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Contentid:
1975
Content Type: 1
Title: Job Postings: CA language teachers
Body: You can find this opening along with others on the CLTA Jobs bulletin board at http://www.teachforlang.net/ Colony High in Ontario, California is looking for a full-time Spanish I teacher. Employment starts August 27. Contact: Jim Brodie, Principal Colony High School 3850 E. Riverside Dr. Ontario, Ca. 91762 909-930-2929
Source: CLTA
Inputdate: 2004-08-27 14:45:00
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Title: Job Postings: CA language teachers
Body: You can find this opening along with others on the CLTA Jobs bulletin board at http://www.teachforlang.net/ Colony High in Ontario, California is looking for a full-time Spanish I teacher. Employment starts August 27. Contact: Jim Brodie, Principal Colony High School 3850 E. Riverside Dr. Ontario, Ca. 91762 909-930-2929
Source: CLTA
Inputdate: 2004-08-27 14:45:00
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Contentid:
1976
Content Type: 1
Title: Lesson Plans: Cycles of Change
Body: A diverse collection of lesson plans related to starting up the school year. Lesson plans are in English but adaptable to your language. http://www.marcopolo-education.org/MarcoGrams/Sep2004.html
Source: MarcoGram
Inputdate: 2004-08-27 14:49:00
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Title: Lesson Plans: Cycles of Change
Body: A diverse collection of lesson plans related to starting up the school year. Lesson plans are in English but adaptable to your language. http://www.marcopolo-education.org/MarcoGrams/Sep2004.html
Source: MarcoGram
Inputdate: 2004-08-27 14:49:00
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Contentid:
1977
Content Type: 1
Title: Teaching idea: Postage Stamp
Body: FLTEACH members offered the following suggestions in response to this query: I was thinking of having my 6th & 7th graders make "postage" stamps of Famous Hispanic Americans as a project for Hispanic Heritage month. Have any of you ever done a project llike this and if so, would you be willing to share your thoughts and ideas on this? Any help would be greatly appreciated. I did this two years ago and I thought it was successful. I showed them a framed collection of all the US stamps with a Hispanic theme, we did some readings about famous Hispanic Americans and events (everything from the Ludlow Massacre to Sammy Sosa), and I set parameters: rather than current sports and entertainment figures, they had to choose important DEAD people. Which, I believe, is the same as the US Postal Service parameters. That kept people from fighting over Jennifer Lopez... Besides, I think the kids need to know about the pioneers in different fields, such as Esteban Bellan in baseball and Desi Arnaz in television, without whom Sammy Sosa and the various people in entertainment would not be where they are. I included scientists, politicians, Gregorio Cortez, etc. I did a similar project about five years ago that grew into a web site that you might find useful for more advanced students, or for yourself as an idea for subjects: www.cfbisd.edu/schools/smi/raza Stacy, C. Re: Postage Stamp. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2004). It's a great project. I do a similar one for the sites in Paris. I got to talk about money, history, culture. The kids presented their stamps to the rest of the class. I had to... Pick the places that they could choose from. Write a model of the script for the presentation. Remind them about the project and presentation Rubrics and revisit those. They turned a final draft of their talk to me. I had trouble with: Students not having access to a computer to do web searches. I ended up downloading short articles about many of the places from the Paris pages. I got some really nice things for open house. Norman, C. Re: Postage Stamp. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 14:55:00
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Title: Teaching idea: Postage Stamp
Body: FLTEACH members offered the following suggestions in response to this query: I was thinking of having my 6th & 7th graders make "postage" stamps of Famous Hispanic Americans as a project for Hispanic Heritage month. Have any of you ever done a project llike this and if so, would you be willing to share your thoughts and ideas on this? Any help would be greatly appreciated. I did this two years ago and I thought it was successful. I showed them a framed collection of all the US stamps with a Hispanic theme, we did some readings about famous Hispanic Americans and events (everything from the Ludlow Massacre to Sammy Sosa), and I set parameters: rather than current sports and entertainment figures, they had to choose important DEAD people. Which, I believe, is the same as the US Postal Service parameters. That kept people from fighting over Jennifer Lopez... Besides, I think the kids need to know about the pioneers in different fields, such as Esteban Bellan in baseball and Desi Arnaz in television, without whom Sammy Sosa and the various people in entertainment would not be where they are. I included scientists, politicians, Gregorio Cortez, etc. I did a similar project about five years ago that grew into a web site that you might find useful for more advanced students, or for yourself as an idea for subjects: www.cfbisd.edu/schools/smi/raza Stacy, C. Re: Postage Stamp. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2004). It's a great project. I do a similar one for the sites in Paris. I got to talk about money, history, culture. The kids presented their stamps to the rest of the class. I had to... Pick the places that they could choose from. Write a model of the script for the presentation. Remind them about the project and presentation Rubrics and revisit those. They turned a final draft of their talk to me. I had trouble with: Students not having access to a computer to do web searches. I ended up downloading short articles about many of the places from the Paris pages. I got some really nice things for open house. Norman, C. Re: Postage Stamp. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 14:55:00
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Contentid:
1978
Content Type: 1
Title: Job Posting: French-English teacher, PA
Body: Purchase Line School District, located near Indiana, Pa, has extended the application date to September 7th for a full time French-English position. For more information and to get an application, call Purchase Line SD at 724- 254-4312. Browne, D. French / English teacher needed in PA. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 Aug. 2004).
Source: Purchase Line School District
Inputdate: 2004-08-27 14:57:00
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Title: Job Posting: French-English teacher, PA
Body: Purchase Line School District, located near Indiana, Pa, has extended the application date to September 7th for a full time French-English position. For more information and to get an application, call Purchase Line SD at 724- 254-4312. Browne, D. French / English teacher needed in PA. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 Aug. 2004).
Source: Purchase Line School District
Inputdate: 2004-08-27 14:57:00
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Contentid:
1979
Content Type: 1
Title: Job Posting: MS Japanese Teacher, PA
Body: Mt. Lebanon School District, a suburb of Pittsburgh, Pennsylvania, is looking for a Japanese teacher to teach in two middle school buildings. Teachers need to hold the Pennsylvania teaching certificate. If you are interested please contact: Nancy R. Campbell Supervisor of World Languages, K-12 Libraries, ESL Liaison Telephone: 412-344-2033 Email: NCampbell@mtlsd.net
Source: Mt. Lebanon School District
Inputdate: 2004-08-27 15:06:00
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Title: Job Posting: MS Japanese Teacher, PA
Body: Mt. Lebanon School District, a suburb of Pittsburgh, Pennsylvania, is looking for a Japanese teacher to teach in two middle school buildings. Teachers need to hold the Pennsylvania teaching certificate. If you are interested please contact: Nancy R. Campbell Supervisor of World Languages, K-12 Libraries, ESL Liaison Telephone: 412-344-2033 Email: NCampbell@mtlsd.net
Source: Mt. Lebanon School District
Inputdate: 2004-08-27 15:06:00
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Contentid:
1980
Content Type: 1
Title: Article: Rearrange your attitude: the art of being happy
Body: From: http://www.ascd.org/publications/class_lead/200409/gorrow.html?reid=sb Today's increasingly demanding educational environment can chip away at even the most dedicated professional's resolve as the singular goal of daily survival begins to override idealistic goals. With a grim focus on outcomes, wonderful teachers lose their inspiration and no longer enjoy teaching. What about you? How is your attitude? If your disposition is dismal as the school year begins, decide right now that your attitude is of paramount importance and can be changed. Happiness is a state of mind within your control. Gorrow, T. Rearrange Your Attitude. Classroom Leadership.http:// www.ascd.org/publications/class_lead/200409/gorrow.html?reid=sb (2 Sep. 2004).
Source: Teena Ruark Gorrow, Classroom Leadership
Inputdate: 2004-09-02 12:16:00
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Title: Article: Rearrange your attitude: the art of being happy
Body: From: http://www.ascd.org/publications/class_lead/200409/gorrow.html?reid=sb Today's increasingly demanding educational environment can chip away at even the most dedicated professional's resolve as the singular goal of daily survival begins to override idealistic goals. With a grim focus on outcomes, wonderful teachers lose their inspiration and no longer enjoy teaching. What about you? How is your attitude? If your disposition is dismal as the school year begins, decide right now that your attitude is of paramount importance and can be changed. Happiness is a state of mind within your control. Gorrow, T. Rearrange Your Attitude. Classroom Leadership.http:// www.ascd.org/publications/class_lead/200409/gorrow.html?reid=sb (2 Sep. 2004).
Source: Teena Ruark Gorrow, Classroom Leadership
Inputdate: 2004-09-02 12:16:00
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Contentid:
1981
Content Type: 1
Title: Job Posting: Online French or German teachers
Body: Due to an increase in enrollment, I will need additional assistance for the online courses I teach. Please contact Molly Sawyer at the address below with your information if you are interested. I would also be happy to answer any questions you might have. Many thanks. Sylvia Holagh - Atlanta,GA AMDG, Inc., a fully accredited online academic institution, is seeking U.S. state-certified instructors in French and German (7-12). These positions are part-time, requiring a commitment of 5-6 hours per week, per course taught. Instructors are responsible for teaching a 60-90 minute virtual class, scheduled twice a week. During virtual class, instructors use an online chatroom to present material and facilitate discussion, as they would in a traditional classroom. In addition to the virtual class, instructors will spend 2-3 hours a week at their leisure preparing for class, communicating with students via email, grading assignments, updating the gradebook, posting homework assignments, and reporting on student progress. Lessons are already designed, and assessments are developed, so instructors can spend the majority of their time focused on their students. The pay scale varies depending on how many courses are taught and how many students are enrolled in each course. Classes begin Tuesday, September 7th. AMDG has an 18-week semester that will end on January 21st. A two week Winter Break is scheduled in December. If interested in the position, please contact Molly Sawyer at: msawyer@intelligented.com and include your résumé as an email attachment. AMDG, Inc. 2859 Paces Ferry Road Overlook III, Suite 1200 Atlanta, Georgia 30339 (770) 431-5100 phone (770) 431-5101 fax Holagh, S. Position openings in French/German. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2004).
Source: AMDG, Inc.
Inputdate: 2004-09-02 12:32:00
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Title: Job Posting: Online French or German teachers
Body: Due to an increase in enrollment, I will need additional assistance for the online courses I teach. Please contact Molly Sawyer at the address below with your information if you are interested. I would also be happy to answer any questions you might have. Many thanks. Sylvia Holagh - Atlanta,GA AMDG, Inc., a fully accredited online academic institution, is seeking U.S. state-certified instructors in French and German (7-12). These positions are part-time, requiring a commitment of 5-6 hours per week, per course taught. Instructors are responsible for teaching a 60-90 minute virtual class, scheduled twice a week. During virtual class, instructors use an online chatroom to present material and facilitate discussion, as they would in a traditional classroom. In addition to the virtual class, instructors will spend 2-3 hours a week at their leisure preparing for class, communicating with students via email, grading assignments, updating the gradebook, posting homework assignments, and reporting on student progress. Lessons are already designed, and assessments are developed, so instructors can spend the majority of their time focused on their students. The pay scale varies depending on how many courses are taught and how many students are enrolled in each course. Classes begin Tuesday, September 7th. AMDG has an 18-week semester that will end on January 21st. A two week Winter Break is scheduled in December. If interested in the position, please contact Molly Sawyer at: msawyer@intelligented.com and include your résumé as an email attachment. AMDG, Inc. 2859 Paces Ferry Road Overlook III, Suite 1200 Atlanta, Georgia 30339 (770) 431-5100 phone (770) 431-5101 fax Holagh, S. Position openings in French/German. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2004).
Source: AMDG, Inc.
Inputdate: 2004-09-02 12:32:00
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Contentid:
1982
Content Type: 1
Title: Pre-teach vocabulary or not
Body: Question under discussion: Is it better to teach new vocabulary items before a presentation (e.g., a listening segment, a reading, etc.), or should we allow the students to try to determine the meaning of the new words in context as they are presented? For many years, I went along with a sort of grammar-translation approach of going over long vocabulary lists before a presentation. My students did not understand the material presented particularly well, but we struggled through the material, and we all assumed it was the best and only way we could approach vocabulary learning. In recent years, I have refused to pre-teach vocabulary, expecting the students to understand the new terms in context. With this approach, the students seem to understand the aural or written presentations just about as well as they did when I pre-taught the vocabulary. In effect, my observation is that it doesn't seem to make any difference whether or not vocabulary is presented first or in context. Some students seem to like the idea of singling out vocabulary items, making it easier for them to study and memorize them for tests. The problem that I have with presenting vocabulary prior to a presentation is that it is just not conducive to good language learning strategies. Students who learn to deal with new lexical items as they come up and who learn to make guesses and face the frustration of not knowing exactly what a new term means will be the ones who eventually do well in English, or at least better than the students who are presented vocabulary lists prior to hearing or seeing them in their context. Nevertheless, in spite of my misgivings about pre-teaching vocabulary lists, I have to admit that I occasionally do offer my students the meaning of a particularly difficult vocabulary item before a presentation. Recently, the terms YUPPIE and DINK came up in a reading which did not offer a clear explanation of these terms, so I did in fact explain them before the reading: YUPPIE - young urban professional; DINK - double income, no kids. The result was that we had a very interesting discussion on big city life, and my students seemed to profit from my pre-explanation of the two acronyms. Would it have been better if I had let them try to figure out the meaning of the acronyms by themselves? Maybe. But since the results of my lesson were very positive, I tend to think I was right in offering the explation of these two modern acronyms in advance. In short, I think that whether or not you present vocabulary first depends on a number of different factors not the least being the students that you are working with but -- perhaps most important -- the nature of the material. Sutherland, K. Pre-teach vocabulary or not? Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (8 Aug. 2004).
Source: TESL-L listserv
Inputdate: 2004-09-02 12:40:00
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Title: Pre-teach vocabulary or not
Body: Question under discussion: Is it better to teach new vocabulary items before a presentation (e.g., a listening segment, a reading, etc.), or should we allow the students to try to determine the meaning of the new words in context as they are presented? For many years, I went along with a sort of grammar-translation approach of going over long vocabulary lists before a presentation. My students did not understand the material presented particularly well, but we struggled through the material, and we all assumed it was the best and only way we could approach vocabulary learning. In recent years, I have refused to pre-teach vocabulary, expecting the students to understand the new terms in context. With this approach, the students seem to understand the aural or written presentations just about as well as they did when I pre-taught the vocabulary. In effect, my observation is that it doesn't seem to make any difference whether or not vocabulary is presented first or in context. Some students seem to like the idea of singling out vocabulary items, making it easier for them to study and memorize them for tests. The problem that I have with presenting vocabulary prior to a presentation is that it is just not conducive to good language learning strategies. Students who learn to deal with new lexical items as they come up and who learn to make guesses and face the frustration of not knowing exactly what a new term means will be the ones who eventually do well in English, or at least better than the students who are presented vocabulary lists prior to hearing or seeing them in their context. Nevertheless, in spite of my misgivings about pre-teaching vocabulary lists, I have to admit that I occasionally do offer my students the meaning of a particularly difficult vocabulary item before a presentation. Recently, the terms YUPPIE and DINK came up in a reading which did not offer a clear explanation of these terms, so I did in fact explain them before the reading: YUPPIE - young urban professional; DINK - double income, no kids. The result was that we had a very interesting discussion on big city life, and my students seemed to profit from my pre-explanation of the two acronyms. Would it have been better if I had let them try to figure out the meaning of the acronyms by themselves? Maybe. But since the results of my lesson were very positive, I tend to think I was right in offering the explation of these two modern acronyms in advance. In short, I think that whether or not you present vocabulary first depends on a number of different factors not the least being the students that you are working with but -- perhaps most important -- the nature of the material. Sutherland, K. Pre-teach vocabulary or not? Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (8 Aug. 2004).
Source: TESL-L listserv
Inputdate: 2004-09-02 12:40:00
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Contentid:
1983
Content Type: 1
Title: Accelerated Integrative Method
Body: Editor's Note: This curriculum was developed for French as a Second Language programs in Canada by Wendy Maxwell. From: http://www.aimlanguagelearning.com/index.htm With the AIM (Accelerative Integrated Method) Language Learning methodology you can get real fluency in French in less than 1/2 hour a day! Learn how using gestures, plays, songs and dances can make your students speak, read and write in French!
Source: AIM Language Learning
Inputdate: 2004-09-02 13:10:00
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Title: Accelerated Integrative Method
Body: Editor's Note: This curriculum was developed for French as a Second Language programs in Canada by Wendy Maxwell. From: http://www.aimlanguagelearning.com/index.htm With the AIM (Accelerative Integrated Method) Language Learning methodology you can get real fluency in French in less than 1/2 hour a day! Learn how using gestures, plays, songs and dances can make your students speak, read and write in French!
Source: AIM Language Learning
Inputdate: 2004-09-02 13:10:00
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Contentid:
1984
Content Type: 1
Title: Website: Good Classroom Teaching for All Kinds of Learners
Body: There are some great suggestions for teaching all students for success at: http://www.hellofriend.org/teaching/good_classroom.html This is a page from the Ennis Cosby foundation site and reminded me of some things I had forgotten as well as struck me as a good discussion topic for new teachers. Carlson, B. A site to see.. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 Aug. 2004).
Source: Ennis Cosby Foundation
Inputdate: 2004-09-02 13:26:00
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Title: Website: Good Classroom Teaching for All Kinds of Learners
Body: There are some great suggestions for teaching all students for success at: http://www.hellofriend.org/teaching/good_classroom.html This is a page from the Ennis Cosby foundation site and reminded me of some things I had forgotten as well as struck me as a good discussion topic for new teachers. Carlson, B. A site to see.. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 Aug. 2004).
Source: Ennis Cosby Foundation
Inputdate: 2004-09-02 13:26:00
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