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2140
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Title: The genitive in German
Body: This site explains some particulars of the use of the genitive in German, with links to more basic and more advanced explanation as well as other useful pages. http://german.about.com/library/weekly/aa020211a.htm?nl=1
Source: About.com
Inputdate: 2004-10-08 13:09:00
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Title: The genitive in German
Body: This site explains some particulars of the use of the genitive in German, with links to more basic and more advanced explanation as well as other useful pages. http://german.about.com/library/weekly/aa020211a.htm?nl=1
Source: About.com
Inputdate: 2004-10-08 13:09:00
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2141
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Title: Library Spanish
Body: Editor's note: The following site is a bilingual (Spanish-English) language resource for library staff and patrons. http://www.sol-plus.net/plus/survspa/toc.htm
Source: Spanish in our Libraries
Inputdate: 2004-10-14 00:22:00
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Title: Library Spanish
Body: Editor's note: The following site is a bilingual (Spanish-English) language resource for library staff and patrons. http://www.sol-plus.net/plus/survspa/toc.htm
Source: Spanish in our Libraries
Inputdate: 2004-10-14 00:22:00
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2142
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Title: Lingva Prism October forum topic: successful language learning
Body: Lingva Prismo (http://www.lingvo.info/?lingvo=en) is a multilingual website for and about languages. Each month we discuss different current linguistic issues in our forum "Topic of the Month" and we were wondering if you or any colleagues would be interested in contributing to our debate. Our "Topic of the Month" for October: The Council of Europe have designated the 26th September as the European Day of Languages. The advantages of multilingualism, the importance of lifelong learning of languages and the awareness of the existence and value of all the European languages are the key areas focused upon. However multilingualism can only be achieved by language learning which is often lifelong. The correct teaching methods are an important requisite for effective language instruction. Therefore our October question is: What is required for successful language learning? We hope to hear from you in our forum! Kind regards, Julia Wright Projektassistentin Fon +49 [ 0]30 520 00 57 95 Fax +49 [ 0]30 520 00 57 99 Mail julia.wright@hesselbom.com Web www.hesselbom.com Hesselbom Berlin GmbH Stralauer Platz 34 DE 10243 Berlin Wright, J. Language teaching/ learning. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (7 Oct. 2004).
Source: FLTEACH
Inputdate: 2004-10-14 00:32:00
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Title: Lingva Prism October forum topic: successful language learning
Body: Lingva Prismo (http://www.lingvo.info/?lingvo=en) is a multilingual website for and about languages. Each month we discuss different current linguistic issues in our forum "Topic of the Month" and we were wondering if you or any colleagues would be interested in contributing to our debate. Our "Topic of the Month" for October: The Council of Europe have designated the 26th September as the European Day of Languages. The advantages of multilingualism, the importance of lifelong learning of languages and the awareness of the existence and value of all the European languages are the key areas focused upon. However multilingualism can only be achieved by language learning which is often lifelong. The correct teaching methods are an important requisite for effective language instruction. Therefore our October question is: What is required for successful language learning? We hope to hear from you in our forum! Kind regards, Julia Wright Projektassistentin Fon +49 [ 0]30 520 00 57 95 Fax +49 [ 0]30 520 00 57 99 Mail julia.wright@hesselbom.com Web www.hesselbom.com Hesselbom Berlin GmbH Stralauer Platz 34 DE 10243 Berlin Wright, J. Language teaching/ learning. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (7 Oct. 2004).
Source: FLTEACH
Inputdate: 2004-10-14 00:32:00
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2143
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Title: Call for Participants: Japanese Listening Proficency Pilot
Body: Dear Colleagues, In the field of second language education, many educators want to measure their studentsÂ’ proficiency. Now, you and your students can experience the future of proficiency assessment. In order to bridge the gap in assessment models, the Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center (NFLRC), has developed an integrated online assessment of speaking, reading, and writing proficiency. Now CASLS is ready to pilot the last installment of the four proficiency skills: listening. This pilot test is known as the Japanese Assessment of Listening Proficiency (ALP) pilot. We are delighted to invite you, as a Japanese teacher, to participate in this one-of-a-kind opportunity. We are looking for teachers who would be willing to pilot the online Japanese ALP beginning October 18, 2004. With your help and participation, we will gather data from students nationwide in order to offer the best possible language assessment tool to educators. The Japanese ALP pilot is innovative both in terms of pedagogy and technology. This pilot allows you and your students to experience a state-of- the-art assessment tool at absolutely no charge. Real-life tasks, delivered in streaming FLASH audio and video to your studentsÂ’ computers, are keyed to national standards. You will only need a fast Internet connection and FLASH, which can be downloaded for free. Results from the test will be immediately available to teachers on a password-protected website. This assessment is appropriate for students with novice-high proficiency or higher. If you are interested in participating in the Japanese ALP pilot, please e-mail me at the address listed below. I will send you more details, including technology requirements for your computer lab, which will help you decide if you will be able to participate in the Japanese ALP pilot. Sincerely, Kumi Hatano, Japanese ALP Pilot Coordinator E-mail: jppilot@uoregon.edu Center for Applied Second Language Studies (CASLS) The Northwest National Foreign Language Resource Center 5290 University of Oregon, Eugene, OR 97403-5290 Phone: 541-346-5995 Fax: 541-346-0322
Source: CASLS
Inputdate: 2004-10-14 00:39:00
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Title: Call for Participants: Japanese Listening Proficency Pilot
Body: Dear Colleagues, In the field of second language education, many educators want to measure their studentsÂ’ proficiency. Now, you and your students can experience the future of proficiency assessment. In order to bridge the gap in assessment models, the Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center (NFLRC), has developed an integrated online assessment of speaking, reading, and writing proficiency. Now CASLS is ready to pilot the last installment of the four proficiency skills: listening. This pilot test is known as the Japanese Assessment of Listening Proficiency (ALP) pilot. We are delighted to invite you, as a Japanese teacher, to participate in this one-of-a-kind opportunity. We are looking for teachers who would be willing to pilot the online Japanese ALP beginning October 18, 2004. With your help and participation, we will gather data from students nationwide in order to offer the best possible language assessment tool to educators. The Japanese ALP pilot is innovative both in terms of pedagogy and technology. This pilot allows you and your students to experience a state-of- the-art assessment tool at absolutely no charge. Real-life tasks, delivered in streaming FLASH audio and video to your studentsÂ’ computers, are keyed to national standards. You will only need a fast Internet connection and FLASH, which can be downloaded for free. Results from the test will be immediately available to teachers on a password-protected website. This assessment is appropriate for students with novice-high proficiency or higher. If you are interested in participating in the Japanese ALP pilot, please e-mail me at the address listed below. I will send you more details, including technology requirements for your computer lab, which will help you decide if you will be able to participate in the Japanese ALP pilot. Sincerely, Kumi Hatano, Japanese ALP Pilot Coordinator E-mail: jppilot@uoregon.edu Center for Applied Second Language Studies (CASLS) The Northwest National Foreign Language Resource Center 5290 University of Oregon, Eugene, OR 97403-5290 Phone: 541-346-5995 Fax: 541-346-0322
Source: CASLS
Inputdate: 2004-10-14 00:39:00
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2144
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Title: 1-day Course: Copyright Issues for Educators 2004
Body: More information available at: http://www.outreach.psu.edu/StatewidePrograms/Copyright/ Dear Educator: Those of us working in education know that the last few years have brought a maelstrom of new technologies and resulting challenges for teachers trying to cope with them. Until now, our primary focus has been working to incorporate these technologies into the classroom and to harness their educational capabilities--including access to vast reservoirs of information. However, the ease and speed of information access have led to a new challenge. We must now exercise greater care when using materials taken from digital sources such as the Internet. This is no easy task. Laws governing copyright can be confusing, and the ease of obtaining and duplicating information makes it ever-so-tempting to use materials unlawfully. As an educator, you have a responsibility to protect yourself and your students from the liabilities of copyright infringement. The most effective means of doing so is to make certain that you and your colleagues are better informed about the proper use of information. That's why I'm encouraging administrators and teachers to join me at Copyright Issues for Educators, a one-day course designed to bring middle- and high-school educators up-to-date on the changing landscape of copyright issues in the classroom. Educators can receive course credit or Act-48 hours.
Source: Pennsylvania State University
Inputdate: 2004-10-14 00:47:00
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Expdate: 2004-11-14 00:00:00
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Title: 1-day Course: Copyright Issues for Educators 2004
Body: More information available at: http://www.outreach.psu.edu/StatewidePrograms/Copyright/ Dear Educator: Those of us working in education know that the last few years have brought a maelstrom of new technologies and resulting challenges for teachers trying to cope with them. Until now, our primary focus has been working to incorporate these technologies into the classroom and to harness their educational capabilities--including access to vast reservoirs of information. However, the ease and speed of information access have led to a new challenge. We must now exercise greater care when using materials taken from digital sources such as the Internet. This is no easy task. Laws governing copyright can be confusing, and the ease of obtaining and duplicating information makes it ever-so-tempting to use materials unlawfully. As an educator, you have a responsibility to protect yourself and your students from the liabilities of copyright infringement. The most effective means of doing so is to make certain that you and your colleagues are better informed about the proper use of information. That's why I'm encouraging administrators and teachers to join me at Copyright Issues for Educators, a one-day course designed to bring middle- and high-school educators up-to-date on the changing landscape of copyright issues in the classroom. Educators can receive course credit or Act-48 hours.
Source: Pennsylvania State University
Inputdate: 2004-10-14 00:47:00
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Expdate: 2004-11-14 00:00:00
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2145
Content Type: 1
Title: Job Opening: Full-time Spanish lecturer, Rice University
Body: Rice University seeks a full-time Lecturer to teach Spanish language courses in its Center for the Study of Languages. Candidates should demonstrate a sound understanding of modern communicative approaches to language- teaching and learning, including task-based proficiency-oriented instruction, and show a record of good teaching. Other desirable qualifications for this position are: the ability to develop and teach Spanish courses for special purposes and an understanding of the uses of modern technology, including multimedia applications, for the purpose of teaching and learning languages. Applicants should demonstrate at least near-native fluency in Spanish and hold an MA degree or its equivalent. The appointment is at the rank of Lecturer, beginning on 1 July 2005. Salary will be commensurate with credentials and experience. Rice offers good institutional support for professional development and state-of-the-art technological facilities are available. Please send a letter of application clearly addressing the above position requirements, C.V., transcript, three letters of recommendation (or names, addresses, emails and fax numbers of three persons willing to provide a recommendation), and teaching portfolio (or sample syllabi) to: The Program Coordinator, Center for the Study of Languages, MS# 36 Rice University 6100 Main St Houston, TX 77005 The deadline for applications is Monday 15 November 2004. Some preliminary interviews may be held at the ACTFL Conference (18 - 21 November). Other preliminary interviews may be arranged as appropriate. Applicants must have proof of legal authorization to work in the United States. Rice University is an equal opportunity/affirmative action employer, women and minorities are encouraged to apply. Thank you for posting this announcement. Sincerely, Claire ---------------------------------------------------------------------------- Claire Bartlett Director, Language Resource Center Assoc. Dir., Center for the Study of Languages 120 Rayzor Hall, MS 37 Rice University 6100 Main Street Houston, TX 77005-1892 Voice: (713) 348-6156 LRC: (713) 348-6157 fax: (713) 348-6168 bartlett@rice.edu http://www.ruf.rice.edu/~lrc * Executive Board Member, CALICO http://www.calico.org * President-Elect, IALLT http://www.iallt.org Bartlett, C. Full-time Spanish lecturer, Rice University. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (8 Oct. 2004).
Source: FLTEACH
Inputdate: 2004-10-14 00:58:00
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Expdate: 2004-10-16 00:00:00
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Title: Job Opening: Full-time Spanish lecturer, Rice University
Body: Rice University seeks a full-time Lecturer to teach Spanish language courses in its Center for the Study of Languages. Candidates should demonstrate a sound understanding of modern communicative approaches to language- teaching and learning, including task-based proficiency-oriented instruction, and show a record of good teaching. Other desirable qualifications for this position are: the ability to develop and teach Spanish courses for special purposes and an understanding of the uses of modern technology, including multimedia applications, for the purpose of teaching and learning languages. Applicants should demonstrate at least near-native fluency in Spanish and hold an MA degree or its equivalent. The appointment is at the rank of Lecturer, beginning on 1 July 2005. Salary will be commensurate with credentials and experience. Rice offers good institutional support for professional development and state-of-the-art technological facilities are available. Please send a letter of application clearly addressing the above position requirements, C.V., transcript, three letters of recommendation (or names, addresses, emails and fax numbers of three persons willing to provide a recommendation), and teaching portfolio (or sample syllabi) to: The Program Coordinator, Center for the Study of Languages, MS# 36 Rice University 6100 Main St Houston, TX 77005 The deadline for applications is Monday 15 November 2004. Some preliminary interviews may be held at the ACTFL Conference (18 - 21 November). Other preliminary interviews may be arranged as appropriate. Applicants must have proof of legal authorization to work in the United States. Rice University is an equal opportunity/affirmative action employer, women and minorities are encouraged to apply. Thank you for posting this announcement. Sincerely, Claire ---------------------------------------------------------------------------- Claire Bartlett Director, Language Resource Center Assoc. Dir., Center for the Study of Languages 120 Rayzor Hall, MS 37 Rice University 6100 Main Street Houston, TX 77005-1892 Voice: (713) 348-6156 LRC: (713) 348-6157 fax: (713) 348-6168 bartlett@rice.edu http://www.ruf.rice.edu/~lrc * Executive Board Member, CALICO http://www.calico.org * President-Elect, IALLT http://www.iallt.org Bartlett, C. Full-time Spanish lecturer, Rice University. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (8 Oct. 2004).
Source: FLTEACH
Inputdate: 2004-10-14 00:58:00
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Expdate: 2004-10-16 00:00:00
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2146
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Title: New York City's new, more stringent ESL exam
Body: Full article available at: http://www.nytimes.com/2004/10/13/education/13education.html?ex= 1098331200&en=4e14d79dcb09b23f&ei=5040&partner=MOREOVER Free registration required. The article begins: Two weeks into the new school year, Melanie Fordin paid an anxious visit to a colleague's office at Richmond Hill High School in Queens. She had heard that the results were in from the state test for those immigrant students officially known as English Language Learners, dozens of them in Ms. Fordin's classes. The scores would dictate who got to move into the school's English-speaking mainstream and who stayed in a separate, slower track, putatively to become more fluent. The previous year had been a horror story. Only 4 pupils of nearly 600 from Richmond Hill who took the New York State English as a Second Language Achievement Test passed it. Incredibly, more than 60 of those failures already had passed the state Regents exam in English, the traditional benchmark for college-bound students. The article continues to discuss whether the test meets the goal of placing students in appropriate classes. Freedman, Samuel G. A test seemingly intended to keep students behind. http://www.nytimes.com/2004/10/13/education/13education.html (13 Oct. 2004).
Source: ASCD SmartBrief
Inputdate: 2004-10-14 14:52:00
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Title: New York City's new, more stringent ESL exam
Body: Full article available at: http://www.nytimes.com/2004/10/13/education/13education.html?ex= 1098331200&en=4e14d79dcb09b23f&ei=5040&partner=MOREOVER Free registration required. The article begins: Two weeks into the new school year, Melanie Fordin paid an anxious visit to a colleague's office at Richmond Hill High School in Queens. She had heard that the results were in from the state test for those immigrant students officially known as English Language Learners, dozens of them in Ms. Fordin's classes. The scores would dictate who got to move into the school's English-speaking mainstream and who stayed in a separate, slower track, putatively to become more fluent. The previous year had been a horror story. Only 4 pupils of nearly 600 from Richmond Hill who took the New York State English as a Second Language Achievement Test passed it. Incredibly, more than 60 of those failures already had passed the state Regents exam in English, the traditional benchmark for college-bound students. The article continues to discuss whether the test meets the goal of placing students in appropriate classes. Freedman, Samuel G. A test seemingly intended to keep students behind. http://www.nytimes.com/2004/10/13/education/13education.html (13 Oct. 2004).
Source: ASCD SmartBrief
Inputdate: 2004-10-14 14:52:00
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Title: English slogans waning in popularity in German advertising
Body: English losing verve as advertising language A little over a year after a study confirmed that most Germans don't understand advertisements in English, German businesses have apparently taken note, switching their campaigns from the use of vague English slogans to clearer German ones. Full article available at: http://www.germany-info.org/relaunch/info/publications/week/2004/041008/ economy3.html
Source: The Week in Germany - 10/08/04
Inputdate: 2004-10-14 20:50:00
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Title: English slogans waning in popularity in German advertising
Body: English losing verve as advertising language A little over a year after a study confirmed that most Germans don't understand advertisements in English, German businesses have apparently taken note, switching their campaigns from the use of vague English slogans to clearer German ones. Full article available at: http://www.germany-info.org/relaunch/info/publications/week/2004/041008/ economy3.html
Source: The Week in Germany - 10/08/04
Inputdate: 2004-10-14 20:50:00
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2148
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Title: Multiple Intelligences debate continues
Body: Full article available at: http://www.washingtonpost.com/wp-dyn/articles/A1337-2004Sep6.html?nav= hcmodule Because of a book he wrote 21 years ago, Howard Gardner is both lionized and exploited as one of the most famous educational theorists in the world. His notion of multiple intelligences -- including the idea that musical, athletic and other talents are separate from, but as important as, high SAT scores -- has inspired scores of books, journal articles, conferences and lesson plans for public schools. But his fame has not saved him from criticism. This summer, two university professors accused Gardner, 61, of encouraging elementary school teaching methods, such as singing new words or writing them out with twigs and leaves, for which there is no scholarly evidence of success. Mathews, J. 21 years later, 'Multiple Intelligences' still debated. http:// www.washingtonpost.com/wp-dyn/articles/A1337-2004Sep6.html?nav= hcmodule (7 Sep. 2004).
Source: Washington Post
Inputdate: 2004-10-14 21:02:00
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Title: Multiple Intelligences debate continues
Body: Full article available at: http://www.washingtonpost.com/wp-dyn/articles/A1337-2004Sep6.html?nav= hcmodule Because of a book he wrote 21 years ago, Howard Gardner is both lionized and exploited as one of the most famous educational theorists in the world. His notion of multiple intelligences -- including the idea that musical, athletic and other talents are separate from, but as important as, high SAT scores -- has inspired scores of books, journal articles, conferences and lesson plans for public schools. But his fame has not saved him from criticism. This summer, two university professors accused Gardner, 61, of encouraging elementary school teaching methods, such as singing new words or writing them out with twigs and leaves, for which there is no scholarly evidence of success. Mathews, J. 21 years later, 'Multiple Intelligences' still debated. http:// www.washingtonpost.com/wp-dyn/articles/A1337-2004Sep6.html?nav= hcmodule (7 Sep. 2004).
Source: Washington Post
Inputdate: 2004-10-14 21:02:00
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2149
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Title: Web site displays ongoing projects around the world
Body: From: http://www.ngf.org.uk/flash2.htm The Map of Creativity is a user-friendly, interactive database of innovative educational projects throughout the world. Want to see some of the world's most interesting educational projects? Browse to your heart's content. Do you know of an innovative project to support creativity, learning, or play? Put it on the Map! Map accessible at: http://www.ngf.org.uk/map/map.html
Source: The Next Generation Foundation
Inputdate: 2004-10-14 21:17:00
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Title: Web site displays ongoing projects around the world
Body: From: http://www.ngf.org.uk/flash2.htm The Map of Creativity is a user-friendly, interactive database of innovative educational projects throughout the world. Want to see some of the world's most interesting educational projects? Browse to your heart's content. Do you know of an innovative project to support creativity, learning, or play? Put it on the Map! Map accessible at: http://www.ngf.org.uk/map/map.html
Source: The Next Generation Foundation
Inputdate: 2004-10-14 21:17:00
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