perceived advantages of online learning include the requirement that all participate, the ability to create language around topics in threaded discussions (albeit, most usually written, although kids can upload sound files as well as documents). Students can go over lessons as many or as few times as needed to understand the concept. The student will have more access to the teacher (that scares some and workload is certainly something that needs to be managed and monitored carefully). We can provide a rich array of practice opportunities and allow students to choose which to practice in order to prepare themselves for the authentic language task they must complete in incorporating their new learning. We know we are just beginning and that next year's course will be highly experimental as we learn to use the tools of online learning and experiment with creating meaningful assessments and assignments and a language-rich environment in an asynchronous environment. But I can see glimmers of how it can be done and done well. Dosch, L. (17 Jun. 2004). Re: TECHNOLOGY IN THE FL CLASSROOM- to be or not to be Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jun. 2004).
Source: FLTEACH
Inputdate: 2004-06-23 20:33:00
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1734
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Title: German Literature house
Body: This site seems to be a good starting place if you are interested in contemporary German literature. http://www.literaturhaus-muenchen.de/home.asp From The Week in Germany, we also have a list of the latest German bestsellers: The latest book by computer nerd-turned intellectual powerhouse Richard Powers hit the shelves in its German translation this week, finding a place within the top ten of the fiction list. "The Time of Our Singing" tells the story of a German-Jewish immigrant to the United States and the young black musician he falls in love with. The two meet on the Mall in Washington, D.C. and share a powerful passion for music. Their love story crosses racial lines a generation before the civil rights movement went into full swing an era which sees their children at the brink of a cataclysmic social divide. Powers is set to go on a reading tour after a successful resonance of his previous book, "Plowing the Dark." A sample of the German text of "The Time of Our Singing" can be found at a site run by his publisher, the S. Fischer Verlag: http://www.powers-mobil.de/home_flash.html Fiction 1. Donna Leon, Verschwiegene Kanaele, (English title: Uniform Justice), Diogenes 2. Dan Brown, Sakrileg (English title: The Da Vinci Code), Luebbe 3. Eric-Emmanuel Schmitt, Monsieur Ibrahim und die Blumen des Koran, (Monsieur Ibrahim and the Flowers of the Koran, no English translation), Ammann 4. Frank Schaetzig, Der Schwarm, (The Swarm, no English translation), Kiepenhauer & Witsch 5. Cecilia Ahern, P.S. Ich liebe Dich, (P.S. I love you, no English translation), W. Krueger 6. J.K. Rowling, Harry Potter und der Orden des Phoenix, (English title: Harry Potter and the Order of the Phoenix), Carlsen 7. Robert Harris, Pompeji (English title: Pompeii), Heyne 8. Carl J.L. Almqvist, Die Woche mit Sara, (The Week with Sara, no English translation), Kindler 9. Richard Powers, Der Klang der Zeit, (English title: The Time of our Singing), S. Fischer Verlag 10. John Grisham, Die Liste (English title: The Last Juror), Heyne
Source: This Week in Germany
Inputdate: 2004-06-23 20:48:00
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Title: German Literature house
Body: This site seems to be a good starting place if you are interested in contemporary German literature. http://www.literaturhaus-muenchen.de/home.asp From The Week in Germany, we also have a list of the latest German bestsellers: The latest book by computer nerd-turned intellectual powerhouse Richard Powers hit the shelves in its German translation this week, finding a place within the top ten of the fiction list. "The Time of Our Singing" tells the story of a German-Jewish immigrant to the United States and the young black musician he falls in love with. The two meet on the Mall in Washington, D.C. and share a powerful passion for music. Their love story crosses racial lines a generation before the civil rights movement went into full swing an era which sees their children at the brink of a cataclysmic social divide. Powers is set to go on a reading tour after a successful resonance of his previous book, "Plowing the Dark." A sample of the German text of "The Time of Our Singing" can be found at a site run by his publisher, the S. Fischer Verlag: http://www.powers-mobil.de/home_flash.html Fiction 1. Donna Leon, Verschwiegene Kanaele, (English title: Uniform Justice), Diogenes 2. Dan Brown, Sakrileg (English title: The Da Vinci Code), Luebbe 3. Eric-Emmanuel Schmitt, Monsieur Ibrahim und die Blumen des Koran, (Monsieur Ibrahim and the Flowers of the Koran, no English translation), Ammann 4. Frank Schaetzig, Der Schwarm, (The Swarm, no English translation), Kiepenhauer & Witsch 5. Cecilia Ahern, P.S. Ich liebe Dich, (P.S. I love you, no English translation), W. Krueger 6. J.K. Rowling, Harry Potter und der Orden des Phoenix, (English title: Harry Potter and the Order of the Phoenix), Carlsen 7. Robert Harris, Pompeji (English title: Pompeii), Heyne 8. Carl J.L. Almqvist, Die Woche mit Sara, (The Week with Sara, no English translation), Kindler 9. Richard Powers, Der Klang der Zeit, (English title: The Time of our Singing), S. Fischer Verlag 10. John Grisham, Die Liste (English title: The Last Juror), Heyne
Source: This Week in Germany
Inputdate: 2004-06-23 20:48:00
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Contentid:
1735
Content Type: 1
Title: Summer Symposium: Distance Education, July 27-30
Body: The National Foreign Language Resource Center is pleased to announce its 2004 Summer Institute Symposium: Distance Education, Distributed Learning & Language Instruction: Reports from the Field July 27-30, 2004 University of Hawaii at Manoa campus Honolulu, Hawaii http://nflrc.hawaii.edu/prodev/DE2004/ Invited and selected language educators with significant experience using distance and distributed learning models will be presenting on their work during this three-and-a-half-day Symposium. Highlights also include an opening keynote by Ralph Hines (Director, International Education & Graduate Programs, US Department of Education), electronic poster sessions, and a reception with live Hawaiian entertainment. SYMPOSIUM REGISTRATION is a bargain at just $50. Download a printable registration form at the symposium website and send it in with payment by the JULY 13 EXTENDED DEADLINE. For more information, including the SYMPOSIUM SCHEDULE OF PRESENTATIONS, visit http://nflrc.hawaii.edu/prodev/DE2004 NFLRC. (18 Jun. 2004). REMINDER: Register now for the "Distance Education, Distributed Learning & Language Instruction" symposium (July 27- 30, 2004) in Honolulu, Hawaii. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jun. 2004).
Source: NFLRC
Inputdate: 2004-06-23 21:49:00
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Title: Summer Symposium: Distance Education, July 27-30
Body: The National Foreign Language Resource Center is pleased to announce its 2004 Summer Institute Symposium: Distance Education, Distributed Learning & Language Instruction: Reports from the Field July 27-30, 2004 University of Hawaii at Manoa campus Honolulu, Hawaii http://nflrc.hawaii.edu/prodev/DE2004/ Invited and selected language educators with significant experience using distance and distributed learning models will be presenting on their work during this three-and-a-half-day Symposium. Highlights also include an opening keynote by Ralph Hines (Director, International Education & Graduate Programs, US Department of Education), electronic poster sessions, and a reception with live Hawaiian entertainment. SYMPOSIUM REGISTRATION is a bargain at just $50. Download a printable registration form at the symposium website and send it in with payment by the JULY 13 EXTENDED DEADLINE. For more information, including the SYMPOSIUM SCHEDULE OF PRESENTATIONS, visit http://nflrc.hawaii.edu/prodev/DE2004 NFLRC. (18 Jun. 2004). REMINDER: Register now for the "Distance Education, Distributed Learning & Language Instruction" symposium (July 27- 30, 2004) in Honolulu, Hawaii. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jun. 2004).
Source: NFLRC
Inputdate: 2004-06-23 21:49:00
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1736
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Title: The EFL Testing & Evaluation Forum
Body: Complete Linguist list posting at: http://linguistlist.org/issues/15/15-1846.html Date: 14-16 October 2004 Location: Hellenic American Union, Athens, Greece Website: http://www.hau.gr/hau/en/conf_EFLforum.html The EFL Testing & Evaluation Forum is an international forum that will bring together nine of the most distinguished experts in the field of English language testing and evaluation today. The forum is being convened by the Hellenic American Union in Athens, Greece and will provide a rare opportunity for EFL practitioners, academics, language test developers and administrators, materials writers and researchers from the public and private sectors in Europe and the Mediterranean region to gain greater insight into best practices in English language testing. Visit http://www.hau.gr/hau/en/conf_EFLforum.html for details and to register.
Source: Linguist list
Inputdate: 2004-06-23 21:53:00
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Title: The EFL Testing & Evaluation Forum
Body: Complete Linguist list posting at: http://linguistlist.org/issues/15/15-1846.html Date: 14-16 October 2004 Location: Hellenic American Union, Athens, Greece Website: http://www.hau.gr/hau/en/conf_EFLforum.html The EFL Testing & Evaluation Forum is an international forum that will bring together nine of the most distinguished experts in the field of English language testing and evaluation today. The forum is being convened by the Hellenic American Union in Athens, Greece and will provide a rare opportunity for EFL practitioners, academics, language test developers and administrators, materials writers and researchers from the public and private sectors in Europe and the Mediterranean region to gain greater insight into best practices in English language testing. Visit http://www.hau.gr/hau/en/conf_EFLforum.html for details and to register.
Source: Linguist list
Inputdate: 2004-06-23 21:53:00
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1737
Content Type: 1
Title: More on weblogging and education
Body: Sandra Howard gets the credit for finding these articles. All three of them are an interesting read. Sandra's blog is at: http://flteach.blogspot.com/ She links to the most comprehensive site by Barbara Dieu that I have seen about blgging and education: http://the_english_dept.tripod.com/blog/ Did you know that a weblog is translated as "carnet" in French? At least according to this French Canadian article it is: http://www.infobourg.com/AfficheTexte/Long.asp?DevID=1617 Sandra also points the way to this "intro to blogging" site: http://jade.mcli.dist.maricopa.edu/blogshop/archives/000282.html
Source: FLTEACH
Inputdate: 2004-06-24 17:25:00
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Title: More on weblogging and education
Body: Sandra Howard gets the credit for finding these articles. All three of them are an interesting read. Sandra's blog is at: http://flteach.blogspot.com/ She links to the most comprehensive site by Barbara Dieu that I have seen about blgging and education: http://the_english_dept.tripod.com/blog/ Did you know that a weblog is translated as "carnet" in French? At least according to this French Canadian article it is: http://www.infobourg.com/AfficheTexte/Long.asp?DevID=1617 Sandra also points the way to this "intro to blogging" site: http://jade.mcli.dist.maricopa.edu/blogshop/archives/000282.html
Source: FLTEACH
Inputdate: 2004-06-24 17:25:00
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1738
Content Type: 1
Title: Teaching in a multilevel class
Body: I have taught a number of different multilevel classes; both credit and non- credit. The one thing I've learned is that every multilevel is different and requires great flexibility and ongoing informal assessment. First of all, I second Jill Bell's book on Multilevel classes. Another good article can be found at Connections: A Journal of Adult Literacy (a special issue on multilevel teaching) Available at: http://hub1.worlded.org/docs/connections/tableofcontents.htm In addition, here are some general approaches to try: 1. Lessons that have an added feature for higher level students. Begin easy and get harder. Lower level students review. Higher level students expand. Lower level students get easier questions, higher level harder ones, etc. 2. View the class as individual lessons. This works best with small classes. 3. Separate the class. Work with one part of the class while the other part does something else like goes to the library, to the computer lab, works independently, etc. 4. Divide the class into groups so each group can work on what they need to, want to, etc. 5. Focus on the same topic but have students complete different exercises, activities, etc. 6. Individualize work outside of class so higher level students can do extra work, and/or lower level students can catch up, review, etc. These approaches are not mutually exclusive and often blend into each other and even mutate as the term proceeds. Pruett-Said, T. (21 Jun. 2004). multilevel classes. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (24 Jun. 2004).
Source: TESL-L listserv
Inputdate: 2004-06-24 18:30:00
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Title: Teaching in a multilevel class
Body: I have taught a number of different multilevel classes; both credit and non- credit. The one thing I've learned is that every multilevel is different and requires great flexibility and ongoing informal assessment. First of all, I second Jill Bell's book on Multilevel classes. Another good article can be found at Connections: A Journal of Adult Literacy (a special issue on multilevel teaching) Available at: http://hub1.worlded.org/docs/connections/tableofcontents.htm In addition, here are some general approaches to try: 1. Lessons that have an added feature for higher level students. Begin easy and get harder. Lower level students review. Higher level students expand. Lower level students get easier questions, higher level harder ones, etc. 2. View the class as individual lessons. This works best with small classes. 3. Separate the class. Work with one part of the class while the other part does something else like goes to the library, to the computer lab, works independently, etc. 4. Divide the class into groups so each group can work on what they need to, want to, etc. 5. Focus on the same topic but have students complete different exercises, activities, etc. 6. Individualize work outside of class so higher level students can do extra work, and/or lower level students can catch up, review, etc. These approaches are not mutually exclusive and often blend into each other and even mutate as the term proceeds. Pruett-Said, T. (21 Jun. 2004). multilevel classes. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (24 Jun. 2004).
Source: TESL-L listserv
Inputdate: 2004-06-24 18:30:00
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1739
Content Type: 1
Title: French websites: AP level
Body: Here are some web sites I came across through the AP Central site. A few of them have readings (always something hard to find, in my opinion) and several have interactive games and exercises. http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/shared/vod_fr.htm http://www.vanin.be/nl/html/sec/uitgaven/frans/internetactuel/n36_00.htm http://www.rfi.fr/fichiers/langue_francaise/france_a_la_carte/ index_france_a_la_carte.asp http://www.rfi.fr/fichiers/langue_francaise/languefr/francais_facile.asp http://www.realfrench.net/ http://millennium.arts.kuleuven.ac.be/weboscope/francais/index.htm http://www.bonjourdefrance.com/bonjour.htm Starmer, J. (21 Jun. 2004). French web sites. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: FLTEACH
Inputdate: 2004-06-24 19:39:00
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Title: French websites: AP level
Body: Here are some web sites I came across through the AP Central site. A few of them have readings (always something hard to find, in my opinion) and several have interactive games and exercises. http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/shared/vod_fr.htm http://www.vanin.be/nl/html/sec/uitgaven/frans/internetactuel/n36_00.htm http://www.rfi.fr/fichiers/langue_francaise/france_a_la_carte/ index_france_a_la_carte.asp http://www.rfi.fr/fichiers/langue_francaise/languefr/francais_facile.asp http://www.realfrench.net/ http://millennium.arts.kuleuven.ac.be/weboscope/francais/index.htm http://www.bonjourdefrance.com/bonjour.htm Starmer, J. (21 Jun. 2004). French web sites. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: FLTEACH
Inputdate: 2004-06-24 19:39:00
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1740
Content Type: 1
Title: Clic: Interactive activities authoring program
Body: The software is called Clic and I understand it was produced in Catalonia. It is completely free, and it lets you create interactive activities (word puzzles, crosswords, etc.) and play them in Windows. I haven't used it that much, but the product is well known/widely used by Arts, Biology, History, etc., teachers in several countries in the South cone (Chile, Argentina, Uruguay, etc.). Of course, when I say "well known", I mean only among those that are online, participate in mailing lists, etc. (i.e., early adopters, or people who are lucky to have access to technology in their schools). See the website at: http://www.xtec.es/recursos/clic/esp/act/ei.htm You have to download the mother program, and then you can download the files that are used with the program. Perez, R. (21 Jun. 2004). Re: interesting interactive application on line. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: XTEC
Inputdate: 2004-06-24 19:50:00
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Title: Clic: Interactive activities authoring program
Body: The software is called Clic and I understand it was produced in Catalonia. It is completely free, and it lets you create interactive activities (word puzzles, crosswords, etc.) and play them in Windows. I haven't used it that much, but the product is well known/widely used by Arts, Biology, History, etc., teachers in several countries in the South cone (Chile, Argentina, Uruguay, etc.). Of course, when I say "well known", I mean only among those that are online, participate in mailing lists, etc. (i.e., early adopters, or people who are lucky to have access to technology in their schools). See the website at: http://www.xtec.es/recursos/clic/esp/act/ei.htm You have to download the mother program, and then you can download the files that are used with the program. Perez, R. (21 Jun. 2004). Re: interesting interactive application on line. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: XTEC
Inputdate: 2004-06-24 19:50:00
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1741
Content Type: 1
Title: Job Posting: HS Spanish teacher, WV
Body: Hampshire High School locatd in the Potomac Highlands of the Eastern Panhandle in West Virginia has a 9-12 Spanish 1-4 opening. The Spanish program is solid program with many enthusiastic students. We are on (modified) 4x4 Block Schedule with 90 minute periods per semester. Every teacher teaches 3 classes per semester and the 4th Block (90 minutes) is planning. Application information can be found on the local BOE website: http://boe.hamp.k12.wv.us Landtrachtigner-Hott, R. (21 Jun. 2004). Spanish opening. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: Hampshire High School
Inputdate: 2004-06-24 19:53:00
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Title: Job Posting: HS Spanish teacher, WV
Body: Hampshire High School locatd in the Potomac Highlands of the Eastern Panhandle in West Virginia has a 9-12 Spanish 1-4 opening. The Spanish program is solid program with many enthusiastic students. We are on (modified) 4x4 Block Schedule with 90 minute periods per semester. Every teacher teaches 3 classes per semester and the 4th Block (90 minutes) is planning. Application information can be found on the local BOE website: http://boe.hamp.k12.wv.us Landtrachtigner-Hott, R. (21 Jun. 2004). Spanish opening. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jun. 2004).
Source: Hampshire High School
Inputdate: 2004-06-24 19:53:00
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1742
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Title: Accountability Institute for English Learners and Immigrant Students, CA
Body: The 6th Annual Accountability Institute for English Learners and Immigrant Students will take place on November 14-16, 2004 , at the Hyatt Regency Sacramento at Capitol Park, Sacramento, California. The purpose of this Accountability Institute is to assist local educational agencies (LEAs) in implementing effective programs and accountability systems to improve the achievement of English learners (ELs) and immigrant students. This institute is part of the California Department of Education's efforts to provide technical assistance to LEAs in implementing the No Child Left Behind Act. The target audience for the Institute is superintendents, school board members, administrators, evaluators, and staff involved in implementing state and federal programs for ELs and immigrant students. For more information, surf to http://www.cde.ca.gov/sp/el/t3/
Source: CA Dept of Education
Inputdate: 2004-06-24 19:59:00
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Title: Accountability Institute for English Learners and Immigrant Students, CA
Body: The 6th Annual Accountability Institute for English Learners and Immigrant Students will take place on November 14-16, 2004 , at the Hyatt Regency Sacramento at Capitol Park, Sacramento, California. The purpose of this Accountability Institute is to assist local educational agencies (LEAs) in implementing effective programs and accountability systems to improve the achievement of English learners (ELs) and immigrant students. This institute is part of the California Department of Education's efforts to provide technical assistance to LEAs in implementing the No Child Left Behind Act. The target audience for the Institute is superintendents, school board members, administrators, evaluators, and staff involved in implementing state and federal programs for ELs and immigrant students. For more information, surf to http://www.cde.ca.gov/sp/el/t3/
Source: CA Dept of Education
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