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Title: Animated Videos in the Indigenous Languages of Mexico
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Series of Animated Stories Revitalise Indigenous Languages in Mexico
by Giovanna Salazar
March 20, 2016
“You can't love what you don't know” is the premise of ‘68 tongues, 68 hearts’, an animated project aimed at preserving and sharing the indigenous languages of Mexico.
The project aims to promote pride, respect, and encourage the use of the indigenous languages of Mexico, through a series of animated stories narrated in these languages and subtitled in Spanish.
Read the full article at https://globalvoices.org/2016/03/20/series-of-animated-stories-revitalise-indigenous-languages-in-mexico/
The project website is available at http://holacombo.com/68voces
Source: Global Voices
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Title: Wóihaŋble: News Website in Lakota
Body:
The new Wóihaŋble website is dedicated to telling the news in Lakota - thus reclaiming a domain of language use that has long been dominated by English.
The website is available at http://www.woihanble.com/
Read more about the website at http://www.smithsonianmag.com/smart-news/this-news-website-is-a-lakota-speakers-dream-180958517/?no-ist and at http://rapidcityjournal.com/business/new-website-will-feature-lakota-language/article_d5c5005b-57c7-5484-81c3-5e16a6b18831.html.
Source: Various
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Content Type: 1
Title: Hayao Miyazaki’s Sketches and Software
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If you have any students who are fans of anime in general or Hayao Miyazaki in particular, they may be interested in these two digital gems: some of his sketches at http://www.openculture.com/2016/03/hayao-miyazakis-sketches-showing-how-to-draw-characters-running.html, and an open source version of the Toonz software used by his studio (http://www.openculture.com/2016/03/software-used-by-hayao-miyazakis-animation-studio-becomes-open-source-free-to-download.html).
Source: Open Culture
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Content Type: 1
Title: Zoo Lesson Based on Authentic Resources for Japanese Learners
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From https://cadenasensei.edublogs.org/
Here is a unit for novice Japanese learners based around authentic resources dealing with the Ueno Zoo: https://cadenasensei.edublogs.org/2016/03/25/a-novice-authres-unit-idea-a-trip-to-ueno-zoo/
Source: Journey Towards Proficiency
Inputdate: 2016-03-26 21:16:17
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Title: Sources and Tools for Post-classical Latin
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Here is a Google document with an extensive annotated list of resources for post-classical Latin: https://docs.google.com/document/d/11S3GSwcWYGiLOz0dyamZ2SCYFPBaAjuJp5cvgVW2gNA/edit
Source: Daniel Hadas
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Content Type: 1
Title: Puerto Rican Thesaurus
Body:
Here is an online lexicographic thesaurus of Puerto Rican Spanish: https://tesoro.pr/
Source: Tesoro lexicográfico
Inputdate: 2016-03-26 21:17:41
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Title: Online Quiz on Spanish Accents
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Here is a fun resource for exploring Spanish accents - an online quiz featuring Spanish speakers from different countries talking about words and expressions specific to their country: http://elpais.com/especiales/2016/acentos-del-espanol/
Source: El País
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Title: Family Tree Activities for Young Spanish Learners
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From http://www.spanishplayground.net/
Jenny from the Spanish Playground website writes, “Making a family tree is a common activity in language classes. Kids label their family members in Spanish. Teachers ask questions, orally and in writing, about the relationship between family members. If teachers are short on time, we sometimes give kids fictional family trees to learn the vocabulary for family members in Spanish.
“Family trees are an effective way of working with family vocabulary. I have to admit though, that I don’t think they are very interesting if you stop with the family tree. I try to think of other ways to use them. Once kids have a family tree in front of them, try activities like these to teach family members in Spanish.”
Read on for activity ideas: http://www.spanishplayground.net/family-members-in-spanish-family-tree/
Source: Spanish Playground
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Title: Teaching English to Digital Natives: Common Computer Concerns for ELLs
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Nathan Hall writes, “Those of us who remember computers being a novelty in the classroom probably also remember being told how the new generation of students are “digital natives.” The assumption is that children who grow up surrounded by computers see nothing strange about using one for work or play, and would passively become experts with this technology. In practice, though, I’ve seen many students struggle to find specific information, evaluate the credibility of a webpage, or write comprehensible forum posts. Unless the teacher is aware of these deficits, those students will struggle with technology-related assignments.
“And there’s more to consider with ELL students. There’s no easy answer for how available technology is in other parts of the world. Recently resettled refugees may not have seen a computer in a long time, while other children may be from a country that provides free high-speed Internet to all of its citizens. That’s a wide range of possibilities for your students to fall into, so it’s important to consider digital literacy as a complement to the other domains of literacy when helping your students prepare for a mainstream environment.”
Read on for techniques to find out how well students can use computers for academic work: http://blog.tesol.org/teaching-english-to-digital-natives-common-computer-concerns-for-ells/
Source: TESOL
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Title: Report: How Six High Schools Graduate English Language Learners College and Career Ready
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From http://ell.stanford.edu/content/schools-learn
A research team from the Stanford Graduate School of Education studied six U.S. high schools with strong college and career outcomes for ELLs. The report — Schools to Learn From: How Six High Schools Graduate English Language Learners College and Career Ready — was released by Understanding Language, a language and literacy initiative at Stanford GSE aimed at supporting educators shifting to the Common Core State Standards and the Next Generation Science Standards. It was funded by the Carnegie Corporation of New York.
The researchers said all six schools hold a mindset of continuous improvement, responsibility is shared throughout these schools for students' success, and the schools cultivate positive respect for and pride in students' home cultures and languages.
The schools also implement design elements and institutional practices such as shared leadership, ongoing and intentional language and literacy assessment and multicultural and multilingual staffing.
Access the report at http://ell.stanford.edu/sites/default/files/Schools%20to%20Learn%20From%20.pdf
Source: Stanford Graduate School fo Education
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