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Contentid:
1965
Content Type: 1
Title: High Stakes Testing
Body: From: http://www.smartbrief.com/alchemy/servlet/encodeServlet?issueid= A77ED138-CA77-4508-917E-08BC6BB0DB4F&lmid=archives Test scores have become a primary tool for measuring the performance of individual students, teachers and schools. This two-part special report offers a collection of articles and resources intended to help educators, policy-makers and community members understand better the issues associated with high stakes testing. Part I of the report explores the concepts of accountability and assessment, as well as the important role testing plays in the U.S.' No Child Left Behind Act. Part II, which covers the impact of testing on instruction and assessment strategies, will be published on Aug. 26.
Source: ASCD Special Report
Inputdate: 2004-08-27 12:31:00
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Title: High Stakes Testing
Body: From: http://www.smartbrief.com/alchemy/servlet/encodeServlet?issueid= A77ED138-CA77-4508-917E-08BC6BB0DB4F&lmid=archives Test scores have become a primary tool for measuring the performance of individual students, teachers and schools. This two-part special report offers a collection of articles and resources intended to help educators, policy-makers and community members understand better the issues associated with high stakes testing. Part I of the report explores the concepts of accountability and assessment, as well as the important role testing plays in the U.S.' No Child Left Behind Act. Part II, which covers the impact of testing on instruction and assessment strategies, will be published on Aug. 26.
Source: ASCD Special Report
Inputdate: 2004-08-27 12:31:00
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Contentid:
1966
Content Type: 1
Title: Editor's Picks from OELA Newsline
Body: This week's OELA Newsline is available at: http://www.ncela.gwu.edu/enews/2004/0824.htm Articles of interest this week include: * Research: Language may shape human thought * New Book: Creating Access: Language and Academic Programs for Secondary School Newcomers * "Hablemos en Confianza" Bilingual Materials about substance abuse * Now Available: Somali and Hmong Versions of Reading Rocket's Family Guide * Celebrate Hispanic Heritage Month
Source: OELA Newsline - Aug 24 edition
Inputdate: 2004-08-27 13:10:00
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Title: Editor's Picks from OELA Newsline
Body: This week's OELA Newsline is available at: http://www.ncela.gwu.edu/enews/2004/0824.htm Articles of interest this week include: * Research: Language may shape human thought * New Book: Creating Access: Language and Academic Programs for Secondary School Newcomers * "Hablemos en Confianza" Bilingual Materials about substance abuse * Now Available: Somali and Hmong Versions of Reading Rocket's Family Guide * Celebrate Hispanic Heritage Month
Source: OELA Newsline - Aug 24 edition
Inputdate: 2004-08-27 13:10:00
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Contentid:
1967
Content Type: 1
Title: Conference: English Language Learners Struggling to Learn, Nov 18-19
Body: From: http://www.nccrest.org/events.html#nov NCCRESt presents... National Research Conference ENGLISH LANGUAGE LEARNERS STRUGGLING TO LEARN: Emergent Research on Linguistic Difference and Learning Disabilities November 18-19, 2004 The SunBurst Resort, Scottsdale, AZ Now accepting registrations - space is limited! Presenters include: Alfredo Artiles, Leonard Baca, Manual Barrera, Jim Cummins, Kathy Escamilla, Richard Figueroa, Todd Fletcher, Gene Garcia, Michael Gerber, Diane Haager, Janette Klingner, Nonie Lesaux, Jeff McSwan, Jamal Obedi, Alba Ortiz, Robert Rueda, Nadeen Ruiz, Richard Ruiz, and Sharon Vaughn. Co-sponsored by Arizona State University, Council for Exceptional Children, and the National Association for Bilingual Education, the conference will present original, emergent scholarship on the differences between second language acquisition and learning disabilities. The impetus for the conference is the unprecedented growth of the English language learner population, the emergence of empirical evidence about the number of inappropriate referrals of ELLs to special education, the challenges associated with distinguishing between the characteristics of "normal" second language acquisition and learning disabilities, and the alarming dearth of research on these and related issues. What will the conference cover? Original research with English language learner populations focused on differentiating between second language acquisition and learning disabilities Analytical perspectives on ELL issues Synthesis of the research on English language learners Population, referral, assessment, and instructional issues Registration information and fees: Early registration before September 15, 2004: $125.00 $170.00 (lunch included on the 18th) General registration before October 1, 2004: $150.00 $195.00 (lunch included on the 18th)
Source: National Center for Culturally Responsive Educational Systems
Inputdate: 2004-08-27 13:14:00
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Title: Conference: English Language Learners Struggling to Learn, Nov 18-19
Body: From: http://www.nccrest.org/events.html#nov NCCRESt presents... National Research Conference ENGLISH LANGUAGE LEARNERS STRUGGLING TO LEARN: Emergent Research on Linguistic Difference and Learning Disabilities November 18-19, 2004 The SunBurst Resort, Scottsdale, AZ Now accepting registrations - space is limited! Presenters include: Alfredo Artiles, Leonard Baca, Manual Barrera, Jim Cummins, Kathy Escamilla, Richard Figueroa, Todd Fletcher, Gene Garcia, Michael Gerber, Diane Haager, Janette Klingner, Nonie Lesaux, Jeff McSwan, Jamal Obedi, Alba Ortiz, Robert Rueda, Nadeen Ruiz, Richard Ruiz, and Sharon Vaughn. Co-sponsored by Arizona State University, Council for Exceptional Children, and the National Association for Bilingual Education, the conference will present original, emergent scholarship on the differences between second language acquisition and learning disabilities. The impetus for the conference is the unprecedented growth of the English language learner population, the emergence of empirical evidence about the number of inappropriate referrals of ELLs to special education, the challenges associated with distinguishing between the characteristics of "normal" second language acquisition and learning disabilities, and the alarming dearth of research on these and related issues. What will the conference cover? Original research with English language learner populations focused on differentiating between second language acquisition and learning disabilities Analytical perspectives on ELL issues Synthesis of the research on English language learners Population, referral, assessment, and instructional issues Registration information and fees: Early registration before September 15, 2004: $125.00 $170.00 (lunch included on the 18th) General registration before October 1, 2004: $150.00 $195.00 (lunch included on the 18th)
Source: National Center for Culturally Responsive Educational Systems
Inputdate: 2004-08-27 13:14:00
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Contentid:
1968
Content Type: 1
Title: Article: A new kind of English
Body: An interesting article about the changes in English due to the influence of other languages. This might be an interesting discussion starter for ESL students. http://alternet.org/rights/19553/
Source: Franz Schurmann, Pacific News Service
Inputdate: 2004-08-27 13:32:00
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Title: Article: A new kind of English
Body: An interesting article about the changes in English due to the influence of other languages. This might be an interesting discussion starter for ESL students. http://alternet.org/rights/19553/
Source: Franz Schurmann, Pacific News Service
Inputdate: 2004-08-27 13:32:00
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Contentid:
1969
Content Type: 1
Title: Seating Chart Rotations
Body: Sitting in the same place day after day can make kids too complacent, so I train mine to change places every Monday. The front row moves to the back, and everyone else moves up. Also, the row nearest the door, moves over to the window side, and everyone else moves to the right. I tell them why: 1) I tend to teach to a wedge in the center 2) Everyone gets one of the best seats on a regular basis. 3) They are paired with a different conversation partner every other week. 4) Research shows that the stimulus of being in a different part of the room contributes to alertness. Of course, students with a hearing impairment may need to have a permanent place in the front row. My students really like this system. It makes my class different. They loudly remind me if I launch into Monday's lesson and I haven't asked them to change seats. To help you keep it straight or have a seating chart for a sub, you can make columns on your computer, type in the names, and then on Mondays, select and move whole rows and reprint the seating chart. Be sure to include the date! Bishop, M. Rotating Seating Chart. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 13:50:00
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Title: Seating Chart Rotations
Body: Sitting in the same place day after day can make kids too complacent, so I train mine to change places every Monday. The front row moves to the back, and everyone else moves up. Also, the row nearest the door, moves over to the window side, and everyone else moves to the right. I tell them why: 1) I tend to teach to a wedge in the center 2) Everyone gets one of the best seats on a regular basis. 3) They are paired with a different conversation partner every other week. 4) Research shows that the stimulus of being in a different part of the room contributes to alertness. Of course, students with a hearing impairment may need to have a permanent place in the front row. My students really like this system. It makes my class different. They loudly remind me if I launch into Monday's lesson and I haven't asked them to change seats. To help you keep it straight or have a seating chart for a sub, you can make columns on your computer, type in the names, and then on Mondays, select and move whole rows and reprint the seating chart. Be sure to include the date! Bishop, M. Rotating Seating Chart. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 13:50:00
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Contentid:
1970
Content Type: 1
Title: Templates for using Excel as gradebook
Body: Microsoft offers templates for many of its programs: http://office.microsoft.com/templates/ Excel can be used for many purposes in education, particularly gradebooks: http://office.microsoft.com/templates/category.aspx?CategoryID= CT011377131033&CTT=4&Origin=CT011356681033 If this link is too long, from the Templates page above, click on Excel in Microsoft Office Programs, then click on Education. Another helpful site for developing your own gradebook using Excel is located at: http://www.rll.ufl.edu/tifle/excel.html
Source: Microsoft
Inputdate: 2004-08-27 14:01:00
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Title: Templates for using Excel as gradebook
Body: Microsoft offers templates for many of its programs: http://office.microsoft.com/templates/ Excel can be used for many purposes in education, particularly gradebooks: http://office.microsoft.com/templates/category.aspx?CategoryID= CT011377131033&CTT=4&Origin=CT011356681033 If this link is too long, from the Templates page above, click on Excel in Microsoft Office Programs, then click on Education. Another helpful site for developing your own gradebook using Excel is located at: http://www.rll.ufl.edu/tifle/excel.html
Source: Microsoft
Inputdate: 2004-08-27 14:01:00
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Contentid:
1971
Content Type: 1
Title: Methods of checking comprehension
Body: I have had extensive experience using retelling and summarizing (I call it "checking") in my language teaching and highly recommend the technique both in teaching both spoken and written language. The majority of my teaching is in spoken language skills, but I think the value of checking is extremely valuable in all areas of language learning and teaching as necessary communication skills. From the beginning I inform my students of the reality that much of the language they encounter will be language they have not encountered before, and they will have to be constantly checking with speakers of the target language to make sure they have correctly understood the message of the native speaker. To do this they will need to summarize what the speaker has said and retell the speaker's message for the speaker's correction of what has been mis-communicated or non-communicated. Because of this we target in on the summarizing and re-telling skills fairly early and use these skills regularly. When basic language skills have reached a certain point, I include as part of every lesson a talk that I know the students will not completely understand. This is followed by the students' attempts in the target language to make sure they have understood the general idea of what I have said and have got the information they need from the talk. At first I use a worksheet in which students are asked to summarize the general content of the talk and to answer specific questions. This gives students a crutch guide for how they check for a short time. Initially the students direct their checking to me or the native speaker, but very soon the students use each other as a resource to try to decode the original message by summarizing to each other. Typically, I record the original talk, so that students can go back over the original talk, after they have done personal and group checking during the lesson time, so they can increase their vocabulary by relating the original message to the message they have understood by checking and be more closely tuned into the context of the message. If I am dealing with written material, I present it orally first as a subject for group checking, and then present it later as written material. I prefer to use eventually only material for checking practice that deal with aspects of the target culture most different from those in the learners' native culture. This requires more frequent use of checking skills and contextualization. Many of my "target language only" classes involve a lot of checking on the part of the learner, rather than just repetition of previously learned material. So, I am deeply committed to the major language skills of summarizing and re-telling and find them extremely valuable language skills. Szczurek, D. Re: Retelling, summarizing. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 14:15:00
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Title: Methods of checking comprehension
Body: I have had extensive experience using retelling and summarizing (I call it "checking") in my language teaching and highly recommend the technique both in teaching both spoken and written language. The majority of my teaching is in spoken language skills, but I think the value of checking is extremely valuable in all areas of language learning and teaching as necessary communication skills. From the beginning I inform my students of the reality that much of the language they encounter will be language they have not encountered before, and they will have to be constantly checking with speakers of the target language to make sure they have correctly understood the message of the native speaker. To do this they will need to summarize what the speaker has said and retell the speaker's message for the speaker's correction of what has been mis-communicated or non-communicated. Because of this we target in on the summarizing and re-telling skills fairly early and use these skills regularly. When basic language skills have reached a certain point, I include as part of every lesson a talk that I know the students will not completely understand. This is followed by the students' attempts in the target language to make sure they have understood the general idea of what I have said and have got the information they need from the talk. At first I use a worksheet in which students are asked to summarize the general content of the talk and to answer specific questions. This gives students a crutch guide for how they check for a short time. Initially the students direct their checking to me or the native speaker, but very soon the students use each other as a resource to try to decode the original message by summarizing to each other. Typically, I record the original talk, so that students can go back over the original talk, after they have done personal and group checking during the lesson time, so they can increase their vocabulary by relating the original message to the message they have understood by checking and be more closely tuned into the context of the message. If I am dealing with written material, I present it orally first as a subject for group checking, and then present it later as written material. I prefer to use eventually only material for checking practice that deal with aspects of the target culture most different from those in the learners' native culture. This requires more frequent use of checking skills and contextualization. Many of my "target language only" classes involve a lot of checking on the part of the learner, rather than just repetition of previously learned material. So, I am deeply committed to the major language skills of summarizing and re-telling and find them extremely valuable language skills. Szczurek, D. Re: Retelling, summarizing. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 14:15:00
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Contentid:
1972
Content Type: 1
Title: Free site for listing homework
Body: The webmaster at our school suggested this site for listing homework assignments and calendar information on line. Site is free to teachers and students. http://www.yourhomework.com Calise, D. Homework listing site. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 14:31:00
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Title: Free site for listing homework
Body: The webmaster at our school suggested this site for listing homework assignments and calendar information on line. Site is free to teachers and students. http://www.yourhomework.com Calise, D. Homework listing site. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 14:31:00
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Contentid:
1973
Content Type: 1
Title: Quebec birthday song
Body: Pour célébrer les anniversaires au Québec on chante: Mon cher ____ (Ma chére _____) C'est à ton tour De te laisser parler d'amour. Mon cher ____ (Ma chére _____) C'est à ton tour De te laisser parler d'amour. Ces phrases viennent du magnifique chanson de Gilles Vigneault "Gens du pays". Voici toutes les paroles: Gens du pays Gilles Vigneault Le temps que l'on prend pour se dire: je t'aime C'est le seul qui reste au bout de nos jours Les voeux que l'on fait les fleurs que l'on seme Chacun les récolte en soi-même Aux beaux jardin du temps qui court Gens du pays c'est votre tour De vous laisser parler d'amour Gens du pays c'est votre tour De vous laisser parler d'amour Le temps de s'aimer, le jour de le dire Fond comme la neige aux doigts du printemps Fêtons de nos joies, fêtons de nos rires Ces yeux ou nos regards se mirent C'est demain que j'avais vingt ans Gens du pays... Le ruisseau des jours aujourd'hui s'arrête Et forme un étang ou chacun peut voir Comme en un miroir l'amour qu'il reflète Pour ces coeurs a qui je souhaite Le temps de vivre leurs espoirs Gens du pays... Vive le Québec! Graham, D. Re: students' French birthdays --classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (18 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 14:34:00
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Title: Quebec birthday song
Body: Pour célébrer les anniversaires au Québec on chante: Mon cher ____ (Ma chére _____) C'est à ton tour De te laisser parler d'amour. Mon cher ____ (Ma chére _____) C'est à ton tour De te laisser parler d'amour. Ces phrases viennent du magnifique chanson de Gilles Vigneault "Gens du pays". Voici toutes les paroles: Gens du pays Gilles Vigneault Le temps que l'on prend pour se dire: je t'aime C'est le seul qui reste au bout de nos jours Les voeux que l'on fait les fleurs que l'on seme Chacun les récolte en soi-même Aux beaux jardin du temps qui court Gens du pays c'est votre tour De vous laisser parler d'amour Gens du pays c'est votre tour De vous laisser parler d'amour Le temps de s'aimer, le jour de le dire Fond comme la neige aux doigts du printemps Fêtons de nos joies, fêtons de nos rires Ces yeux ou nos regards se mirent C'est demain que j'avais vingt ans Gens du pays... Le ruisseau des jours aujourd'hui s'arrête Et forme un étang ou chacun peut voir Comme en un miroir l'amour qu'il reflète Pour ces coeurs a qui je souhaite Le temps de vivre leurs espoirs Gens du pays... Vive le Québec! Graham, D. Re: students' French birthdays --classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (18 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 14:34:00
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Contentid:
1974
Content Type: 1
Title: Job Posting: HS Spanish teacher, MA
Body: Melrose High School in Melrose, MA is looking for a full-time Spanish teacher for 2004-2005. Melrose is a small suburb located less than 10 miles north of Boston. School begins on Wednesday, Sept. 8th (teachers report the day before). For more information, please contact Stella Cocchiara at 781-979- 2217 or at scocchiara@melrose.mec.edu. Hamwey, D. high school Spanish position--Melrose, MA. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2004).
Source: Melrose, MA
Inputdate: 2004-08-27 14:38:00
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Title: Job Posting: HS Spanish teacher, MA
Body: Melrose High School in Melrose, MA is looking for a full-time Spanish teacher for 2004-2005. Melrose is a small suburb located less than 10 miles north of Boston. School begins on Wednesday, Sept. 8th (teachers report the day before). For more information, please contact Stella Cocchiara at 781-979- 2217 or at scocchiara@melrose.mec.edu. Hamwey, D. high school Spanish position--Melrose, MA. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2004).
Source: Melrose, MA
Inputdate: 2004-08-27 14:38:00
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