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Title: The Ludwigsburg Pumpkin Festival
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Here is an English-language article about a fall tradition in Germany: the largest pumpkin exhibition in the world, which takes place in Ludwigsburg. Read the article here: http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/03/06-Ludwigsburg/LudwigsburgPumpkinFestival.html
Source: Germany.info
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Title: Bolchazy-Carducci Costume Contest
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From http://bcpublishers.blogspot.com/2015/10/dolus-aut-dulce-bolchazy-carducci.html
If you or your students are wearing a classics-themed costume around Halloween, consider entering the Bolchazy-Carducci costume contest. Take a photo of you in your classics-themed costume and Tweet it using the hashtag #BCPub. The contest continues through November 2.
For full details about the contest go to http://bcpublishers.blogspot.com/2015/10/dolus-aut-dulce-bolchazy-carducci.html
Source: Bolchazy-Carducci Publishers
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Title: Article: Degas in New Orleans
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Did you know that Edgar Degas spent six months painting in New Orleans? Learn more about his trip in this French-language article, and help your students to see the cross-influences of French and American culture: http://www.france-amerique.com/articles/2015/10/22/degas_un_impressioniste_a_la_nouvelle-orleans.html
Source: France-Amérique
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Title: Assessment Idea: ¡Sí, se puede! Binder
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From http://senoraspeedy.blogspot.com
Here is a great description of how to involve young Spanish learners in tracking their own progress with “I Can” statements: http://senoraspeedy.blogspot.com/2015/10/si-se-puede.html
Source: Señora Speedy
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Title: Literature in ELT: Integrating Literature into Language Learning
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In this post, Sybil Marcus talks about some of the ways she uses stories to teach critical thinking; encourage animated discussion; and hone vocabulary, grammar, and writing practice: http://blog.tesol.org/literature-in-elt-integrating-literature-into-language-learning/
Source: TESOL Blog
Inputdate: 2015-10-24 10:51:08
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Title: Federal Guide Outlines Supports for Undocumented High School and College Students
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n an effort to ensure that all students have access to a world-class education that prepares them for college and careers, the U.S. Department of Education released a resource guide on October 20 to help educators, school leaders and community organizations better support undocumented youth, including Deferred Action for Childhood Arrivals (DACA) recipients.
The guide includes resources aimed at high school and college students and includes:
• An overview of the rights of undocumented students;
• Tips for educators on how to support undocumented youth in high school and college;
• Key information on non-citizen access to federal financial aid;
• A list of private scholarships for which undocumented youth might be eligible;
• Information on federally-funded adult education programs at the local level; And
• Guidance for migrant students in accessing their education records for DACA.
Read more about the guide at http://www.ed.gov/news/press-releases/education-department-releases-resource-guide-supporting-undocumented-students-high-school-and-college
The guide is available at http://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf
Source: U.S. Department of Education
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Title: Book: False Friends in Learner Corpora
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False Friends in Learner Corpora: A corpus-based study of English false friends in the written and spoken production of Spanish learners
By M Luisa Roca-Varela
Published by Peter Lang International Academic Publishers
This book is conceived as a contribution to the general understanding of learner language. It presents an innovative approach to the study of English false friends. False friends are a current issue for those learning and working with languages since these lexical items may spring up in different contexts of our everyday life. The book identifies false friends in real samples of learner English, reflects on the difficulty of these words and illustrates the specific problems which should be addressed in the EFL classroom. The ultimate purpose of this book is to cast new light on both the skillful and awkward use of false friends in learner English.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=84969&concordeid=431620
Source: Peter Lang International Academic Publishers
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Title: Article: Wanted in Oregon: Bilingual Teachers
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Wanted: Bilingual teachers for English-Spanish classrooms: State faces teacher shortage as districts add bilingual programs
By Abby Spegman
October 19, 2105
Dual language is an umbrella term for many different models that use two languages in one classroom. Some are strictly for non-native English speakers and wean them off of instruction in their native language over time. Dual immersion programs, however, expose students to two languages at once with the goal of developing proficiency in both.
Most programs in Oregon are English/Spanish, though some teach Japanese, Mandarin, Russian and Vietnamese.
According to the U.S. Department of Education, Oregon has had a shortages of bilingual teachers and those who can teach English language learners for nearly a decade. The state is certainly aware of the problem. Its plan to help English language learners includes the goal of hiring more bilingual teachers, as does its plan for improving teacher diversity.
“If we don’t have the teachers to staff these (programs), we’re shooting ourselves in the foot,” said Martha Martinez from the Oregon Department of Education’s equity team. The shortage has led to districts poaching bilingual teachers from each other. “The districts that can afford to pay more are doing that.”
Read the full article at http://www.bendbulletin.com/localstate/education/3603182-151/wanted-bilingual-teachers-for-english-spanish-classrooms#
Here is a related article about a program at San Diego State University in California to help certify more dual-language instructors: http://www.sandiegouniontribune.com/news/2015/oct/18/ucsd-extension-careers-english-spanish-certificate/
Source: Bend Bulletin
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Title: Zero Preparation Activities
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From the frenchteacher blog, here are some zero preparation activities for your classes:
For listening: http://frenchteachernet.blogspot.com/2015/10/five-zero-preparation-listening.html
For speaking: http://frenchteachernet.blogspot.com/2015/10/five-zero-preparation-speaking.html
For reading: http://frenchteachernet.blogspot.com/2015/10/five-zero-preparation-reading-activities.html
For writing: http://frenchteachernet.blogspot.com/2015/10/five-zero-preparation-writing-activities.html
Source: frenchteacher
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Title: Distinguishing between Function Vocabulary and Detail Vocabulary for Unit Planning
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From http://www.creativelanguageclass.com
Good proficiency-oriented instruction often starts with Can-Do statements in different modes such as the following:
• I can understand when someone talks about activities they like or dislike. (Interpretive)
• I can react to someone else’s likes or dislikes. (Interpersonal)
• I can express my likes/dislikes about activities. (Presentational)
However, it’s easy to get bogged down in the endless vocabulary that students may need to accomplish these “I Can” statements. This blog post suggests distinguishing between function vocabulary such as “I like” and “Do you like …?” and detail vocabulary such as “to play” and “fun.” Focusing on function vocabulary allows for the selection of a more specific topic that allows for easily integrating authentic resources and that still leads to mastery of the targeted “I Can” statements: http://www.creativelanguageclass.com/planning/whats-the-function-vocab/
Source: Creative Language Class
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