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2554
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Title: French Online Listening: Les Aperitifs
Body: About.com's French language site this week features an online listening activity which uses a recorded conversation about the custom of drinking aperitifs before dinner. A study guide, transcript, and translation are also provided, as well as links to other activities in the series. Access the site at: http://french.about.com/library/listening/bl-listeningindex.htm?nl=1
Source: About.com
Inputdate: 2005-01-23 22:07:00
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Title: French Online Listening: Les Aperitifs
Body: About.com's French language site this week features an online listening activity which uses a recorded conversation about the custom of drinking aperitifs before dinner. A study guide, transcript, and translation are also provided, as well as links to other activities in the series. Access the site at: http://french.about.com/library/listening/bl-listeningindex.htm?nl=1
Source: About.com
Inputdate: 2005-01-23 22:07:00
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2555
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Title: Job Posting: HS French and Spanish, MO
Body: For those who may be interested, St. Pius X Hgh School in Kanas City, MO is looking for one, maybe two, Spanish teachers AND a French teacher. The available positions include levels one through four of both Spanish and French. if interested, please e-mail me! Thanks so much! Elizabeth Martinez-Foss St. Pius X High School emartinez@stpiusxhs-kc.com (816) 453-3450 ext. 135 Martinez, E. JOB OPENING in Kansas City, MO. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (18 Jan. 2005).
Source: FLTEACH
Inputdate: 2005-01-23 22:28:00
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Title: Job Posting: HS French and Spanish, MO
Body: For those who may be interested, St. Pius X Hgh School in Kanas City, MO is looking for one, maybe two, Spanish teachers AND a French teacher. The available positions include levels one through four of both Spanish and French. if interested, please e-mail me! Thanks so much! Elizabeth Martinez-Foss St. Pius X High School emartinez@stpiusxhs-kc.com (816) 453-3450 ext. 135 Martinez, E. JOB OPENING in Kansas City, MO. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (18 Jan. 2005).
Source: FLTEACH
Inputdate: 2005-01-23 22:28:00
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2556
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Title: Resources for Students of German and French with Special Educational Needs
Body: The following was recently posted to the FLTEACH listserv suggesting good online resources for teachers of French and German, particularly those with students with special needss. ----- I have posted on my website at http://www.specialeducationalneeds.com/mfl/klasse.zip and http://www.specialeducationalneeds.com/mfl/year7french/weather/ units of work which I have word-processed for German and French respectively. I wrote them out of dissatisfaction with current textbook offerings, whose exercises have far too few questions to ensure the understanding of less able learners. The flashy, multicoloured layout of many contemporary commercial course manuals can also be distracting and confusing to those with learning disabilities. You might also be interested in my word processing guide for learners of German. It's at: http://www.specialeducationalneeds.com/accents/WordforGerman.doc Are you aware of the following lists of classroom phraseology? http://french.about.com/od/vocabulary/a/classroomphrase.htm http://german.about.com/od/vocabulary/a/schoolStd.htm http://german.about.com/od/vocabulary/a/schoolTch.htm You might find my Initial Teacher Training workshop for student teachers of modern foreign languages at http://www.specialeducationalneeds.com/case/ of interest. It focuses on Information Technology and Special Educational Needs. My impression is that many student teachers lack confidence when it comes to differentiating their delivery to accommodate different abilities and aptitudes. Now that educational inclusion is a matter of legislation, appropriate provision for the diverse needs of learners within heterogeneous classes has become a priority. Wilson, D. Re: Help with French & German. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Jan. 2005).
Source: FLTEACH
Inputdate: 2005-01-23 22:51:00
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Title: Resources for Students of German and French with Special Educational Needs
Body: The following was recently posted to the FLTEACH listserv suggesting good online resources for teachers of French and German, particularly those with students with special needss. ----- I have posted on my website at http://www.specialeducationalneeds.com/mfl/klasse.zip and http://www.specialeducationalneeds.com/mfl/year7french/weather/ units of work which I have word-processed for German and French respectively. I wrote them out of dissatisfaction with current textbook offerings, whose exercises have far too few questions to ensure the understanding of less able learners. The flashy, multicoloured layout of many contemporary commercial course manuals can also be distracting and confusing to those with learning disabilities. You might also be interested in my word processing guide for learners of German. It's at: http://www.specialeducationalneeds.com/accents/WordforGerman.doc Are you aware of the following lists of classroom phraseology? http://french.about.com/od/vocabulary/a/classroomphrase.htm http://german.about.com/od/vocabulary/a/schoolStd.htm http://german.about.com/od/vocabulary/a/schoolTch.htm You might find my Initial Teacher Training workshop for student teachers of modern foreign languages at http://www.specialeducationalneeds.com/case/ of interest. It focuses on Information Technology and Special Educational Needs. My impression is that many student teachers lack confidence when it comes to differentiating their delivery to accommodate different abilities and aptitudes. Now that educational inclusion is a matter of legislation, appropriate provision for the diverse needs of learners within heterogeneous classes has become a priority. Wilson, D. Re: Help with French & German. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Jan. 2005).
Source: FLTEACH
Inputdate: 2005-01-23 22:51:00
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2557
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Title: Class Starter Ideas
Body: Editor's note: A recent query on the FLTEACH listserv about class-starting activities generated the following suggestions. ----- Class starters: Mine are short and simple. I write three sentences in English to translate into the target language. The content is always what the majority of students at the time are struggling with in their original writing. If I see a lot of "un otro problema", I write a sentence like "Joey has another problem today." All I need is 5 minutes to take care of class business while they do the translationsand then I'm ready to teach. I love starting with these translations, because I can reinforce quickly and daily recurring common errors. Gourlay, C. Re: FLTEACH Digest - 1 Dec 2004 to 2 Dec 2004 - Special issue (#2004-644). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Dec. 2004). ----- Post a list of vocab words...ask kids to categorize them AND defend their answers and explain their process. Multiple answers are possible, and encouraged. One example: Espana, Francia, Alemania, Italiano, Japon, Espanol, Frances, Italia. Sample categories generated: languages, countries, European countries, Axis, powers from WWII, Romance languages, cognates, etc. Post a list of categories, and have students generate vocab words that fit in the category. (This can be the reverse of the previous activity). Example: List all pieces of a place setting needed to consume: soup; steak; ice cream Explain how these words/concepts are alike AND how they are similar. (Often, I choose words that are commonly confusing for native English speakers of Spanish.) Examples: jugar & tocar; ser & estar; mirar & ver; preguntar & pedir Put a series of events in their most common, logical order. (done in TL, but here in English for non-Spanish speakers) Again, students must defend their answers. I got dressed. I got up. I brushed my teeth. I showered. Review flash cards. Rank the vocab words from most difficult for you to least difficult for you. Carlson, B. Class starters. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Dec. 2004). ----- How about an interview? Make a grid with the questions at the top and they have to ask 4-5 people the questions and then write a paragraph about one person. Weingartner. Re: class starters. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 Dec. 2004). ----- This warm up exercise is a brainstorm. They have five letters written on the overhead: E,I, T, S, and N. They must list as many words in the target language that they can think of that contain those letters. There are a few important rules, though: 1. Each word MUST contain E and AT LEAST one of the other five letters (The word does NOT have to contain all 5.). 2. They MAY repeat letters. They usually think it's kind of fun; I make it a sort of competition to see who can come up with the most words. The quick kids realize that they can write most of the numbers, too, or write singulars and plurals. Donaldson, L. Re: class starters. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Dec. 2004).
Source: FLTEACH
Inputdate: 2005-01-24 11:53:00
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Title: Class Starter Ideas
Body: Editor's note: A recent query on the FLTEACH listserv about class-starting activities generated the following suggestions. ----- Class starters: Mine are short and simple. I write three sentences in English to translate into the target language. The content is always what the majority of students at the time are struggling with in their original writing. If I see a lot of "un otro problema", I write a sentence like "Joey has another problem today." All I need is 5 minutes to take care of class business while they do the translationsand then I'm ready to teach. I love starting with these translations, because I can reinforce quickly and daily recurring common errors. Gourlay, C. Re: FLTEACH Digest - 1 Dec 2004 to 2 Dec 2004 - Special issue (#2004-644). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Dec. 2004). ----- Post a list of vocab words...ask kids to categorize them AND defend their answers and explain their process. Multiple answers are possible, and encouraged. One example: Espana, Francia, Alemania, Italiano, Japon, Espanol, Frances, Italia. Sample categories generated: languages, countries, European countries, Axis, powers from WWII, Romance languages, cognates, etc. Post a list of categories, and have students generate vocab words that fit in the category. (This can be the reverse of the previous activity). Example: List all pieces of a place setting needed to consume: soup; steak; ice cream Explain how these words/concepts are alike AND how they are similar. (Often, I choose words that are commonly confusing for native English speakers of Spanish.) Examples: jugar & tocar; ser & estar; mirar & ver; preguntar & pedir Put a series of events in their most common, logical order. (done in TL, but here in English for non-Spanish speakers) Again, students must defend their answers. I got dressed. I got up. I brushed my teeth. I showered. Review flash cards. Rank the vocab words from most difficult for you to least difficult for you. Carlson, B. Class starters. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Dec. 2004). ----- How about an interview? Make a grid with the questions at the top and they have to ask 4-5 people the questions and then write a paragraph about one person. Weingartner. Re: class starters. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 Dec. 2004). ----- This warm up exercise is a brainstorm. They have five letters written on the overhead: E,I, T, S, and N. They must list as many words in the target language that they can think of that contain those letters. There are a few important rules, though: 1. Each word MUST contain E and AT LEAST one of the other five letters (The word does NOT have to contain all 5.). 2. They MAY repeat letters. They usually think it's kind of fun; I make it a sort of competition to see who can come up with the most words. The quick kids realize that they can write most of the numbers, too, or write singulars and plurals. Donaldson, L. Re: class starters. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Dec. 2004).
Source: FLTEACH
Inputdate: 2005-01-24 11:53:00
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2558
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Title: Pen Pal Letter Templates
Body: Editor's note: A recent request for pen pal letter templates generated the following suggestions. Both are for French teachers, but the first link will download a Word document which could easily be modified for any language. ----- After reading your message, I posted a letter writing frame for French on my website at: http://www.specialeducationalneeds.com/mfl/French_Writing_Frame.doc I wrote this template when preparing 11-to-12-year-olds for their French exam at the end of their first year of learning the language. Another source of guidance: Writing Letters in French http://www.askoxford.com/languages/fr/french_letters/?view=uk Wilson, D. Re: pen pal letter template? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jan. 2005). ----- I have been using a packet that I purchased from Carlex called "R.S.V.P. Une unite fun et facile pour correspondre". It is useful because the students can use it as a guideline when writing to their pen pals. Many of my high school students are not used to writing letters and this helps guide them. The authors of "R.S.V.P." are Jane Lapko and Niki Silvaroni. The unit is in French. It starts with an introductory letter and then moves on to topics such as family, hobbies, interests, etc. DeFilippo, P. Re: pen pal letter template? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jan. 2005).
Source: FLTEACH
Inputdate: 2005-01-24 12:02:00
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Title: Pen Pal Letter Templates
Body: Editor's note: A recent request for pen pal letter templates generated the following suggestions. Both are for French teachers, but the first link will download a Word document which could easily be modified for any language. ----- After reading your message, I posted a letter writing frame for French on my website at: http://www.specialeducationalneeds.com/mfl/French_Writing_Frame.doc I wrote this template when preparing 11-to-12-year-olds for their French exam at the end of their first year of learning the language. Another source of guidance: Writing Letters in French http://www.askoxford.com/languages/fr/french_letters/?view=uk Wilson, D. Re: pen pal letter template? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jan. 2005). ----- I have been using a packet that I purchased from Carlex called "R.S.V.P. Une unite fun et facile pour correspondre". It is useful because the students can use it as a guideline when writing to their pen pals. Many of my high school students are not used to writing letters and this helps guide them. The authors of "R.S.V.P." are Jane Lapko and Niki Silvaroni. The unit is in French. It starts with an introductory letter and then moves on to topics such as family, hobbies, interests, etc. DeFilippo, P. Re: pen pal letter template? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jan. 2005).
Source: FLTEACH
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2559
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Title: New Issue: Language Learning & Technology, Vol. 9
Body: The latest edition of Language Learning & Technology is available at: http://llt.msu.edu/default.html This issue focuses on technology and young learners. Featured articles include: Child-to-Child Interaction and Corrective Feedback in a Computer Mediated L2 Class Frank Morris University of Miami Triadic Scaffolds: Tools for Teaching English Language Learners with Computers Carla Meskill State University of New York at Albany pp. 46-59 The Design of Effective ICT-Supported Learning Activities: Exemplary Models, Changing Requirements, and New Possibilities Cameron Richards University of Western Australia Commentary: You're Not Studying, You're Just... Ravi Purushotma Massachusetts Institute of Technology
Source: Language Learning & Technology
Inputdate: 2005-01-24 12:46:00
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Title: New Issue: Language Learning & Technology, Vol. 9
Body: The latest edition of Language Learning & Technology is available at: http://llt.msu.edu/default.html This issue focuses on technology and young learners. Featured articles include: Child-to-Child Interaction and Corrective Feedback in a Computer Mediated L2 Class Frank Morris University of Miami Triadic Scaffolds: Tools for Teaching English Language Learners with Computers Carla Meskill State University of New York at Albany pp. 46-59 The Design of Effective ICT-Supported Learning Activities: Exemplary Models, Changing Requirements, and New Possibilities Cameron Richards University of Western Australia Commentary: You're Not Studying, You're Just... Ravi Purushotma Massachusetts Institute of Technology
Source: Language Learning & Technology
Inputdate: 2005-01-24 12:46:00
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2560
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Title: Call for Papers: Special Issue of LLT
Body: From: http://llt.msu.edu/vol9num1/call.html Call for Papers for Special Issue of LLT Theme: Technology and Listening Comprehension Guest Editor: Philip Hubbard Developments in multimedia software and the Web offer a range of new opportunities for learners to develop listening proficiency in the target language. Multimedia programs combine digital audio, graphics, and video with an array of meaning aids and afford a high level of individual control, while the Web makes it possible for easy access to an assortment of listening experiences, including exposure to an unprecedented selection of unfiltered native speaker materials. This special issue of Language Learning & Technology aims at providing a variety of perspectives in this area through research articles and theoretical discussions in the domains of technology based comprehension, language acquisition, and testing. Possible topics include, but are not limited to: * a comprehensive literature review of technology and listening comprehension * theories or theoretical frameworks for aspects of computer-based listening * research on the link between computer-based activities that promote listening comprehension and those that promote language acquisition * studies on the utilization of authentic listening materials on the Web * studies of the efficacy of technology-based meaning aids (captions, glosses, graphics, translations, etc.) to support comprehension and acquisition * studies of the use of technology for the co-development of listening and reading proficiency * studies of the impact of listening and handheld technologies (mobile phones, MP3 players, etc.) on comprehension * research into the use of DVDs for language learning * computer-based testing of listening proficiency Please send an e-mail of intent with a 250-word abstract by May 1, 2005, to llt-editors@hawaii.edu.
Source: Language Learning & Technology
Inputdate: 2005-01-24 12:50:00
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Title: Call for Papers: Special Issue of LLT
Body: From: http://llt.msu.edu/vol9num1/call.html Call for Papers for Special Issue of LLT Theme: Technology and Listening Comprehension Guest Editor: Philip Hubbard Developments in multimedia software and the Web offer a range of new opportunities for learners to develop listening proficiency in the target language. Multimedia programs combine digital audio, graphics, and video with an array of meaning aids and afford a high level of individual control, while the Web makes it possible for easy access to an assortment of listening experiences, including exposure to an unprecedented selection of unfiltered native speaker materials. This special issue of Language Learning & Technology aims at providing a variety of perspectives in this area through research articles and theoretical discussions in the domains of technology based comprehension, language acquisition, and testing. Possible topics include, but are not limited to: * a comprehensive literature review of technology and listening comprehension * theories or theoretical frameworks for aspects of computer-based listening * research on the link between computer-based activities that promote listening comprehension and those that promote language acquisition * studies on the utilization of authentic listening materials on the Web * studies of the efficacy of technology-based meaning aids (captions, glosses, graphics, translations, etc.) to support comprehension and acquisition * studies of the use of technology for the co-development of listening and reading proficiency * studies of the impact of listening and handheld technologies (mobile phones, MP3 players, etc.) on comprehension * research into the use of DVDs for language learning * computer-based testing of listening proficiency Please send an e-mail of intent with a 250-word abstract by May 1, 2005, to llt-editors@hawaii.edu.
Source: Language Learning & Technology
Inputdate: 2005-01-24 12:50:00
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2561
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Title: Brochures for Promotion of Language Study
Body: Brochures for promoting foreign language programs are available online from the Center for Applied Linguistics. Available titles include: Why Start and Maintain an SNS Program Multilingual Society brochureWorking Together to Build a Multilingual Society Why, How, When brochureWhy, How, and When Should My Child Learn a Second Language For more information on content and downloading and/or shipping, visit: http://www.cal.org/resources/brochures/
Source: Center for Applied Linguistics
Inputdate: 2005-01-24 12:56:00
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Title: Brochures for Promotion of Language Study
Body: Brochures for promoting foreign language programs are available online from the Center for Applied Linguistics. Available titles include: Why Start and Maintain an SNS Program Multilingual Society brochureWorking Together to Build a Multilingual Society Why, How, When brochureWhy, How, and When Should My Child Learn a Second Language For more information on content and downloading and/or shipping, visit: http://www.cal.org/resources/brochures/
Source: Center for Applied Linguistics
Inputdate: 2005-01-24 12:56:00
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2562
Content Type: 1
Title: Teacher Exchange 2005 / Intercambio De Maestros 2005
Body: The Ministry of Foreign Affairs and the Secretary of Public Education, Mexico invite U.S. school districts, the Secretaries of Education of the Mexican States with a high degree of migration, the coordinators of the Bi-National Migrant Education Program, and the interested educational authorities of Mexico and the United States, to participate in the 2005 Mexico-United States Teacher Exchange Program. The objectives of this program are: - To contribute to reinforce knowledge about the history, culture, values, and national traditions of Mexican-origin students who live in the United States, reinforcing their identity and improving their education. - To encourage on-going communication between U.S. and Mexican teachers so as to share educational experiences that facilitate obtaining greater advantage in the teaching-learning process at the basic and middle-upper levels. - Through teacher exchanges, to assist in improving the educational services offered to the Mexican and Mexican descent school population living in the United States. The deadline is February 25, 2005. To request applications and more information, contact: IME: Instituto de los Mexicanos en el Exterior (Institute of the Mexicans Abroad) 645 Griswold Avenue, Suite 830 Detroit, MI 48226 Tel: (313) 964-4515 Fax: (313) 964-4522 Email: imedetroit@sre.gob.mx http://www.sre.gob.mx/ime Villanueva, A. Teacher Exchange 2005 / Intercambio De Maestros 2005. (11 Jan. 2005).
Source: IME
Inputdate: 2005-01-24 13:03:00
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Title: Teacher Exchange 2005 / Intercambio De Maestros 2005
Body: The Ministry of Foreign Affairs and the Secretary of Public Education, Mexico invite U.S. school districts, the Secretaries of Education of the Mexican States with a high degree of migration, the coordinators of the Bi-National Migrant Education Program, and the interested educational authorities of Mexico and the United States, to participate in the 2005 Mexico-United States Teacher Exchange Program. The objectives of this program are: - To contribute to reinforce knowledge about the history, culture, values, and national traditions of Mexican-origin students who live in the United States, reinforcing their identity and improving their education. - To encourage on-going communication between U.S. and Mexican teachers so as to share educational experiences that facilitate obtaining greater advantage in the teaching-learning process at the basic and middle-upper levels. - Through teacher exchanges, to assist in improving the educational services offered to the Mexican and Mexican descent school population living in the United States. The deadline is February 25, 2005. To request applications and more information, contact: IME: Instituto de los Mexicanos en el Exterior (Institute of the Mexicans Abroad) 645 Griswold Avenue, Suite 830 Detroit, MI 48226 Tel: (313) 964-4515 Fax: (313) 964-4522 Email: imedetroit@sre.gob.mx http://www.sre.gob.mx/ime Villanueva, A. Teacher Exchange 2005 / Intercambio De Maestros 2005. (11 Jan. 2005).
Source: IME
Inputdate: 2005-01-24 13:03:00
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Title: Japanese Teacher Training Institute
Body: Japanese Teacher Training Institute By ALLEX with Portland State University, Oregon June 20 - August 12, 2005 (Four or Eight Week Course Available) The Alliance for Language Learning and Educational Exchange (ALLEX) Japanese Teacher Training Institute is an intensive course for current teachers of Japanese or those who plan to enter the field. The program provides the foundation for a future instructor to teach Japanese and gives substantial tools to current teachers of Japanese to reinforce and strengthen their programs. Effective methodology in teaching Japanese to North Americans is emphasized over a theoretical analysis of the Japanese language. The curriculum of the full-time-intensive summer program includes a lecture component (covering such topics as the basic principles of effective Japanese language pedagogy, classroom teaching techniques, the linguistic analysis of Japanese, and language testing); an observation component (during which participants observe and analyze actual Japanese language classes taught by master instructors); and a demonstration component (during which participants teach actual Japanese class sessions, which are videotaped and later critiqued by program faculty members). For more information, visit: http://www.eastasia.org/jtti.htm
Source: ALLEX and PSU
Inputdate: 2005-01-24 13:07:00
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Title: Japanese Teacher Training Institute
Body: Japanese Teacher Training Institute By ALLEX with Portland State University, Oregon June 20 - August 12, 2005 (Four or Eight Week Course Available) The Alliance for Language Learning and Educational Exchange (ALLEX) Japanese Teacher Training Institute is an intensive course for current teachers of Japanese or those who plan to enter the field. The program provides the foundation for a future instructor to teach Japanese and gives substantial tools to current teachers of Japanese to reinforce and strengthen their programs. Effective methodology in teaching Japanese to North Americans is emphasized over a theoretical analysis of the Japanese language. The curriculum of the full-time-intensive summer program includes a lecture component (covering such topics as the basic principles of effective Japanese language pedagogy, classroom teaching techniques, the linguistic analysis of Japanese, and language testing); an observation component (during which participants observe and analyze actual Japanese language classes taught by master instructors); and a demonstration component (during which participants teach actual Japanese class sessions, which are videotaped and later critiqued by program faculty members). For more information, visit: http://www.eastasia.org/jtti.htm
Source: ALLEX and PSU
Inputdate: 2005-01-24 13:07:00
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