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2045
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Title: New ERIC Web Site
Body: From: http://www.eric.ed.gov/ERICWebPortal/Home.portal The Education Resources Information Center (ERIC), sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education, produces the worlds premier database of journal and non-journal education literature. The new ERIC online system, released September 2004, provides the public with a centralized ERIC Web site for searching the ERIC bibliographic database of more than 1.1 million citations going back to 1966. Effective October 1, more than 107,000 full-text non-journal documents (issued 1993-2004), previously available through fee-based services only, will be available for free.
Source: The Education Resources Information Center (ERIC)
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Title: New ERIC Web Site
Body: From: http://www.eric.ed.gov/ERICWebPortal/Home.portal The Education Resources Information Center (ERIC), sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education, produces the worlds premier database of journal and non-journal education literature. The new ERIC online system, released September 2004, provides the public with a centralized ERIC Web site for searching the ERIC bibliographic database of more than 1.1 million citations going back to 1966. Effective October 1, more than 107,000 full-text non-journal documents (issued 1993-2004), previously available through fee-based services only, will be available for free.
Source: The Education Resources Information Center (ERIC)
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2046
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Title: Conference: Helping ELLs make adequate yearly progress
Body: Oregon Teachers of English to Speakers of Other Languages presents: Helping English Language Learners Make Adequate Yearly Progress: Combining Standards, Learning Strategies, and Teaching English through Content A workshop for elementary and secondary educators presented by Judith B. O'Loughlin Statewide Inservice Day, Friday Oct 8, 2004 Red Lion Hotel in Salem, OR More information, (503) 725-4750 or e-mail
The No Child Left Behind, Title III legislation requires that English Language
Learners demonstrate their ability to make Adequate Yearly Progress in the
development of their English language skills and content area knowledge.
Teachers of ELLs are required to instruct and facilitate learning through the
use of documented research-based instructional methods.
In this interactive inservice, Judith O'Loughlin will show teachers how to
develop engaging units of instruction and lessons utilizing national standards
and a research-based repertoire of learning strategies. Participants will learn
two types of strategies: 1) learning strategies to teach their ELL students, and
2) instructional strategies to facilitate and enhance second language
acquisition in their classrooms.
Ms. O'Loughlin will demonstrate how to incorporate mini-phonics, spelling,
and grammar lessons as well as reflective writing activities in their content
lessons. She will offer many ideas for alternative assessments, differentiating
instruction, and grouping of students to accommodate multi-level classes.
Participants should plan to bring at least one content textbook (social studies,
math, science, or language arts) for a textbook analysis activity to enhance
their awareness of content challenges. Knowledge gained from this activity
will be used to develop model lesson plans, incorporating strategies learned
from the inservice.
Judith B. O'Loughlin is an educational consultant and an online professor for
the graduate Bilingual/ESL certification program of New Jersey City
University. Ms. O'Loughlin has developed online coursework and virtual
academies for the New Jersey Department of Education and NJCU's
Multicultural Education certification and masters degree programs. As an
educational consultant, Ms. OLoughlin has worked with school districts on
mainstreaming special needs students and developing instructional and
assessment strategies for ELL students. She also consulted with districts on
collaborative instruction and special education pre-referral strategies for at-
risk ELLs.
During most of her 25 years in the field of education, Ms. O'Loughlin has been
extensively involved in the field of second language acquisition, having
served in several positions at the state level (New Jersey Teachers of English
to Speakers of Other Languages and New Jersey Bilingual Educators) and
the national level (Teachers of English to Speakers of Other Languages).
She currently serves on TESOL's Professional Development Committee and
is the Incoming Chair of the Elementary Interest Section.
Ms. O'Loughlin's presentations and workshops have been well-received at
NJTESOL, TESOL, and the International Reading Association conventions.
Her articles have appeared in many professional publications, including
TESOL Journal, TESOL Matters and NABE News.
Villanueva, A. Helping ELLs Make AYP 10-8-04 Salem OR. (11 Sep. 2004).
Source: Oregon TESOL
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Title: Conference: Helping ELLs make adequate yearly progress
Body: Oregon Teachers of English to Speakers of Other Languages presents: Helping English Language Learners Make Adequate Yearly Progress: Combining Standards, Learning Strategies, and Teaching English through Content A workshop for elementary and secondary educators presented by Judith B. O'Loughlin Statewide Inservice Day, Friday Oct 8, 2004 Red Lion Hotel in Salem, OR More information, (503) 725-4750 or e-mail
Source: Oregon TESOL
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2047
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Title: Ph.D. in 2nd Language Studies at MSU
Body: Michigan State University is pleased to announce our new interdisciplinary Ph.D. Program in Second Language Studies. The program is designed to prepare students to conduct research in a growing field that focuses on second/foreign language learning and teaching. We will begin admitting students for Fall 2005. Please contact us at (517) 432-2286 or visit our website for further information:
M. Endo Hudson
Michigan State University, Dept. of Linguistics & Languages
A-633 Wells Hall, East Lansing, MI 48824, U.S.A
Hudson, E. Ph.D. in 2nd Language Studies at MSU. Japanese 2nd Language
Acquisition Research. jslar@u.washington.edu (12 Sep. 2004).
Source: JSLAR listserv
Inputdate: 2004-09-17 00:39:00
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Title: Ph.D. in 2nd Language Studies at MSU
Body: Michigan State University is pleased to announce our new interdisciplinary Ph.D. Program in Second Language Studies. The program is designed to prepare students to conduct research in a growing field that focuses on second/foreign language learning and teaching. We will begin admitting students for Fall 2005. Please contact us at (517) 432-2286 or visit our website for further information:
Source: JSLAR listserv
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2048
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Title: Job Posting: Four tenure-track positions - Language Learning & Technology
Body: Michigan State University seeks to fill up to four tenure-track positions in language learning and teaching, especially to support its newly-approved Second Language Studies Ph.D. (http://www.msu.edu/user/sls/) in the College of Arts & Letters beginning August 16, 2005. Three of the four positions are at the rank of assistant professor (Ph.D. in hand by August 16, 2005. The fourth position will be a senior-level appointment. The successful senior candidate will provide leadership in setting new research and instructional directions for second language studies at Michigan State University. Each candidate, depending on the background and research specialties of the successful candidates, will be housed in one of three departments:* 1) French, Classics, and Italian, 2) Linguistics and Germanic, Slavic, Asian and African Languages (home of the MA TESOL program), or 3) Spanish and Portuguese. We seek candidates with primary interests in: 1) assessment, 2) computer-assisted language learning, 3) classroom-based research, 4) second language reading, 5) second language acquisition (formal or sociolinguistic approaches) and/or 6) second language semantics pragmatics. It is anticipated that the successful candidates will become part of a growing research community in second language studies and will take advantage of research opportunities through the Cognitive Science program: (http:www.cogsci.msu.edu/), the Center for Language Education and Research (CLEAR, http://clear.msu.edu) and related Centers and initiatives. Of particular interest are those candidates with experience or interest in working with heritage language learners and those whose major language interest area reflects the language areas of the participating departments. Also of interest are candidates with major language interest in Arabic, Chinese or German, although applicants with other language interests, including English, are encouraged to apply. We welcome applicants whose research would especially benefit from collaborative opportunities in an interdisciplinary work environment. Applicants for all positions should submit: Statement of interest with specific mention of which of these research areas is appropriate for the applicants own background and future direction. This should include a statement of research interests and a statement of teaching philosophy. In addition, applicants for the senior-level position should submit: Names, mail and email addresses of three references and applicants for the entry level positions should submit: 1) Official transcript from the institution granting the doctorate. 2) Up to two sample publications or major conference presentations. 3) Three letters of reference. Review of applications will begin on November 29, 2004 and will continue until all positions are filled. Please have all materials sent to: Susan Gass, Director, Second Language Studies Program, A-711 Wells Hall, Michigan State University, E. Lansing, MI 48824-1027. MSU is an Affirmative Action/Equal Opportunity Institution. Persons with disabilities may request and receive reasonable accommodation. Hudson, E. 4 tenure-track positions available at MSU! Japanese 2nd Language Acquisition Research. jslar@u.washington.edu (13 Sep. 2004).
Source: Michigan State University
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Title: Job Posting: Four tenure-track positions - Language Learning & Technology
Body: Michigan State University seeks to fill up to four tenure-track positions in language learning and teaching, especially to support its newly-approved Second Language Studies Ph.D. (http://www.msu.edu/user/sls/) in the College of Arts & Letters beginning August 16, 2005. Three of the four positions are at the rank of assistant professor (Ph.D. in hand by August 16, 2005. The fourth position will be a senior-level appointment. The successful senior candidate will provide leadership in setting new research and instructional directions for second language studies at Michigan State University. Each candidate, depending on the background and research specialties of the successful candidates, will be housed in one of three departments:* 1) French, Classics, and Italian, 2) Linguistics and Germanic, Slavic, Asian and African Languages (home of the MA TESOL program), or 3) Spanish and Portuguese. We seek candidates with primary interests in: 1) assessment, 2) computer-assisted language learning, 3) classroom-based research, 4) second language reading, 5) second language acquisition (formal or sociolinguistic approaches) and/or 6) second language semantics pragmatics. It is anticipated that the successful candidates will become part of a growing research community in second language studies and will take advantage of research opportunities through the Cognitive Science program: (http:www.cogsci.msu.edu/), the Center for Language Education and Research (CLEAR, http://clear.msu.edu) and related Centers and initiatives. Of particular interest are those candidates with experience or interest in working with heritage language learners and those whose major language interest area reflects the language areas of the participating departments. Also of interest are candidates with major language interest in Arabic, Chinese or German, although applicants with other language interests, including English, are encouraged to apply. We welcome applicants whose research would especially benefit from collaborative opportunities in an interdisciplinary work environment. Applicants for all positions should submit: Statement of interest with specific mention of which of these research areas is appropriate for the applicants own background and future direction. This should include a statement of research interests and a statement of teaching philosophy. In addition, applicants for the senior-level position should submit: Names, mail and email addresses of three references and applicants for the entry level positions should submit: 1) Official transcript from the institution granting the doctorate. 2) Up to two sample publications or major conference presentations. 3) Three letters of reference. Review of applications will begin on November 29, 2004 and will continue until all positions are filled. Please have all materials sent to: Susan Gass, Director, Second Language Studies Program, A-711 Wells Hall, Michigan State University, E. Lansing, MI 48824-1027. MSU is an Affirmative Action/Equal Opportunity Institution. Persons with disabilities may request and receive reasonable accommodation. Hudson, E. 4 tenure-track positions available at MSU! Japanese 2nd Language Acquisition Research. jslar@u.washington.edu (13 Sep. 2004).
Source: Michigan State University
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Title: Website: Foreign Language & Elementary Source - Nanduti
Body: From: http://www.cal.org/earlylang/ Ñandutí is your resource on foreign language learning in grades K-8. If you don't find something you're looking for at our site, let us know and we'll see what we can do to help. Ñandu, a listserv for school district personnel, superintendents, teachers, college and university teacher educators, and parents, is sponsored by the Improving Foreign Language Instruction project of the Northeast and Islands Regional Educational Laboratory At Brown University (LAB) and funded by the U.S. Department of Education. Ñandutí Topics Information on this Web site is organized in the following subject areas: * First Steps Find the answers we most often provide. * Programs Learn about model programs across the country. * Resources Information about organizations, conferences and training, listservs, the National Foreign Language Centers, and clearinghouses. * Training Find places for teacher certification, summer courses, read state frameworks, view streaming video clips. * Events Information about upcoming events in the Northeast region and LAB activities.
Source: Center for Applied Linguistics
Inputdate: 2004-09-17 02:34:00
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Title: Website: Foreign Language & Elementary Source - Nanduti
Body: From: http://www.cal.org/earlylang/ Ñandutí is your resource on foreign language learning in grades K-8. If you don't find something you're looking for at our site, let us know and we'll see what we can do to help. Ñandu, a listserv for school district personnel, superintendents, teachers, college and university teacher educators, and parents, is sponsored by the Improving Foreign Language Instruction project of the Northeast and Islands Regional Educational Laboratory At Brown University (LAB) and funded by the U.S. Department of Education. Ñandutí Topics Information on this Web site is organized in the following subject areas: * First Steps Find the answers we most often provide. * Programs Learn about model programs across the country. * Resources Information about organizations, conferences and training, listservs, the National Foreign Language Centers, and clearinghouses. * Training Find places for teacher certification, summer courses, read state frameworks, view streaming video clips. * Events Information about upcoming events in the Northeast region and LAB activities.
Source: Center for Applied Linguistics
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2050
Content Type: 1
Title: Methods: oral practice in class
Body: The question: I can see that it's not easy to keep student interest when doing the exercises in the book which focus on conversation. If I have only one pair of students practice at a time, the others seem to lose interest, but if I allow them to pair off, many of them don't really take it seriously and I'm not sure how much they get out of this activity. Any suggestions? Response #1: I have students paired off...the person sitting behind you, to your left....or whatever. I change them on whim. We practice the structure together as a class....and then I have them turn to their partner and repeat the exchange. That takes about a minute, and then I have them turn around and we work on the next thing. That reduces the noise and chaos to a manageable level, and they know that if I hear English the activity stops right away. Sometimes I have them do a set of 5-6 questions and answers this way. I circulate so they know that their activity is being monitored. Hornby, L. Re: how to practice with students. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Sep. 2004). Response #2: I get good speaking practice results by passing out a square of paper (post it note?) to each kid before doing a time of oral practice (maybe three exercises I've already modeled.) They write their name and the date on the paper and then to the left, two things: One: I spoke English (-2) and Two: I spoke French.(+1) Then, after I ring a bell, they can't speak any English, and they make a mark for each time they speak a question or an answer. When time is up, collect the squares and give them a little oral grade for it in your book. (I just write in the points.) You will hear a lot of target language because they know their effort will be noticed by you later. If some kids seem to be exaggerating their points, establish a maximum possible. But, you WILL see a lot of kids trying to speak, so it is worth it. Bishop, M. Re: FLTEACH Digest - 14 Sep 2004 to 15 Sep 2004 (#2004-481). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sep. 2004).
Source: FLTEACH
Inputdate: 2004-09-17 04:19:00
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Title: Methods: oral practice in class
Body: The question: I can see that it's not easy to keep student interest when doing the exercises in the book which focus on conversation. If I have only one pair of students practice at a time, the others seem to lose interest, but if I allow them to pair off, many of them don't really take it seriously and I'm not sure how much they get out of this activity. Any suggestions? Response #1: I have students paired off...the person sitting behind you, to your left....or whatever. I change them on whim. We practice the structure together as a class....and then I have them turn to their partner and repeat the exchange. That takes about a minute, and then I have them turn around and we work on the next thing. That reduces the noise and chaos to a manageable level, and they know that if I hear English the activity stops right away. Sometimes I have them do a set of 5-6 questions and answers this way. I circulate so they know that their activity is being monitored. Hornby, L. Re: how to practice with students. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Sep. 2004). Response #2: I get good speaking practice results by passing out a square of paper (post it note?) to each kid before doing a time of oral practice (maybe three exercises I've already modeled.) They write their name and the date on the paper and then to the left, two things: One: I spoke English (-2) and Two: I spoke French.(+1) Then, after I ring a bell, they can't speak any English, and they make a mark for each time they speak a question or an answer. When time is up, collect the squares and give them a little oral grade for it in your book. (I just write in the points.) You will hear a lot of target language because they know their effort will be noticed by you later. If some kids seem to be exaggerating their points, establish a maximum possible. But, you WILL see a lot of kids trying to speak, so it is worth it. Bishop, M. Re: FLTEACH Digest - 14 Sep 2004 to 15 Sep 2004 (#2004-481). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sep. 2004).
Source: FLTEACH
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2051
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Title: French Film suggestions for class
Body: The following query was posted to FLTEACH: I need to choose a French film that would appeal to a wide audience of both French students and others. It will be in a school setting so it must be rather "clean". I have come up with some possibilities and wondered if anyone could advise and/or suggest other possiblities. Here are my choices: Babette's Feast, Manon of the Spring, Jean de la Florette, Tall Blond Man With One Black Shoe, Small Change, The Dinner Game, My Mother's Castle, My Father's Glory, Au revoir les enfants, La belle et la bête (Cocteau), Le dernier metro, The 400 Blows. If anyone has any additional suggestions, please let me know. I don't want something too "dated" yet some of the classics do have wide appeal. Orlando, J. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sep. 2004). Response #1: I would go for Tall Blonde Man with one Black Shoe. I have seen it several times and I always love it. It is one of the funniest films I have seen in the movie world. And believe it or not, it is very educative. Of course, you need to watch it first and see what is interesting for further debate with the students, and give them a questionnaire for debate. Lopez, M. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sep. 2004). Response #2: Have you considered "The Red Balloon" (Le Ballon Rouge)? It is simply charming and beautiful, and lasts only 34 minutes. Pontius, J. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Sep. 2004). Response #3: There's always Louis de Funes' "La Folie des Grandeurs" That had my non- French speaking vuewers rolling in the aisles.... Horn, L. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Sep. 2004). Response #4: "Etre et Avoir" is out on DVD and is very charming and sweet, definitely PG. Blye, C. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Sep. 2004).
Source: FLTEACH
Inputdate: 2004-09-17 04:28:00
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Title: French Film suggestions for class
Body: The following query was posted to FLTEACH: I need to choose a French film that would appeal to a wide audience of both French students and others. It will be in a school setting so it must be rather "clean". I have come up with some possibilities and wondered if anyone could advise and/or suggest other possiblities. Here are my choices: Babette's Feast, Manon of the Spring, Jean de la Florette, Tall Blond Man With One Black Shoe, Small Change, The Dinner Game, My Mother's Castle, My Father's Glory, Au revoir les enfants, La belle et la bête (Cocteau), Le dernier metro, The 400 Blows. If anyone has any additional suggestions, please let me know. I don't want something too "dated" yet some of the classics do have wide appeal. Orlando, J. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sep. 2004). Response #1: I would go for Tall Blonde Man with one Black Shoe. I have seen it several times and I always love it. It is one of the funniest films I have seen in the movie world. And believe it or not, it is very educative. Of course, you need to watch it first and see what is interesting for further debate with the students, and give them a questionnaire for debate. Lopez, M. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sep. 2004). Response #2: Have you considered "The Red Balloon" (Le Ballon Rouge)? It is simply charming and beautiful, and lasts only 34 minutes. Pontius, J. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Sep. 2004). Response #3: There's always Louis de Funes' "La Folie des Grandeurs" That had my non- French speaking vuewers rolling in the aisles.... Horn, L. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Sep. 2004). Response #4: "Etre et Avoir" is out on DVD and is very charming and sweet, definitely PG. Blye, C. Re: French Films. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Sep. 2004).
Source: FLTEACH
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Title: Video: Day of the Dead (SP)
Body: Recommended by a member of FLTEACH: Day Of The Dead In Janitzio Now Available on DVD! This new program featuring the ancestral and magnificent ritual is a great complement to our first program, currently the most popular program about Day of the Dead! This time the celebration takes place in Janitzio, a magical little island in the State of Michoacan, perhaps the single most famous place for witnessing the Day of the Dead commemoration. Visit the site: http://www.inside-mexico.com/janitzio.htm & an online description of Day of the Dead, in English: http://www.inside-mexico.com/featuredead.htm
Source: Inside Mexico Educational Videos
Inputdate: 2004-09-17 04:38:00
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Title: Video: Day of the Dead (SP)
Body: Recommended by a member of FLTEACH: Day Of The Dead In Janitzio Now Available on DVD! This new program featuring the ancestral and magnificent ritual is a great complement to our first program, currently the most popular program about Day of the Dead! This time the celebration takes place in Janitzio, a magical little island in the State of Michoacan, perhaps the single most famous place for witnessing the Day of the Dead commemoration. Visit the site: http://www.inside-mexico.com/janitzio.htm & an online description of Day of the Dead, in English: http://www.inside-mexico.com/featuredead.htm
Source: Inside Mexico Educational Videos
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Title: Job Posting: HS Spanish, NJ
Body: A full-time high school level Spanish teacher position has opened in my district. We are in Monmouth County, New Jersey. If interested please email me. Thanks, Erin eankelly@aol.com Kelly, E. Spanish teacher position NJ. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sep. 2004).
Source: Monmouth County, NJ
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Title: Job Posting: HS Spanish, NJ
Body: A full-time high school level Spanish teacher position has opened in my district. We are in Monmouth County, New Jersey. If interested please email me. Thanks, Erin eankelly@aol.com Kelly, E. Spanish teacher position NJ. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sep. 2004).
Source: Monmouth County, NJ
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Title: Spanish Site: Rosh Hashana
Body: Celebración de Rosh Hashaná en castellano: http://www.me.gov.ar/efeme/anionuevojudio/ Site Index: Celebración de Rosh Hashaná Costumbres de año nuevo Enlaces
Source: Efemérides Culturales Argentinas
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Title: Spanish Site: Rosh Hashana
Body: Celebración de Rosh Hashaná en castellano: http://www.me.gov.ar/efeme/anionuevojudio/ Site Index: Celebración de Rosh Hashaná Costumbres de año nuevo Enlaces
Source: Efemérides Culturales Argentinas
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