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Title: Ideas for telephone techniques
Body: When an ESL teacher asked for activities on telephoning in an adult ESL context, these were the replies that he got: When I did telephoning with my students, we used their cell phones--they all had at least one. Half of them went to one room, while the other half stayed. I also had them call me for homework. They had to call within a certain time, and I would answer the phone 'Gateway Travel this is Cynthia, how can I help you?" They were supposed to plan a trip with the details I would ask for and questions they needed answered before they called. After this, I called them right back and they had a "role card." I was calling to make an appointment with their boss. You have 6 students, so this should not be too bad--I had 50! Also, since you are in Canada, why not apply what Dave Kees just said about email to the phone. Have them actually call local places--a restaurant, a hotel, a store--and ask for directions or other information. Have them call a grocery store or any kind of store and ask about the price of something or if they have it in stock. Have them call the movie theater and see if they can work their way through all the buttons they might have to push to get to hear the options they want to hear. As far as textbooks go, I am not sure if you were wanting to get away from "business English" altogether and are looking for a non-business English book or if you are looking for a book that doesn't deal with "serious business" situations. For the second option, I recommend looking at _Communicating in Business: A Short Course for Business English Students_ by Cambridge University Press which has a module on telephone use. There are 4 modules in all. The telephone module is 3 chapters which cover topics such as: preparing for the phone call, receiving calls, taking and leaving messages, setting up appointments, changing appointments, ending a call, and cross- cultural communication on the phone among others. Parmley, A. (2 Jul. 2004). Re: Any telephone class ideas? Teachers of English to speakers of other languages electronic list. TESL- L@CUNYVM.CUNY.EDU (8 Jul. 2004). The best way to teach telephoning is by telephoning. One big scare for folks telephoning in a foreign language is that they get no visual feed- back. Another is that the telephone distorts the language. So, put half your class in one room and the rest in another and have them communicate with one another in the target language by 'phone. The Defense Language Institute had one cute thing where there was a sand box in each room, one set up to show a town, roads, canals, defensive gun emplacements, etc., and the other was bare (with the toy houses and such on the side). Team one was supposed to give directions to team two to allow the latter to replicate the sand table set-up. At the end of the exercise each was allowed to check out the sand table in the other room to see where communication broke down. Bland, M. (2 Jul. 2004). Re: Any telephone class ideas? Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (8 Jul. 2004).
Source: TESL-L listserv
Inputdate: 2004-07-08 16:10:00
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Title: Ideas for telephone techniques
Body: When an ESL teacher asked for activities on telephoning in an adult ESL context, these were the replies that he got: When I did telephoning with my students, we used their cell phones--they all had at least one. Half of them went to one room, while the other half stayed. I also had them call me for homework. They had to call within a certain time, and I would answer the phone 'Gateway Travel this is Cynthia, how can I help you?" They were supposed to plan a trip with the details I would ask for and questions they needed answered before they called. After this, I called them right back and they had a "role card." I was calling to make an appointment with their boss. You have 6 students, so this should not be too bad--I had 50! Also, since you are in Canada, why not apply what Dave Kees just said about email to the phone. Have them actually call local places--a restaurant, a hotel, a store--and ask for directions or other information. Have them call a grocery store or any kind of store and ask about the price of something or if they have it in stock. Have them call the movie theater and see if they can work their way through all the buttons they might have to push to get to hear the options they want to hear. As far as textbooks go, I am not sure if you were wanting to get away from "business English" altogether and are looking for a non-business English book or if you are looking for a book that doesn't deal with "serious business" situations. For the second option, I recommend looking at _Communicating in Business: A Short Course for Business English Students_ by Cambridge University Press which has a module on telephone use. There are 4 modules in all. The telephone module is 3 chapters which cover topics such as: preparing for the phone call, receiving calls, taking and leaving messages, setting up appointments, changing appointments, ending a call, and cross- cultural communication on the phone among others. Parmley, A. (2 Jul. 2004). Re: Any telephone class ideas? Teachers of English to speakers of other languages electronic list. TESL- L@CUNYVM.CUNY.EDU (8 Jul. 2004). The best way to teach telephoning is by telephoning. One big scare for folks telephoning in a foreign language is that they get no visual feed- back. Another is that the telephone distorts the language. So, put half your class in one room and the rest in another and have them communicate with one another in the target language by 'phone. The Defense Language Institute had one cute thing where there was a sand box in each room, one set up to show a town, roads, canals, defensive gun emplacements, etc., and the other was bare (with the toy houses and such on the side). Team one was supposed to give directions to team two to allow the latter to replicate the sand table set-up. At the end of the exercise each was allowed to check out the sand table in the other room to see where communication broke down. Bland, M. (2 Jul. 2004). Re: Any telephone class ideas? Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (8 Jul. 2004).
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Title: Whatever happened to portfolio assessment?
Body: From the Summer, 2004 edition of Education Next http://www.educationnext.org/20043/ The article address is: http://www.educationnext.org/20043/72.html Quote: With the nationwide efforts to raise graduation standards and the increasing use of standardized testing, the idea of basing promotion and graduation decisions on portfolios of studentsÂ’ work has fallen out of fashion as swiftly as slide rules gave way to calculators. Some schools have tried to keep portfolios as a tool for classroom teachers, but even the most ardent advocates have acknowledged that samples of student work cannot compete with the ability of standardized testing to quickly and cheaply determine the overall performance of a school or a school district.
Source: Jay Mathews, Education Next
Inputdate: 2004-07-08 16:26:00
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Title: Whatever happened to portfolio assessment?
Body: From the Summer, 2004 edition of Education Next http://www.educationnext.org/20043/ The article address is: http://www.educationnext.org/20043/72.html Quote: With the nationwide efforts to raise graduation standards and the increasing use of standardized testing, the idea of basing promotion and graduation decisions on portfolios of studentsÂ’ work has fallen out of fashion as swiftly as slide rules gave way to calculators. Some schools have tried to keep portfolios as a tool for classroom teachers, but even the most ardent advocates have acknowledged that samples of student work cannot compete with the ability of standardized testing to quickly and cheaply determine the overall performance of a school or a school district.
Source: Jay Mathews, Education Next
Inputdate: 2004-07-08 16:26:00
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1785
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Title: May edition of technology and distance learning journal
Body: The May 2004 edition of the International Journal of Instructional Technology and Distance Learning is located at: http://www.itdl.org/Journal/May_04/index.htm The table of contents is as follows: * Editorial: Destruction of the Internet * Design – Considering Cognitive Learning Needs of Older Learners * Distance Learning: Major Issues and Challenges * Understanding Why Students Select Online Courses and Criteria they Use in Making that Selection * Comparing an Online Course to its Classroom Counterpart * Roles of Students and Teachers in Distance Education * Electronic Bulletin Boards as Medium for Asynchronous Problem Solving in Field Experiences * Learning Technology: The Myths and Facts
Source: International Journal of Instructional Technology and Distance Learning
Inputdate: 2004-07-08 16:43:00
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Title: May edition of technology and distance learning journal
Body: The May 2004 edition of the International Journal of Instructional Technology and Distance Learning is located at: http://www.itdl.org/Journal/May_04/index.htm The table of contents is as follows: * Editorial: Destruction of the Internet * Design – Considering Cognitive Learning Needs of Older Learners * Distance Learning: Major Issues and Challenges * Understanding Why Students Select Online Courses and Criteria they Use in Making that Selection * Comparing an Online Course to its Classroom Counterpart * Roles of Students and Teachers in Distance Education * Electronic Bulletin Boards as Medium for Asynchronous Problem Solving in Field Experiences * Learning Technology: The Myths and Facts
Source: International Journal of Instructional Technology and Distance Learning
Inputdate: 2004-07-08 16:43:00
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1786
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Title: June edition of technology and distance learning journal
Body: The June 2004 edition of the International Journal of Instructional Technology and Distance Learning is located at: http://www.itdl.org/Journal/Jun_04/index.htm The table of contents is as follows: * Editorial: Online Education and Instructional Quality * Using Mobile Phone Support for Use of Greek During the Olympic Games 2004 (The Inlet Project) * On-line Learning at the University of London: building on a heritage * Online Learning Teams: Indispensable Interaction * Adding Cupboards versus Building a House: The Difference Between Courses and a Degree Program * How Distance Learning Changes Faculty * Email as an Educational Feedback Tool: Relative Advantages and Implementation Guidelines * Encouraging Interaction in Online Classes * A Balancing Act: Improving Student Online Discussion Participation
Source: International Journal of Instructional Technology and Distance Learning
Inputdate: 2004-07-08 16:45:00
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Title: June edition of technology and distance learning journal
Body: The June 2004 edition of the International Journal of Instructional Technology and Distance Learning is located at: http://www.itdl.org/Journal/Jun_04/index.htm The table of contents is as follows: * Editorial: Online Education and Instructional Quality * Using Mobile Phone Support for Use of Greek During the Olympic Games 2004 (The Inlet Project) * On-line Learning at the University of London: building on a heritage * Online Learning Teams: Indispensable Interaction * Adding Cupboards versus Building a House: The Difference Between Courses and a Degree Program * How Distance Learning Changes Faculty * Email as an Educational Feedback Tool: Relative Advantages and Implementation Guidelines * Encouraging Interaction in Online Classes * A Balancing Act: Improving Student Online Discussion Participation
Source: International Journal of Instructional Technology and Distance Learning
Inputdate: 2004-07-08 16:45:00
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1787
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Title: Job Posting: HS ASL teacher, CA
Body: Job posting available at: http://www.ed-join.org/jobs/viewposting.asp?postingID=66861 There is a full time ASL position at La Costa Canyon High School. San Diego, Ca. This is a wonderful district and the kids are AWESOME! You will be teaching levels I,II, and III. We are using the Signing Naturally book, but are in the process of possibly adopting Learning ASL by Humpries & Paden For some reason the salary schedule isn't on the website at the moment. I know that a teacher (first year with 30 credits(BASIC)is about $39,000. That's what is was two years ago, so it may have gone up. If you have more credits, or a master you can add more from there. If you want to know exactly, please give Lynn Willhight a call at the district office and I'm usure they will be able to help you. The number should be on the attachment, along with more details about the job. Please don't hesitate to e-mail me with any other questions. If you are interested, or know anyone who is, please let me know and I can get you an interview with the principal right away. Thank you for your interest. Shea
Wilson, S. (3 Jul. 2004). High School postion ASL I-III San Diego, CA. A
discussion list for teachers of American Sign Language.
TEACHASL@ADMIN.HUMBERC.ON.CA (8 Jul. 2004).
Source: La Costa Canyon High School
Inputdate: 2004-07-08 17:24:00
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Title: Job Posting: HS ASL teacher, CA
Body: Job posting available at: http://www.ed-join.org/jobs/viewposting.asp?postingID=66861 There is a full time ASL position at La Costa Canyon High School. San Diego, Ca. This is a wonderful district and the kids are AWESOME! You will be teaching levels I,II, and III. We are using the Signing Naturally book, but are in the process of possibly adopting Learning ASL by Humpries & Paden For some reason the salary schedule isn't on the website at the moment. I know that a teacher (first year with 30 credits(BASIC)is about $39,000. That's what is was two years ago, so it may have gone up. If you have more credits, or a master you can add more from there. If you want to know exactly, please give Lynn Willhight a call at the district office and I'm usure they will be able to help you. The number should be on the attachment, along with more details about the job. Please don't hesitate to e-mail me with any other questions. If you are interested, or know anyone who is, please let me know and I can get you an interview with the principal right away. Thank you for your interest. Shea
Source: La Costa Canyon High School
Inputdate: 2004-07-08 17:24:00
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1788
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Title: More telephone ideas
Body: Here are some telephone ideas I have integrated into my listening-speaking classes: (1) Beginning level: I find telephone numbers that have pre-recorded messages. I try to choose numbers with useful information for the students, such as the local science museum. I make a tapescript with missing information, and students must listen and fill in the information about cost of tickets, where to park, hours, etc. For a more advanced class, instead of a tapescript, you could just write general questions, such as "How much does an adult have to pay to get in?", and rely on them to figure out where that information is answered in the recording. (2) Intermediate level: I have students make an audio tape for their telephone answering machine. You can also have them make a tape leaving a message about a certain activity for someone else's answering machine. (These ideas are adapted from Sue Miller's "Targeting Pronunciation.") I usually generate possible messages together in class (or in small groups), then have them turn in the written message (in case they're actually thinking of putting it on their machine - to avoid errors for real life listeners) for correction, then have them turn in the audio tape with the written message. (3) Advanced level: We find different businesses you might actually call for information, such as a car rental. In class, we generate the types of information you might want to know, and write the questions you would ask to find out that information. Then I ask them to call an actual car rental. (I tell them if the car rental asks if they want to make a reservation right then, just to tell them that the call is to gather information before making a choice.) They are supposed to ask at least 3 questions during the conversation. They turn in a report that gives the questions they asked, they answers they got, what they thought was difficult about making the call, and what went well. Stanley, K. (3 Jul. 2004). telephone class. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (8 Jul. 2004).
Source: TESL-L listserv
Inputdate: 2004-07-08 17:34:00
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Title: More telephone ideas
Body: Here are some telephone ideas I have integrated into my listening-speaking classes: (1) Beginning level: I find telephone numbers that have pre-recorded messages. I try to choose numbers with useful information for the students, such as the local science museum. I make a tapescript with missing information, and students must listen and fill in the information about cost of tickets, where to park, hours, etc. For a more advanced class, instead of a tapescript, you could just write general questions, such as "How much does an adult have to pay to get in?", and rely on them to figure out where that information is answered in the recording. (2) Intermediate level: I have students make an audio tape for their telephone answering machine. You can also have them make a tape leaving a message about a certain activity for someone else's answering machine. (These ideas are adapted from Sue Miller's "Targeting Pronunciation.") I usually generate possible messages together in class (or in small groups), then have them turn in the written message (in case they're actually thinking of putting it on their machine - to avoid errors for real life listeners) for correction, then have them turn in the audio tape with the written message. (3) Advanced level: We find different businesses you might actually call for information, such as a car rental. In class, we generate the types of information you might want to know, and write the questions you would ask to find out that information. Then I ask them to call an actual car rental. (I tell them if the car rental asks if they want to make a reservation right then, just to tell them that the call is to gather information before making a choice.) They are supposed to ask at least 3 questions during the conversation. They turn in a report that gives the questions they asked, they answers they got, what they thought was difficult about making the call, and what went well. Stanley, K. (3 Jul. 2004). telephone class. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (8 Jul. 2004).
Source: TESL-L listserv
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Title: Job Posting: HS Spanish teacher, NY
Body: Sodus, NY 14451 (just south of Route 104, and east of Rochester) Spanish Probationary position: Levels 1 and 2, mostly 9th graders Application can be found at the website
Source: Sodus High School
Inputdate: 2004-07-08 17:38:00
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Title: Job Posting: HS Spanish teacher, NY
Body: Sodus, NY 14451 (just south of Route 104, and east of Rochester) Spanish Probationary position: Levels 1 and 2, mostly 9th graders Application can be found at the website
Source: Sodus High School
Inputdate: 2004-07-08 17:38:00
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1790
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Title: Advanced French project
Body: I recently came across the site for the UNESCO World Heritage Center. When I saw that this site is bilingual, English and French, I thought that it would be interesting to incorporate it into a unit on geography. The home site in French is: http://whc.unesco.org/pg.cfm?l=FR After reviewing the "methodes de travail," (http://whc.unesco.org/pg.cfm?cid=34), students may want to discuss how they would go about choosing cultural and natural sites for the list. Students could research sites that are already listed on the world heritage list. Then, they could propose a new site (or even one cultural and one natural site) to the selection committe by writing a letter in French, complete with illustrations. Greg Hopper-Moore InterCom Editor
Source: InterCom Editor
Inputdate: 2004-07-08 18:21:00
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Title: Advanced French project
Body: I recently came across the site for the UNESCO World Heritage Center. When I saw that this site is bilingual, English and French, I thought that it would be interesting to incorporate it into a unit on geography. The home site in French is: http://whc.unesco.org/pg.cfm?l=FR After reviewing the "methodes de travail," (http://whc.unesco.org/pg.cfm?cid=34), students may want to discuss how they would go about choosing cultural and natural sites for the list. Students could research sites that are already listed on the world heritage list. Then, they could propose a new site (or even one cultural and one natural site) to the selection committe by writing a letter in French, complete with illustrations. Greg Hopper-Moore InterCom Editor
Source: InterCom Editor
Inputdate: 2004-07-08 18:21:00
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1791
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Title: Race is on for German cultural capital 2010
Body: Editor's note: I thought this might lead to an interesting class research project. Students could form groups that study each city and make their pitch to the class as to why they should be chosen as the cultural capital of Germany. Prior to this, students could make criteria for selcting a cultural capital. The ten German cities short-listed to become one of the two European cultural capitals for 2010 this week presented their complete applications to government officials in a race that is about more than just local pride. Cities across Germany are vying for the prestigious title, not to mention the millions of euros in support that will help refurbish local infrastructure, restore museums, create cultural programming, and launch advertising campaigns. After a first cut weeded out six prospective cultural capitals, ten cities are still in the running: Karlsruhe, Regensburg, Potsdam, Bremen, Kassel, Braunschweig, Essen, Goertlitz, Halle/Saale, and Luebeck. The final decision will be made by a commission of experts from the European Union in 2006 after the Foreign Office nominates a single German candidate in consultation with the Bundesrat upper house of parliament. Websites that may be of interest: http://www.kultur2010.de/ http://www.potsdam2010.com/content/home/ http://www.regensburg2010.de/ http://www.bremen2010.de/sixcms/detail.php?template=start http://www.kassel2010.de/
Source: The week in Germany - July 2
Inputdate: 2004-07-08 18:49:00
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Title: Race is on for German cultural capital 2010
Body: Editor's note: I thought this might lead to an interesting class research project. Students could form groups that study each city and make their pitch to the class as to why they should be chosen as the cultural capital of Germany. Prior to this, students could make criteria for selcting a cultural capital. The ten German cities short-listed to become one of the two European cultural capitals for 2010 this week presented their complete applications to government officials in a race that is about more than just local pride. Cities across Germany are vying for the prestigious title, not to mention the millions of euros in support that will help refurbish local infrastructure, restore museums, create cultural programming, and launch advertising campaigns. After a first cut weeded out six prospective cultural capitals, ten cities are still in the running: Karlsruhe, Regensburg, Potsdam, Bremen, Kassel, Braunschweig, Essen, Goertlitz, Halle/Saale, and Luebeck. The final decision will be made by a commission of experts from the European Union in 2006 after the Foreign Office nominates a single German candidate in consultation with the Bundesrat upper house of parliament. Websites that may be of interest: http://www.kultur2010.de/ http://www.potsdam2010.com/content/home/ http://www.regensburg2010.de/ http://www.bremen2010.de/sixcms/detail.php?template=start http://www.kassel2010.de/
Source: The week in Germany - July 2
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Title: Editor's Picks from OELA Newsline - July 6
Body: This week's edition of the OELA Newsline is available at: http://www.ncela.gwu.edu/enews/2004/0706.htm Articles of interest include: * A "Forgotten" Niche: Gifted Non-English Speaking Students * Research grants available from Institute of Education Sciences * Cervantes Center Provides Spanish Teachers with Materials * New Book: Becoming One Community: Reading and Writing with English Language Learners * What Works Clearinghouse Launched by US Department of Education * Barbara Bush Foundation grants to fund literacy programs * Ezra Jack Keats Foundation Grants to fund projects in school and public libraries * Staples Foundation for Learning Grants for programs for disadvantaged youth
Source: OELA Newsline
Inputdate: 2004-07-09 13:02:00
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Title: Editor's Picks from OELA Newsline - July 6
Body: This week's edition of the OELA Newsline is available at: http://www.ncela.gwu.edu/enews/2004/0706.htm Articles of interest include: * A "Forgotten" Niche: Gifted Non-English Speaking Students * Research grants available from Institute of Education Sciences * Cervantes Center Provides Spanish Teachers with Materials * New Book: Becoming One Community: Reading and Writing with English Language Learners * What Works Clearinghouse Launched by US Department of Education * Barbara Bush Foundation grants to fund literacy programs * Ezra Jack Keats Foundation Grants to fund projects in school and public libraries * Staples Foundation for Learning Grants for programs for disadvantaged youth
Source: OELA Newsline
Inputdate: 2004-07-09 13:02:00
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