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2025
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Title: Workshops: Guided Language, Forest Grove OR
Body: GLAD trainings 2004-2005 in Forest Grove School District We are pleased to announce trainings for administrators, classroom teachers, specialists and instructional assistants in Guided Language Acquisition Design (GLAD). - Glad is a designated U.S. Department of Education Program of Excellence - GLAD has been named by the California Department of Education as a recommended program for English language development! - GLAD integrates research-based English language learning strategies with grade-level science, social studies or math content, and is effective and fun for ALL students! GLAD: A Two Part Training 1. Orientation Workshop: 2 Saturdays. This is a research and strategy overview and a pre-requisite for attending part 2. 2. Classroom Teaching Demonstration: 4 school days. In the morning participants observe a live teaching demo. Trainers model a GLAD unit. In the afternoon participants develop GLAD materials for their own curriculum with support from GLAD trainers. Fall Training: Orientation, Saturdays, Oct. 23 and 30, 9:00 - 3:00, Fern Hill Elem. Demonstration, T-Th, Nov. 2-5, Tom McCall Upper Elementary,8:30 4:00. Winter Training: Orientation, Saturdays, Jan. 22 and 29, 9:00 - 3:00, Location TBA. Demonstration, T-Th, Feb. 1-4, Harvey Clarke Elementary, 8:30 -4:00. How to sign up: ALL PARTICIPANTS MUST SUBMIT A REGISTRATION FORM! Villanueva, A. GLAD Training Forest Grove OR. (4 Sep. 2004).
Source: GLAD
Inputdate: 2004-09-10 01:47:00
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Title: Workshops: Guided Language, Forest Grove OR
Body: GLAD trainings 2004-2005 in Forest Grove School District We are pleased to announce trainings for administrators, classroom teachers, specialists and instructional assistants in Guided Language Acquisition Design (GLAD). - Glad is a designated U.S. Department of Education Program of Excellence - GLAD has been named by the California Department of Education as a recommended program for English language development! - GLAD integrates research-based English language learning strategies with grade-level science, social studies or math content, and is effective and fun for ALL students! GLAD: A Two Part Training 1. Orientation Workshop: 2 Saturdays. This is a research and strategy overview and a pre-requisite for attending part 2. 2. Classroom Teaching Demonstration: 4 school days. In the morning participants observe a live teaching demo. Trainers model a GLAD unit. In the afternoon participants develop GLAD materials for their own curriculum with support from GLAD trainers. Fall Training: Orientation, Saturdays, Oct. 23 and 30, 9:00 - 3:00, Fern Hill Elem. Demonstration, T-Th, Nov. 2-5, Tom McCall Upper Elementary,8:30 4:00. Winter Training: Orientation, Saturdays, Jan. 22 and 29, 9:00 - 3:00, Location TBA. Demonstration, T-Th, Feb. 1-4, Harvey Clarke Elementary, 8:30 -4:00. How to sign up: ALL PARTICIPANTS MUST SUBMIT A REGISTRATION FORM! Villanueva, A. GLAD Training Forest Grove OR. (4 Sep. 2004).
Source: GLAD
Inputdate: 2004-09-10 01:47:00
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2026
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Title: Accountability Institute for English Learners and Immigrant Students, Nov 14-16, Sacramento
Body: November 14-16, 2004 California Department of Education 6th Annual Accountability Institute for English Learners and Immigrant Students Hyatt Regency at Capitol Park, Sacramento, California Language Policy and Leadership Office, pmulholland@cde.ca.gov 916-319-0845 The purpose of this Accountability Institute is to assist local educational agencies (LEAs) in implementing effective programs and accountability systems to improve the achievement of English learners (ELs) and immigrant students. This institute is part of the California Department of Education's efforts to provide technical assistance to LEAs in implementing the No Child Left Behind Act. The target audience for the Institute is superintendents, school board members, administrators, evaluators, and staff involved in implementing state and federal programs for ELLs and immigrant students. Villanueva, A. Accountability Institute for English Learners and Immigrant Students. (7 Sep. 2004).
Source: California Department of Education
Inputdate: 2004-09-10 01:53:00
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Title: Accountability Institute for English Learners and Immigrant Students, Nov 14-16, Sacramento
Body: November 14-16, 2004 California Department of Education 6th Annual Accountability Institute for English Learners and Immigrant Students Hyatt Regency at Capitol Park, Sacramento, California Language Policy and Leadership Office, pmulholland@cde.ca.gov 916-319-0845 The purpose of this Accountability Institute is to assist local educational agencies (LEAs) in implementing effective programs and accountability systems to improve the achievement of English learners (ELs) and immigrant students. This institute is part of the California Department of Education's efforts to provide technical assistance to LEAs in implementing the No Child Left Behind Act. The target audience for the Institute is superintendents, school board members, administrators, evaluators, and staff involved in implementing state and federal programs for ELLs and immigrant students. Villanueva, A. Accountability Institute for English Learners and Immigrant Students. (7 Sep. 2004).
Source: California Department of Education
Inputdate: 2004-09-10 01:53:00
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2027
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Title: Multicultural Calendar Submission Deadline EXTENDED to 9/15/04
Body: Response for our call for submissions for our 2005 Multicultural Planning Calendar has been tremendous. So far we have over 1,700 events submitted. If you have already submitted your event, we wish to thank you for your contribution. However, many of you have requested that we extend the deadline so that your events could be included. So....., the deadline for having your event included in the 2005 Multicultural Planning Calendar has been extended to September 15, 2004. Recapping.. The 2005 Multicultural Planning Calendar is a comprehensive calendar of over 1,700 events targeting African American, Arab American, Asian American, Hispanic, Multiracial, Native American and South Asian professionals and business owners. The publication also seeks to target those working with diversity and multicultural issues. Event submissions are complimentary - F*R*E*E!. NOTE: YOU CAN STILL SUBMIT YOUR EVENT IF THE DATE HAS NOT BEEN SET, AS LONG AS YOU KNOW THE MONTH AND THE CITY. The 2005 Multicultural Planning Calendar will be distributed to 5,000 decision makers in the following areas: corporate recruitment; workplace diversity; multicultural marketing; supplier diversity; media; government recruitment; multicultural advertising agencies; affirmative action/equal employment; corporate purchasing; corporate affairs; healthcare, recruitment advertising agencies; government purchasing; graduate, law, technical and professional school enrollment recruitment; grants giving; community relations; university employment recruitment; non-profit recruitment; book publishing; corporate public relations; public and private libraries; compliance; corporate giving; and foundations. The Calendar will enable you to position your event(s) alongside other leading multicultural organizations, and tap new revenue sources by letting active buyers know about it. This powerful reference tool contains the critical data sponsors, exhibitors, advertisers, donors, and vendors need to identify venues that will be best for reaching the minority markets that they target. A short-term version of the calendar will also appear on our web site and in our electronic newsletter. This means that your event will also be exposed to thousands of potential participants. THE DEADLINE for submitting your event is: September 15, 2004 2004 events will be posted on Digital Datebook, our online calendar. Submit your event at: http://www.multiculturaladvantage.com/forms2/calendar/addnewevent.asp Find out more by reading The "2005 Multicultural Planning Calendar Event Submission FAQ" at: http://www.multiculturaladvantage.com/forms2/calendar/eventsubmitfaq.asp View Our Online Short-term Calendar(Over 200 events listed each month), Digital Datebook at: http://www.multiculturaladvantage.com/datebook/calendar/ deMorsella, T. Multicultural Calendar Submission Deadline Extended! (9 Sep. 2004).
Source: 2005 Multicultural Planning Calendar
Inputdate: 2004-09-10 02:01:00
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Title: Multicultural Calendar Submission Deadline EXTENDED to 9/15/04
Body: Response for our call for submissions for our 2005 Multicultural Planning Calendar has been tremendous. So far we have over 1,700 events submitted. If you have already submitted your event, we wish to thank you for your contribution. However, many of you have requested that we extend the deadline so that your events could be included. So....., the deadline for having your event included in the 2005 Multicultural Planning Calendar has been extended to September 15, 2004. Recapping.. The 2005 Multicultural Planning Calendar is a comprehensive calendar of over 1,700 events targeting African American, Arab American, Asian American, Hispanic, Multiracial, Native American and South Asian professionals and business owners. The publication also seeks to target those working with diversity and multicultural issues. Event submissions are complimentary - F*R*E*E!. NOTE: YOU CAN STILL SUBMIT YOUR EVENT IF THE DATE HAS NOT BEEN SET, AS LONG AS YOU KNOW THE MONTH AND THE CITY. The 2005 Multicultural Planning Calendar will be distributed to 5,000 decision makers in the following areas: corporate recruitment; workplace diversity; multicultural marketing; supplier diversity; media; government recruitment; multicultural advertising agencies; affirmative action/equal employment; corporate purchasing; corporate affairs; healthcare, recruitment advertising agencies; government purchasing; graduate, law, technical and professional school enrollment recruitment; grants giving; community relations; university employment recruitment; non-profit recruitment; book publishing; corporate public relations; public and private libraries; compliance; corporate giving; and foundations. The Calendar will enable you to position your event(s) alongside other leading multicultural organizations, and tap new revenue sources by letting active buyers know about it. This powerful reference tool contains the critical data sponsors, exhibitors, advertisers, donors, and vendors need to identify venues that will be best for reaching the minority markets that they target. A short-term version of the calendar will also appear on our web site and in our electronic newsletter. This means that your event will also be exposed to thousands of potential participants. THE DEADLINE for submitting your event is: September 15, 2004 2004 events will be posted on Digital Datebook, our online calendar. Submit your event at: http://www.multiculturaladvantage.com/forms2/calendar/addnewevent.asp Find out more by reading The "2005 Multicultural Planning Calendar Event Submission FAQ" at: http://www.multiculturaladvantage.com/forms2/calendar/eventsubmitfaq.asp View Our Online Short-term Calendar(Over 200 events listed each month), Digital Datebook at: http://www.multiculturaladvantage.com/datebook/calendar/ deMorsella, T. Multicultural Calendar Submission Deadline Extended! (9 Sep. 2004).
Source: 2005 Multicultural Planning Calendar
Inputdate: 2004-09-10 02:01:00
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2028
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Title: New Book: Maintaining a Minority Language: A Case Study of Hispanic Teenagers
Body: Full listing available from Linguist List at: http://linguistlist.org/issues/15/15-2499.html Abstract: This book explores two main areas. First, what a high level of proficiency in two languages consists of, and second, what factors can produce this high level of bilingual proficiency. Higher level language is usually acquired at school, but many minority language students are educated in only one language. The book therefore examines other factors in the development of the minority language, such as home literacy practices and positive attitudes, that might contribute to the development of high bilingual proficiency.
Source: Gibbons & Ramirez
Inputdate: 2004-09-10 02:05:00
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Title: New Book: Maintaining a Minority Language: A Case Study of Hispanic Teenagers
Body: Full listing available from Linguist List at: http://linguistlist.org/issues/15/15-2499.html Abstract: This book explores two main areas. First, what a high level of proficiency in two languages consists of, and second, what factors can produce this high level of bilingual proficiency. Higher level language is usually acquired at school, but many minority language students are educated in only one language. The book therefore examines other factors in the development of the minority language, such as home literacy practices and positive attitudes, that might contribute to the development of high bilingual proficiency.
Source: Gibbons & Ramirez
Inputdate: 2004-09-10 02:05:00
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2029
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Title: New Book: Language Planning and Policy in Africa Vol 1: Botswana, Malawi, Mozambique and South Africa
Body: The full documentation for this book is available from Linguist List at: http://linguistlist.org/issues/15/15-2500.html Abstract: This volume covers the language situation in Botswana, Malawi, Mozambique and South Africa explaining the linguistic diversity, the historical and political contexts and the current language situation, including language-in-education planning, the role of the media, the role of religion, and the roles of non- indigenous languages. The authors are indigenous and have been participants in the language planning context.
Source: Baldauf & Kaplan
Inputdate: 2004-09-10 02:09:00
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Title: New Book: Language Planning and Policy in Africa Vol 1: Botswana, Malawi, Mozambique and South Africa
Body: The full documentation for this book is available from Linguist List at: http://linguistlist.org/issues/15/15-2500.html Abstract: This volume covers the language situation in Botswana, Malawi, Mozambique and South Africa explaining the linguistic diversity, the historical and political contexts and the current language situation, including language-in-education planning, the role of the media, the role of religion, and the roles of non- indigenous languages. The authors are indigenous and have been participants in the language planning context.
Source: Baldauf & Kaplan
Inputdate: 2004-09-10 02:09:00
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2030
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Title: New Book: Language Acquisition: The Age Factor
Body: The full citation is available from Linguist List at: http://linguistlist.org/issues/15/15-2501.html Abstract: This book examines the evidence relative to the idea that there is an age factor in first and second language acquisition, evidence that has sources ranging from studies of feral children to evaluations of language programmes in primary schools. It goes on to explore the various explanations that have been advanced to account for such evidence. Finally, it looks at the educational ramifications of the age question, with particular regard to formal second language teaching in the early school years and in 'third age' contexts.
Source: Singleton & Ryan
Inputdate: 2004-09-10 02:12:00
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Title: New Book: Language Acquisition: The Age Factor
Body: The full citation is available from Linguist List at: http://linguistlist.org/issues/15/15-2501.html Abstract: This book examines the evidence relative to the idea that there is an age factor in first and second language acquisition, evidence that has sources ranging from studies of feral children to evaluations of language programmes in primary schools. It goes on to explore the various explanations that have been advanced to account for such evidence. Finally, it looks at the educational ramifications of the age question, with particular regard to formal second language teaching in the early school years and in 'third age' contexts.
Source: Singleton & Ryan
Inputdate: 2004-09-10 02:12:00
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Contentid:
2031
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Title: New edition: Modern Arabic: Structures, Functions, and Varieties, Revised Edition
Body: The full citation is available from Linguist List at: http://linguistlist.org/issues/15/15-2509.html Abstract: The revised and updated edition of 'Modern Arabic' takes this authoritative, concise linguistic description of the structure and use of modern Arabic to an invaluable new level. Clive Holes traces the development of the Arabic language from Classical Arabic, the written language used in the 7th century for the 'Qur'an' and poetry, through the increasingly symbiotic use of Modern Standard Arabic or MSA (the language of writing and formal speech) and dialectal Arabic (the language of normal conversation). He shows how Arabic has been shaped over the centuries by migration, urbanization, and education--giving us "a balanced, dispassionate, and accurate picture of the structures, functions, and varieties of the contemporary Arabic language." Holes explains the structural characteristics--phonology, morphology, syntax, semantics, and lexical and stylistic developments--that the majority of the dialects share, as distinguished from Modern Standard Arabic. He also shows how native speakers use both types of Arabic for different purposes, with MSA being the language of power and control as used on television and in political speeches, and the dialects serving as the language of intimacy and domesticity. He further shows how MSA and spoken dialects are not as compartmentalized as one might be led to believe. 'Modern Arabic' illustrates the use of the Arabic language in real life, whether in conversation, news bulletins and newspaper articles, serious literature, or song. This new edition takes into account research published in several areas of Arabic linguistics since the first edition was published in 1995. It includes more extensive comment on the North African Arabic vocabulary of Modern Standard Arabic, more information about "mixed" varieties of written Arabic that are not in MSA (especially in Egypt), updated references, explanations, and many new examples. All Arabic is transcribed, except for an appendix presenting the Arabic alphabet and script. Students of the Arabic language will find 'Modern Arabic' without peer--as will those general linguists who are interested in discovering how Arabic compares structurally and sociolinguistically with European languages.
Source: Clive Holes
Inputdate: 2004-09-10 02:16:00
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Title: New edition: Modern Arabic: Structures, Functions, and Varieties, Revised Edition
Body: The full citation is available from Linguist List at: http://linguistlist.org/issues/15/15-2509.html Abstract: The revised and updated edition of 'Modern Arabic' takes this authoritative, concise linguistic description of the structure and use of modern Arabic to an invaluable new level. Clive Holes traces the development of the Arabic language from Classical Arabic, the written language used in the 7th century for the 'Qur'an' and poetry, through the increasingly symbiotic use of Modern Standard Arabic or MSA (the language of writing and formal speech) and dialectal Arabic (the language of normal conversation). He shows how Arabic has been shaped over the centuries by migration, urbanization, and education--giving us "a balanced, dispassionate, and accurate picture of the structures, functions, and varieties of the contemporary Arabic language." Holes explains the structural characteristics--phonology, morphology, syntax, semantics, and lexical and stylistic developments--that the majority of the dialects share, as distinguished from Modern Standard Arabic. He also shows how native speakers use both types of Arabic for different purposes, with MSA being the language of power and control as used on television and in political speeches, and the dialects serving as the language of intimacy and domesticity. He further shows how MSA and spoken dialects are not as compartmentalized as one might be led to believe. 'Modern Arabic' illustrates the use of the Arabic language in real life, whether in conversation, news bulletins and newspaper articles, serious literature, or song. This new edition takes into account research published in several areas of Arabic linguistics since the first edition was published in 1995. It includes more extensive comment on the North African Arabic vocabulary of Modern Standard Arabic, more information about "mixed" varieties of written Arabic that are not in MSA (especially in Egypt), updated references, explanations, and many new examples. All Arabic is transcribed, except for an appendix presenting the Arabic alphabet and script. Students of the Arabic language will find 'Modern Arabic' without peer--as will those general linguists who are interested in discovering how Arabic compares structurally and sociolinguistically with European languages.
Source: Clive Holes
Inputdate: 2004-09-10 02:16:00
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2032
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Title: Job Posting: Long-term HS Spanish Substitute, OH
Body: I am looking for persons interested in a long term sub position teaching Spanish at the high school level. I will be taking maternity leave this winter and need a replacement certified in Spanish to take my classes. I teach Spanish 1, 2 and 4 in Copley, Ohio. Copley is a great district to work for and it has everything you need--great materials, great technology in the classroom and great students, too! If interested, contact me off list and I will give you more information. Cheryl Tennant Hopkins cmtenna1@kent.edu Tennant Hopkins, C. Long term sub needed, Akron OHIO area. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004).
Source: Copley, Ohio
Inputdate: 2004-09-10 02:20:00
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Title: Job Posting: Long-term HS Spanish Substitute, OH
Body: I am looking for persons interested in a long term sub position teaching Spanish at the high school level. I will be taking maternity leave this winter and need a replacement certified in Spanish to take my classes. I teach Spanish 1, 2 and 4 in Copley, Ohio. Copley is a great district to work for and it has everything you need--great materials, great technology in the classroom and great students, too! If interested, contact me off list and I will give you more information. Cheryl Tennant Hopkins cmtenna1@kent.edu Tennant Hopkins, C. Long term sub needed, Akron OHIO area. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004).
Source: Copley, Ohio
Inputdate: 2004-09-10 02:20:00
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2033
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Title: 1st Intl Conference on 2nd and Foreign Language Teaching & Research, Sep. 25-26, ONLINE
Body: First International Conference on Second and Foreign Language Teaching and Research, September 25-26, 2004. Please download the necessary free software needed for the Conference. http://www.readingmatrix.com/onlineconference/technicaldelegates.html The presentations are viewable from anywhere as long as you have an Internet connection and have your username and password with you. You can adjust the size of your presentation window by following these steps: http://www.readingmatrix.com/onlineconference/demo/desktop/ desktop.htm We have put together a short presentation to help you better understand how to navigate the conference site and use the conference software features. We encourage you to explore before the presentations. We will clear the logs on September 22, 2004 before the online conference begins. http://www.readingmatrix.com/onlineconference/demo/presentation/ conferencearea.htm Please make sure you have registered for the conference. Further details are located at: http://www.readingmatrix.com/onlineconference/fees.html Feel free to email us at conference@readingmatrix.com if you have any questions. Conference. Online conferernce tutorials-navigation. (9 Sep. 2004).
Source: www.readingmatrix.com
Inputdate: 2004-09-10 02:54:00
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Title: 1st Intl Conference on 2nd and Foreign Language Teaching & Research, Sep. 25-26, ONLINE
Body: First International Conference on Second and Foreign Language Teaching and Research, September 25-26, 2004. Please download the necessary free software needed for the Conference. http://www.readingmatrix.com/onlineconference/technicaldelegates.html The presentations are viewable from anywhere as long as you have an Internet connection and have your username and password with you. You can adjust the size of your presentation window by following these steps: http://www.readingmatrix.com/onlineconference/demo/desktop/ desktop.htm We have put together a short presentation to help you better understand how to navigate the conference site and use the conference software features. We encourage you to explore before the presentations. We will clear the logs on September 22, 2004 before the online conference begins. http://www.readingmatrix.com/onlineconference/demo/presentation/ conferencearea.htm Please make sure you have registered for the conference. Further details are located at: http://www.readingmatrix.com/onlineconference/fees.html Feel free to email us at conference@readingmatrix.com if you have any questions. Conference. Online conferernce tutorials-navigation. (9 Sep. 2004).
Source: www.readingmatrix.com
Inputdate: 2004-09-10 02:54:00
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Title: Using FLTEACH in Methods class
Body: One FLTEACH member asked about using FLTEACH as a tool to teach a course in Second Language Methodology. Here are some of the responses: I have previously given my Methods Class students a pre-selected list of topics concerning major movements or discussions in language education. Some examples off the top of my head are TPR/TPRS, exclusive use of the Target language, explicit teaching of grammar, etc. They must choose one topic, research the archives, and come up with a summary of the discussions and their own personal viewpoint. I have them choose their topic in advance to avoid repetition. I've never had two students choose the same topic as we have small classes also. Smith, N. Re: Using FL Teach in Methods class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004). I have required my students in a Middlebury College Winter term course for prospective language teachers to subscribe to the list. One of the assignments which was most useful and interesting projects was that I had them post a question which related to the Units they were preparing as final projects...they were gratified and amazed at the quality, quantity and usefulness of the responses... Librandi, N. Re: Using FL Teach in Methods class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004). When I first joined FLTEACH, I found the FAQ section remarkable. That was years ago. The information stored there is still great and worth reading, but I think this section has not been updated in years--correct me if I'm wrong. It's still great information, but there's so much more in the archives! ...Maybe some methods teacher could figure out a way to reasonably assign this and help everyone out We need new, major threads as well as additions to "old" topics. McDonald, N. FLTEACH FAQs. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004). My students at SUNY Geneseo are assigned to join the listserv. They are to follow several threads of interest and prepare a two page summary of the discussion of one thread which they followed. The FLTEACH website is also given as a reference for several projects and an archive search is suggested as a source of information for an assignment on various acronyms and trends....(TPR-S, etc.) Heller, B. Re: Using FL Teach in Methods class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004).
Source: FLTEACH
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Title: Using FLTEACH in Methods class
Body: One FLTEACH member asked about using FLTEACH as a tool to teach a course in Second Language Methodology. Here are some of the responses: I have previously given my Methods Class students a pre-selected list of topics concerning major movements or discussions in language education. Some examples off the top of my head are TPR/TPRS, exclusive use of the Target language, explicit teaching of grammar, etc. They must choose one topic, research the archives, and come up with a summary of the discussions and their own personal viewpoint. I have them choose their topic in advance to avoid repetition. I've never had two students choose the same topic as we have small classes also. Smith, N. Re: Using FL Teach in Methods class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004). I have required my students in a Middlebury College Winter term course for prospective language teachers to subscribe to the list. One of the assignments which was most useful and interesting projects was that I had them post a question which related to the Units they were preparing as final projects...they were gratified and amazed at the quality, quantity and usefulness of the responses... Librandi, N. Re: Using FL Teach in Methods class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004). When I first joined FLTEACH, I found the FAQ section remarkable. That was years ago. The information stored there is still great and worth reading, but I think this section has not been updated in years--correct me if I'm wrong. It's still great information, but there's so much more in the archives! ...Maybe some methods teacher could figure out a way to reasonably assign this and help everyone out We need new, major threads as well as additions to "old" topics. McDonald, N. FLTEACH FAQs. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004). My students at SUNY Geneseo are assigned to join the listserv. They are to follow several threads of interest and prepare a two page summary of the discussion of one thread which they followed. The FLTEACH website is also given as a reference for several projects and an archive search is suggested as a source of information for an assignment on various acronyms and trends....(TPR-S, etc.) Heller, B. Re: Using FL Teach in Methods class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Sep. 2004).
Source: FLTEACH
Inputdate: 2004-09-10 03:28:00
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