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Title: Advanced/AP French Unit on Selfies
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Here is a recent blog post describing a French 4/5 unit based around “selfies” – the self-portraits that people often post on social media: http://madameshepard.com/?p=161
Source: Madam's Musings
Inputdate: 2014-10-09 14:23:19
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Title: Introducing the Imperfect Tense in French
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From http://frenchteachernet.blogspot.co.uk
Retired French teacher and blogger Steve Smith shares how he introduces the imperfect in French (starting by using it in context) in this recent post: http://frenchteachernet.blogspot.co.uk/2014/10/one-way-to-introduce-imperfect-tense.html
Source: Frenchteacher
Inputdate: 2014-10-09 14:24:03
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Content Type: 1
Title: Printable for House Vocabulary Practice in Spanish
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From http://spanishplayground.net
Here is a nice printable from Spanish Playground in which students add details to a simple line outline of a house, and then they finish by adding a few original details and describing them: http://spanishplayground.net/spanish-vocabulary-practice-draw-details/
Source: Spanish Playground
Inputdate: 2014-10-09 14:24:38
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Content Type: 1
Title: 23rd Edition of the Diccionario de la Real Academia Española
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From http://www.rae.es
The 23rd edition of the Diccionario de la Lengua Española will be released on October 16th. Learn more about the latest edition at http://www.rae.es/diccionario-de-la-lengua-espanola/la-23a-edicion-2014
Read about some of the new words in the latest edition in this news article: http://www.antena3.com/noticias/cultura/edicion-diccionario-rae-recogera-mas-5000-palabras-nuevas_2014093000246.html
And read about some words that didn’t make it into the dictionary here: http://elpais.com/elpais/2014/10/03/opinion/1412329675_680342.html
Source: Real Academia Española
Inputdate: 2014-10-09 14:25:43
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Content Type: 1
Title: Stressifier: Online App Shows Stressed Syllables in English
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Here is a very simple online application for showing which syllables are stressed in English. Type into a text box, and the stressed syllables will be highlighted in red.
Stressifier is available at http://stressifier.herokuapp.com/
Source: Stressifier
Inputdate: 2014-10-09 14:27:00
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Content Type: 1
Title: Making Immigrant Students and English-Learners Feel Welcome in School
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From http://blogs.edweek.org/edweek/learning-the-language/2014/10/welcoming_schools.html
Making Immigrant Students and English-Learners Feel Welcome in School
by Madeline Will
October 1, 2014
Public schools have often struggled to create environments in which immigrant students feel comfortable and can thrive academically. But it's an increasingly important issue that demands educators' attention as English-language learners—many of whom are U.S. born, but are the children of at least one immigrant parent—continue to be the fastest growing segment in K-12 public schools. And educators in many communities are also grappling with how best to serve newcomer immigrant youth from Central America, many of whom have arrived in the United States over the last 18 months without adult family members or guardians.
Read on for suggestions to make new students feel welcome at http://blogs.edweek.org/edweek/learning-the-language/2014/10/welcoming_schools.html
Source: Education Week
Inputdate: 2014-10-09 14:28:22
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Title: Language Resource Centers
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Last week we announced that CASLS has received funding from the U.S. Department of Education's Title VI Language Resource Centers program for 2014-2018. Read more about the four new LRC’s that have been added in this four-year cycle at http://languagemagazine.com/?page_id=119422. Learn more about LRC’s at http://www.nflrc.org/
Source: Various
Inputdate: 2014-10-09 14:30:57
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Title: #Langchat Summary: What Pre-Teaching Strategies Work Best?
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From http://blog.calicospanish.com/2014/09/30/pre-teaching-strategies-work-best.html
The September 25 topic for the #langchat Twitter discussion was pre-teaching strategies. As summarized at Calico Spanish, “Participants worked to define pre-teaching, suggested strategies to help students explore a (unit) theme, discussed strategies that prime students for success in various modes, reflected on ways to train students to pre-teach themselves, and expressed their view of the interplay of students’ L1 and TL in pre-teaching.”
Read the full summary here: http://blog.calicospanish.com/2014/09/30/pre-teaching-strategies-work-best.html
Learn more about participating in #langchat at http://langchat.pbworks.com/w/page/39343677/FrontPage
Source: Calico Spanish
Inputdate: 2014-10-09 14:32:05
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Title: Experience Languages! Program at the University of Wisconsin-Madison
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From http://us6.campaign-archive2.com/?u=95370f71cecf23bb24f3e14ef&id=de977cacda&e=
The Language Institute at UW-Madison is pleased to announce that in 2014-15, they will host school visits to campus to offer Wisconsin middle and high school students the opportunity to experience world languages classes at the college level and learn about related learning opportunities such as study abroad, international internships, and residential language communities.
Groups of up to 30 high school or middle schools students will experience two different world languages from among those offered at UW-Madison. Students may participate in demonstration lessons taught exclusively for the group, or may observe or participate in a current UW-Madison language class. Teachers will have the chance to indicate their top choices for languages and are encouraged to consider exploring less commonly taught languages. For example, a group of high school French students may wish to experience a UW-Madison French class *and* something different, such as Indonesian, Hausa, Polish, Turkish (to name just a few of the modern languages offered at UW-Madison)--or perhaps a classical language such as Latin or Greek.
This field trip opportunity is appropriate for world languages, social studies, language arts and other classes.
Learn how to arrange a visit at http://languageinstitute.wisc.edu/content/k-12_teachers_students/experience_languages.html
Source: University of Wisconsin-Madison
Inputdate: 2014-10-09 14:33:41
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Content Type: 3
Title: Mapping the Nation: A Sample of Educational Resources for Advocacy
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This month, InterCom's focus on advocacy calls us to action as language educators. This week we are highlighting the Mapping the Nation project, http://mappingthenation.net, to demonstrate ways in which data can be used to advocate for global education. The tools and resources are especially relevant to language educators as they work to make languages relevant and useful for their unique learners.
Mapping the Nation is an interactive website which brings together "nearly one million data points" around economic, demographic and educational indicators to make local scenarios understandable from a global perspective. The website entails three areas that will be useful for educators, including tips for advocacy by state and region.
Interactive Map: A map highlighting key data points for each state in the United States. Learners can explore the demographics of their own community, including the areas where languages other than English are most commonly spoken.
Infographics: A series of infographics created around global issues. Take, for example, a recent addition highlighting language study in the United States: http://mappingthenation.net/pdfs/infographic-languagerich.pdf
Toolkit: A series of activities and tasks for making use of the Mapping the Nation tools. These include educator resources as well as ways people can get involved in their own communities.
Mapping the Nation: From Local to Global is a project from: the Asia Society, the Longview Foundation, and SAS.
Source: CASLS Topic of the Week
Inputdate: 2014-10-12 08:37:32
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