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Content Type: 1
Title: 8 Ways to Support a Kindergartener New to French Immersion
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From: http://madamebellefeuille.blogspot.com/2014/09/8-ways-to-support-kindergartener-new-to.html
8 helpful suggestions for parents and/or teachers of kindergarteners new to a French immersion program. The blog's author Shannon Wiebe keeps the emphasis on authentic (and fun!) tasks.
Access this resource: http://madamebellefeuille.blogspot.com/2014/09/8-ways-to-support-kindergartener-new-to.html
Source: Madame Belle Feuille
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Title: ¿Por qué no se distinguen la "b" y la "v" en castellano?
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From: http://www.abc.es/cultura/20150109/abci-desde-cuando-distingue-castellano-201501091114.html
It is very common for students of Spanish to have problems with the spelling and pronunciation of "b" and "v". Why is that? Are they pronounced differently? Why or why not? This article from Spanish newspaper ABC looks at this issue. "Cuentan con orígenes fonéticos diferentes, pero su confusión se generaliza en la Edad Media y hoy en día ambas grafías representan el mismo fonema, lo que origina no pocas equivocaciones a la hora de escribir las palabras".
You can find the article here: http://www.abc.es/cultura/20150109/abci-desde-cuando-distingue-castellano-201501091114.html
Source: ABC
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Content Type: 1
Title: Searching for Poems
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From: http://www.buscapoemas.net/
This website has a search engine to find poems in Spanish containing a specific word. For example, if you're looking to teach the topic of homesickness, you can type in "añoranza" and choose one of the poems in the results.
Access the website here: http://www.buscapoemas.net/
Source: Busca Poemas
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Title: Cabezas bien amuebladas
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From: http://www.cinenclase.blogspot.com.es/
The use of commercials in the language class is a good way to introduce authentic material that is creative and also a good length. In this post, María Ángeles García Collado and Roberto Ortí use an IKEA commercial to make students reflect on the Spanish tradition of the Three Wise Men (Reyes Magos) and what children may really want.
Access this resource here: http://www.cinenclase.blogspot.com.es/2015/01/cabezas-bien-amuebladas.html
Source: Cinenclase
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Content Type: 1
Title: Guidance Documents: Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents
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On Wednesday, January 7, 2015, the U.S. Department of Education's (the Department's) Office for Civil Rights (OCR) and the U.S. Department of Justice (DOJ) released a joint guidance entitled "Dear Colleague Letter: English Learner Students and Limited English Proficient Parents," which outlines the legal obligations of state and local education agencies (SEAs and LEAs) to English learner (EL) students under civil rights laws and other federal requirements. The guidance can be found on OCR's resource page on the Department's website at http://www2.ed.gov/about/offices/list/ocr/ellresources.html
The first chapter of a new English Learner Tool Kit—intended to help SEAs and LEAs in meeting their obligations to ELs—has been published on the web by the U.S. Department of Education (the Department). The tool kit is meant to be read in conjunction with the above guidance. The first chapter of the Tool Kit, "Tools and Resources for Identifying All English Learners," can be found on the website of the Department's Office of English Language Acquisition (OELA) at http://www2.ed.gov/about/offices/list/oela/eltoolkitchap1.pdf
NCELA Nexus Newsletter January 7, 2015.
Read an article about the new guidelines in the Washington Post at http://www.washingtonpost.com/local/education/new-federal-guidelines-highlight-civil-rights-of-english-language-learners/2015/01/07/870f952e-961f-11e4-8005-1924ede3e54a_story.html
Source: NCELA
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Title: Morality in the First World War
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From: http://www.teachingenglish.org.uk/article/morality-first-world-war
Interesting and engaging lesson plan including materials. As stated on the website:
"This lesson is about morality in the First World War. It covers some of the war's most controversial events away from the front, and asks the students to assess whether they were morally justified or not."
“Topic: Morality in the First World War
Level: B2
Time: 75 minutes
Aims:
• To develop students' ability to argue for and against
• To develop students' ability to contrast different ideas
• To give practice of speed reading."
Access this resource: http://www.teachingenglish.org.uk/article/morality-first-world-war
Source: teachingenglish.org.uk
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Title: Using PicCollage as a Teaching Tool
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From http://larissaslanguages.blogspot.com
PicCollage (http://pic-collage.com/) is an app for Apple or Android that uses photos, stickers, frames, and text to create collages. English teacher Larissa Albano offers several suggestions for using this app in your language classes in this recent blog post: http://larissaslanguages.blogspot.com/2015/01/the-power-of-free-mobile-apps-no-1.html
Source: Larissa's Languages
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Title: Thompson School District Resources for Colorado Language Teachers
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From http://tsdwlstandards.wikispaces.com/
Teachers in Colorado will find lots of useful resources on the Thompson School District World Languages Curriculum site, including a clear explanation of the Colorado Academic World Languages Standards, proficiency levels, and helpful articles regarding language and cultural proficiency. Teachers from other states will also find most of these resources to be of general interest.
Explore the website at http://tsdwlstandards.wikispaces.com/
Source: Thompson School District
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Title: 7 Online Tools to Show your Students' Writing Talent
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From: http://eslcarissa.blogspot.com/2015/01/7-online-tools-to-show-your-students.html
If you're trying to find ways to motivate your students into writing more or you want to make writing homework more appealing, Carissa Peck and her guest blogger Veronica have some good ideas to achieve this. They point at 7 online tools where students can share their pieces.
Access the website here: http://eslcarissa.blogspot.com/2015/01/7-online-tools-to-show-your-students.html
Source: mELTing activities
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Content Type: 5
Title: Two Chinese Flagship Students Prepare for Capstone
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The Flagship program world is large, with 9 languages across 22 universities, but its mission is clear. At the University of Oregon that mission is to offer our undergraduates a life-changing opportunity to complete any major while becoming professionally proficient in Chinese. We are especially reminded of this each time we send our students to the hallmark of our program: a year abroad in China, with half the time attending regular Chinese university courses, and half the time in an internship. It is an exciting time. It is an opportunity that is hard fought through countless hours of difficult study, balancing major courses with language courses, and all the while maintaining high academic standards. And so when our students finally make it to this Capstone year, it is a celebratory moment for everyone involved.
University of Oregon Chinese Flagship students celebrate another year.
Now in our ninth year, we are sending two students to join the Hopkins-Nanjing Center in Nanjing, China: Erik Thorbeck and Henry Lawrence. Like so many of our majors, Erik and Henry have multiple majors. Erik is a double major in Chinese and Planning, Public Policy and Management; and Henry is majoring in Business Administration and Chinese. Erik is also a recipient of the prestigious Boren Scholarship, and has setup an internship with a planning group in Shanghai.
As you can guess, taking courses in Nanjing and completing an internship entails a lot more than those several words can contain. Erik and Henry will be with top-level national Flagship scholars from other US universities, join an even larger cohort that is connected to Johns-Hopkins SAIS’ graduate school, and most importantly become an infinitely small part of the daily ebb of flow of more than 3.6 million local Nanjing lives. They will speak Chinese non-stop with friends, faculty, families, and coworkers. They will also learn local expressions and dialects. They will walk when the bus breaks, surge when the subway doors open, eat things only foreign guests are offered, hang their laundry on the public clothes line, and work to demystify what it means to be contemporary Chinese in a country that we at home in the US desperately needs to know more about.
And that’s the rub: Erik and Henry aren’t just attending a Flagship program, and they aren’t just changing their own life perspectives. They are part of an important project to help all of us learn from their experience, and grow just that much richer in our understanding.
Source: CASLS Spotlight
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