Contents
Content Type: 1
Title: Trip to Castilla Leon in Spain from the Tourist Office of Spain in Los Angeles
Body:
From http://languagemagazine.com/?p=125524
The Tourist Office of Spain in Los Angeles is coordinating a trip to the autonomous region of Castilla Leon, birthplace of the Castilian language, aimed at teachers, heads of modern languages departments, or administrative staff in charge of coordinating student travel abroad.
The trip will tour some of the provinces of Castilla Leon (Salamanca, Leon, Valladolid, Segovia…) to deepen participants’ knowledge of the region, and the cultural offerings that make it attractive to students. Participants (no more than 6-8 people) will visit schools to learn about their programs as well as the lodging options for students, enrichment activities, and extracurricular events that make them special.
The trip is free of charge and it includes: international flights from your port of departure in the U.S. to Madrid, single accommodation, all local transfers, and all meals and activities/visits included in the final program.
Although the trip is from the 24th to the 30th of July, you can stay longer or arrive earlier at your own expense on the same included flight.
Spaces are limited, please contact rocio.monforte@tourspain.es to book a space or with any specific questions you might have.
See the full announcement at http://languagemagazine.com/?p=125524
Source: Language Magazine
Inputdate: 2016-05-21 21:37:36
Lastmodifieddate: 2016-05-23 03:36:04
Expdate: 2016-07-30 00:00:00
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Telenovela Unit
Body:
From https://marishawkins.wordpress.com
Three weeks ago we shared Laura Sexton’s description of her telenovela unit (http://caslsintercom.uoregon.edu/content/21148). Another teacher and blogger, Maris Hawkins, recently shared her own adaptation of Ms. Sexton’s unit, using the telenovela “De que te quiero te quiero.”
Read Ms. Hawkins’ description of the first three days at https://marishawkins.wordpress.com/2016/05/18/telenovela-end-of-the-year-unit-days-1-3/.
More updates are to come; follow Ms. Hawkins’ blog at https://marishawkins.wordpress.com/
Read Ms. Sexton’s latest blog post about how she prepared for her telenovela unit at http://www.pblinthetl.com/2016/05/netflix-and-grill-watching-telenovelas.html
Source: Maris Hawkins
Inputdate: 2016-05-21 21:38:37
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Mystery Person Game for Novice Learners
Body:
From http://funforspanishteachers.blogspot.com/
Here is a game for novice Spanish learners that reinforces clothing and colors; the game comes with clear instructions and a supporting handout: http://funforspanishteachers.blogspot.com/
Source: Fun for Spanish Teachers
Inputdate: 2016-05-21 21:39:30
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Free Spanish Summer Reading Program for Children
Body:
From http://www.spanishplayground.net/summer-reading-program-registration/
The Spanish Summer Reading Program is based on the model used by public libraries. Summer is a time to explore new books, re-read old favorites and most important, enjoy reading! Spanish Playground will suggest books and online resources, and they will help motivate children to read. Kids, with help from their families or teachers, choose books that interest them.
• The program is free.
• The online summer reading program runs May 15 – August 1. Join any time during the summer.
• The program is for children of all ages. Kids do not have to be able to read in Spanish to participate. Families and educators can read to children and share Spanish through rhymes, songs and games.
• Participants receive
• A printable log for kids to color to show the number of Spanish books they have read.
• Book-related activities and fun all summer long.
• Tips for parents and educators to help them make reading enjoyable and effective.
• Book lists and online reading resources.
• A certificate of achievement and a final digital download reward.
• Automatic entry into Spanish Playground’s giveaway of Spanish and bilingual books and music.
For full program details go to http://www.spanishplayground.net/summer-reading-program-registration/
Source: Spanish Playground
Inputdate: 2016-05-21 21:40:10
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Teaching English Learners the Features of Nonfiction Text
Body:
Judie Haynes writes, “It is important that both ESL and classroom educators teach a unit on the features or conventions of nonfiction text to ELs as early as first grade.” Read her short article listing good sources for practice and some conventions of nonfiction that teachers can introduce to their English learners: http://blog.tesol.org/teaching-els-the-features-of-nonfiction-text/
Source: TESOL Blog
Inputdate: 2016-05-21 21:41:16
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Two Tool Kits and Breaking Down Silos
Body:
From http://languagemagazine.com/?p=125506
Breaking Down Silos, Joining Forces in Education
by Claudia Rinaldi and Caroline E. Parker
May 12, 2016
The newly released English Learner Tool Kit developed by the U.S. Department of Education Office of English Language Acquisition provides guidance for teachers on how to help students … learn academic English. The guide includes a much-needed compendium of best practices, beginning with identifying who is an English learner. It outlines the staffing and supports English language programs should include, and provides guidance on how to help schools create inclusive environments that support language proficiency and academic performance. A full chapter is dedicated to the needs of students who are dually identified as both English learners and those with a disability.
This is an excellent resource, but it comes with a serious drawback. It omits a critical research-based framework that could help teachers design instruction for students like Samuel, English learners who require additional supports. The missing framework is Response to Intervention, otherwise known as RTI.
…A second toolkit focused on these RTI strategies is also available to assist teachers … who are looking for ways to help students…. It is the RTI-Based Specific Learning Disabilities Identification ToolKit developed by the National Center for Learning Disabilities (NCLD). This toolkit provides tools for data-driven high quality general education instruction and intervention with frequent opportunity for progress monitoring in all areas of academic difficulty. It also provides clear, evidenced-based considerations for addressing the unique needs of English learners who are struggling academically. The tools can help teachers disentangle the critical challenge of whether a child’s difficulties are due to his or her language proficiency, to a lack of high quality instruction and intervention, or to a disability.
Read the full article and access these two toolkits at http://languagemagazine.com/?p=125506
Source: Language Magazine
Inputdate: 2016-05-21 21:42:07
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Soleado Newsletter Available Online
Body:
From http://dlenm.org/index.php/homepage/news
The summer 2016 issue of Dual Language Education of New Mexico’s quarterly newsletter, Soleado, is available online. In this issue: an article from Elizabeth Howard and Shera Simpson from the La Paz Community School in Costa Rica focused on navigating team teaching across languages; articles written by practitioners and researchers addressing topics such as engaging with families of English Learners, shaping the future of content learning through Spanish, and a tale of perseverance from the perspective of a young immigrant student; and more.
Access Soleado at http://dlenm.org/index.php/homepage/news
Learn more about DLeNM at http://dlenm.org
Source: DLeNM
Inputdate: 2016-05-21 21:43:00
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: New Additions to the BYU Corpora
Body:
Brigham Young University’s collection of corpora and corpus tools has a new corpus interface, plus two new corpora: the NOW corpus and the CORE corpus. Learn about the new interface and corpora at http://linguistlist.org/issues/27/27-2261.html and access the BYU Corpus website at http://corpus.byu.edu/
Source: LINGUIST List
Inputdate: 2016-05-21 21:43:45
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Lesson: Get to Know the Neighbors
Body:
From https://www.teachingenglish.org.uk/
Here is a lesson plan for teenagers and adults. Students are led through a series of activities to create profiles for imaginary characters who live in the same neighborhood. The lesson then brings these characters together at a neighborhood party, where students can practice asking and answering simple questions about work, family, hobbies and so on.
Access the lesson plan at https://www.teachingenglish.org.uk/article/get-know-neighbours
Source: British Council
Inputdate: 2016-05-21 21:44:22
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: More Posts about Learning Strategies
Body:
Last week we wrote about a mini-series dealing with learning strategies on the Language Teacher Toolkit blog (http://caslsintercom.uoregon.edu/content/21227).
Here are the final two installments in the series.
Part 4: http://frenchteachernet.blogspot.co.uk/2016/05/learning-strategies-4.html
Part 5: http://frenchteachernet.blogspot.co.uk/2016/05/learning-strategies-5.html
Source: Language Teacher Toolkit
Inputdate: 2016-05-21 21:45:32
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
