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2596
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Title: Vocabulary Input Ideas
Body: Editor's note: A recent query on the AATG listserv for vocabulary instruction ideas received the following suggestions. These come from teachers of German but could be used for any language. ----- I would break down the vocab words into a group of 8-10 words, introduce the words using as little English as possible (acting them out, drawing pictures, giving syn. or antonyms in German). Then use those words in a goofy/school friendly story. If you can include some of your 8th graders as characters in the story...they will like it even better. Do one story/day, and your kids will have the vocab. in 4 days. This is a quasi TPRS method and goes like this: 1. Write out a vocab list with all 32 words. 2. Go over 8 or so at a time, using suggestions above. 3. Write 4 stories to go with the vocab. and hand out to students. 4. Read one story to the kids, asking all kinds of questions about each sentence. 5. Have kids read/translate what was just read, to assure they understand meaning. 6. Ask specific questions about the story. 7. Ask application questions, that are specific to the students, not the story. Wie findest du das Wette heute? Sometimes I'll write 3 or 4 stories, leaving the story open-ended, and the students have to write the conclusion. Sometimes I will have them write a 4 picture comic which summarizes a particular story. Sometimes they will do comics for all 3 or 4 stories. This works with all levels. Mol, D. Re: [AATG-L] introducing new vocabulary. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (31 Jan. 2005). ----- For clothes I've done both a matching game (kids in pairs try to match pictures to words on cards; I walked around as they worked and gave them back the ones that didn't match) and a magazine scavenger hunt (list of clothing and adj. eine blaue Bluse and the kids dug through dictionary/textbook and old magazines to try to find the most in 20 minutes. Lots of repeats of vocab they needed to know. This gave no listening comprehension on the new words, but was fun for them, easy for me--the scavenger hunt took ten minutes to type and run copies of the list--and different.) You could also give each kid 3-5 words, have them look them up (check!) and make a good 8 x 11 flash card of it, then introduce them to the class. Holzer, J. Re: [AATG-L] introducing new vocabulary. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (31 Jan. 2005).
Source: AATG-L
Inputdate: 2005-01-31 14:40:00
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Title: Vocabulary Input Ideas
Body: Editor's note: A recent query on the AATG listserv for vocabulary instruction ideas received the following suggestions. These come from teachers of German but could be used for any language. ----- I would break down the vocab words into a group of 8-10 words, introduce the words using as little English as possible (acting them out, drawing pictures, giving syn. or antonyms in German). Then use those words in a goofy/school friendly story. If you can include some of your 8th graders as characters in the story...they will like it even better. Do one story/day, and your kids will have the vocab. in 4 days. This is a quasi TPRS method and goes like this: 1. Write out a vocab list with all 32 words. 2. Go over 8 or so at a time, using suggestions above. 3. Write 4 stories to go with the vocab. and hand out to students. 4. Read one story to the kids, asking all kinds of questions about each sentence. 5. Have kids read/translate what was just read, to assure they understand meaning. 6. Ask specific questions about the story. 7. Ask application questions, that are specific to the students, not the story. Wie findest du das Wette heute? Sometimes I'll write 3 or 4 stories, leaving the story open-ended, and the students have to write the conclusion. Sometimes I will have them write a 4 picture comic which summarizes a particular story. Sometimes they will do comics for all 3 or 4 stories. This works with all levels. Mol, D. Re: [AATG-L] introducing new vocabulary. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (31 Jan. 2005). ----- For clothes I've done both a matching game (kids in pairs try to match pictures to words on cards; I walked around as they worked and gave them back the ones that didn't match) and a magazine scavenger hunt (list of clothing and adj. eine blaue Bluse and the kids dug through dictionary/textbook and old magazines to try to find the most in 20 minutes. Lots of repeats of vocab they needed to know. This gave no listening comprehension on the new words, but was fun for them, easy for me--the scavenger hunt took ten minutes to type and run copies of the list--and different.) You could also give each kid 3-5 words, have them look them up (check!) and make a good 8 x 11 flash card of it, then introduce them to the class. Holzer, J. Re: [AATG-L] introducing new vocabulary. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (31 Jan. 2005).
Source: AATG-L
Inputdate: 2005-01-31 14:40:00
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Contentid:
2597
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Title: Call for Participants: Online Hebrew Reading Proficiency Assessment Pilot
Body: The Standards-based Measurement of Proficiency or STAMP, a Web-based assessment that measures proficiency with real life tasks, has been developed by the Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center. CASLS is currently seeking teachers at the middle school, high school, and college levels to administer STAMP reading items in Hebrew, free of charge. This assessment requires no more than an Internet connection and a recent Web browser. Results are available immediately through a password-protected site. To find out how to pilot Hebrew STAMP in your classroom or to receive more information, please contact Leslie at hbpilot@uoregon.edu.
Source: CASLS
Inputdate: 2005-02-06 18:52:00
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Title: Call for Participants: Online Hebrew Reading Proficiency Assessment Pilot
Body: The Standards-based Measurement of Proficiency or STAMP, a Web-based assessment that measures proficiency with real life tasks, has been developed by the Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center. CASLS is currently seeking teachers at the middle school, high school, and college levels to administer STAMP reading items in Hebrew, free of charge. This assessment requires no more than an Internet connection and a recent Web browser. Results are available immediately through a password-protected site. To find out how to pilot Hebrew STAMP in your classroom or to receive more information, please contact Leslie at hbpilot@uoregon.edu.
Source: CASLS
Inputdate: 2005-02-06 18:52:00
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2598
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Title: Arlington Adds Italian to its Curriculum
Body: After a survey of nearly 1000 students and parents put it at the top of the list of languages to study, Italian was added to the curriculum in Arlington, Virgininia. This article from the Washington Post (free registration) discusses the reasons for the addition, why Italian came out ahead of other languages, and what happens next. http://www.washingtonpost.com/wp-dyn/articles/A49936-2005Jan30.html
Source: washingtonpost.com
Inputdate: 2005-02-06 19:09:00
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Title: Arlington Adds Italian to its Curriculum
Body: After a survey of nearly 1000 students and parents put it at the top of the list of languages to study, Italian was added to the curriculum in Arlington, Virgininia. This article from the Washington Post (free registration) discusses the reasons for the addition, why Italian came out ahead of other languages, and what happens next. http://www.washingtonpost.com/wp-dyn/articles/A49936-2005Jan30.html
Source: washingtonpost.com
Inputdate: 2005-02-06 19:09:00
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Contentid:
2599
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Title: Arizona May Cut Highway Spending to Fund ESL Programs
Body: An Arizona judge ruled recently that the state is shortchanging over 200,000 ESL students by not providing adequate education, ordering the legislature to fix the problem by the end of the year. A public attorney stated that if the deadline is not met, he will ask the judge to cut highway spending to fund ESL programs. Read the Arizona Republic article at: http://www.azcentral.com/arizonarepublic/news/articles/0126bilingual- flores26.html
Source: The Arizona Republic
Inputdate: 2005-02-06 19:24:00
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Title: Arizona May Cut Highway Spending to Fund ESL Programs
Body: An Arizona judge ruled recently that the state is shortchanging over 200,000 ESL students by not providing adequate education, ordering the legislature to fix the problem by the end of the year. A public attorney stated that if the deadline is not met, he will ask the judge to cut highway spending to fund ESL programs. Read the Arizona Republic article at: http://www.azcentral.com/arizonarepublic/news/articles/0126bilingual- flores26.html
Source: The Arizona Republic
Inputdate: 2005-02-06 19:24:00
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Contentid:
2600
Content Type: 1
Title: EasternStudiesDatabase.com Provides Lesson Plans Online
Body: From: http://easternstudiesdatabase.com/default.cfm EasternStudiesDatabase.com is an apolitical, independent, educational resource which provides professionally researched course materials for educators and students within the areas of Asian and Mideastern Studies. We will also be providing a full range of English instruction from ESL thru college English. Additionally, there will be a complete United States History and Government Section, including a Regents prep course outline. Every major area of Global Studies as well as every major historical document in American History will be available in an easily downloadable PDF format. Our site contains thousands of researched and edited reference links to pertinent Social Studies sites. All materials are scalable from grammar school lessons to college sessions. For more information, visit: http://easternstudiesdatabase.com/default.cfm
Source: EasternStudiesDatabase.com
Inputdate: 2005-02-06 19:37:00
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Title: EasternStudiesDatabase.com Provides Lesson Plans Online
Body: From: http://easternstudiesdatabase.com/default.cfm EasternStudiesDatabase.com is an apolitical, independent, educational resource which provides professionally researched course materials for educators and students within the areas of Asian and Mideastern Studies. We will also be providing a full range of English instruction from ESL thru college English. Additionally, there will be a complete United States History and Government Section, including a Regents prep course outline. Every major area of Global Studies as well as every major historical document in American History will be available in an easily downloadable PDF format. Our site contains thousands of researched and edited reference links to pertinent Social Studies sites. All materials are scalable from grammar school lessons to college sessions. For more information, visit: http://easternstudiesdatabase.com/default.cfm
Source: EasternStudiesDatabase.com
Inputdate: 2005-02-06 19:37:00
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Contentid:
2601
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Title: National Task Force on Early Childhood Education for Hispanics
Body: From: http://www.ecehispanic.org/ The National Task Force on Early Childhood Education for Hispanics was established in May 2004 for the purpose of identifying major educational challenges facing Hispanic children throughout the United States from birth through the primary grades and making recommendations for actions. For more information on taskforce initiatives, our members and supporters, or news and emerging research in the field of early childhood education, visit: http://www.ecehispanic.org/
Source: Para nuestros ninos
Inputdate: 2005-02-06 19:50:00
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Title: National Task Force on Early Childhood Education for Hispanics
Body: From: http://www.ecehispanic.org/ The National Task Force on Early Childhood Education for Hispanics was established in May 2004 for the purpose of identifying major educational challenges facing Hispanic children throughout the United States from birth through the primary grades and making recommendations for actions. For more information on taskforce initiatives, our members and supporters, or news and emerging research in the field of early childhood education, visit: http://www.ecehispanic.org/
Source: Para nuestros ninos
Inputdate: 2005-02-06 19:50:00
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2603
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Title: New Book: Bilingual Education in South America
Body: From: http://www.multilingual-matters.com/multi/display.asp?isb= 1853598194&TAG=BWD02X5X985917X67S7H3F&CID= This book presents a vision of bilingual education in six South American nations: three Andean countries, Peru, Ecuador, and Colombia, and three 'Southern Cone' countries, Brazil, Argentina and Paraguay. It provides an integrated perspective, including work carried out in majority as well as minority language contexts, referring to developments in the fields of indigeneous, Deaf, and international bilingual and multilingual provision. For more information, or to order this book, visit: http://www.multilingual-matters.com/multi/display.asp?isb=1853598194& TAG=BWD02X5X985917X67S7H3F&CID=
Source: Multilingual Matters
Inputdate: 2005-02-06 19:53:00
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Title: New Book: Bilingual Education in South America
Body: From: http://www.multilingual-matters.com/multi/display.asp?isb= 1853598194&TAG=BWD02X5X985917X67S7H3F&CID= This book presents a vision of bilingual education in six South American nations: three Andean countries, Peru, Ecuador, and Colombia, and three 'Southern Cone' countries, Brazil, Argentina and Paraguay. It provides an integrated perspective, including work carried out in majority as well as minority language contexts, referring to developments in the fields of indigeneous, Deaf, and international bilingual and multilingual provision. For more information, or to order this book, visit: http://www.multilingual-matters.com/multi/display.asp?isb=1853598194& TAG=BWD02X5X985917X67S7H3F&CID=
Source: Multilingual Matters
Inputdate: 2005-02-06 19:53:00
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2604
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Title: Reading Assistant Aids Early Fluency
Body: From: http://www.reading-assistant.com/ Soliloquy Reading Assistant works like a classroom reading aide—reading stories aloud to model fluency and listening as the student reads aloud. Using speech recognition technology, it provides intervention when the student struggles and gives help with pronunciations and word meanings. Soliloquy Reading Assistant provides teachers with a valuable tool that allows students to practice oral reading independently—effectively, efficiently, and economically. Soliloquy Reading Assistant is one of the few software products that directly addresses the fluency standard in Reading First, the national initiative in the No Child Left Behind Act that aims to enable all students to become successful early readers.
Source: Soliloquy Reading Assistant
Inputdate: 2005-02-06 19:57:00
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Title: Reading Assistant Aids Early Fluency
Body: From: http://www.reading-assistant.com/ Soliloquy Reading Assistant works like a classroom reading aide—reading stories aloud to model fluency and listening as the student reads aloud. Using speech recognition technology, it provides intervention when the student struggles and gives help with pronunciations and word meanings. Soliloquy Reading Assistant provides teachers with a valuable tool that allows students to practice oral reading independently—effectively, efficiently, and economically. Soliloquy Reading Assistant is one of the few software products that directly addresses the fluency standard in Reading First, the national initiative in the No Child Left Behind Act that aims to enable all students to become successful early readers.
Source: Soliloquy Reading Assistant
Inputdate: 2005-02-06 19:57:00
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2605
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Title: Reading English in Multilingual South African Primary Schools
Body: From: http://www.ncela.gwu.edu/enews/2005/0201.htm International Journal of Bilingual Education & Bilingualism, Volume 7, Number 6 by Yvonne Broom This paper investigates changes in the language and racial composition of classes in the South African primary schools where English has become the language of learning and teaching (LOLT) and learners are expected to read English texts by Grade 4. The impact of these changes was investigated by testing the level of English reading proficiency of Grade 3 learners attending 20 public schools in Gauteng province, and the results reveal a wide range of language experiences and abilities within the same classroom and between different schools. To download a .pdf file of the report, visit: http://www.multilingual-matters.net/beb/007/0506/beb0070506.pdf
Source: OELA Newsline - February 1, 2005 edition
Inputdate: 2005-02-06 20:02:00
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Title: Reading English in Multilingual South African Primary Schools
Body: From: http://www.ncela.gwu.edu/enews/2005/0201.htm International Journal of Bilingual Education & Bilingualism, Volume 7, Number 6 by Yvonne Broom This paper investigates changes in the language and racial composition of classes in the South African primary schools where English has become the language of learning and teaching (LOLT) and learners are expected to read English texts by Grade 4. The impact of these changes was investigated by testing the level of English reading proficiency of Grade 3 learners attending 20 public schools in Gauteng province, and the results reveal a wide range of language experiences and abilities within the same classroom and between different schools. To download a .pdf file of the report, visit: http://www.multilingual-matters.net/beb/007/0506/beb0070506.pdf
Source: OELA Newsline - February 1, 2005 edition
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2606
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Title: The Power of Perspectives: Building a Cross-cultural Community of Learners
Body: From: http://www.ncela.gwu.edu/enews/2005/0201.htm#PowerofPerspectives International Journal of Bilingual Education & Bilingualism, Volume 7, Number 6 by Jorge P. Osterling and Rebecca K. Fox This paper describes a collaborative action-research project initiated by two professors of multilingual-multicultural education at a large U.S. university. The study examines the multidimensional second language learning pathway between and among teachers and students from diverse backgrounds that can be applied in the PK-12 classroom. To view the full-text document, visit: http://www.multilingual-matters.net/beb/007/0489/beb0070489.pdf
Source: OELA Newsline - February 1, 2005 edition
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Title: The Power of Perspectives: Building a Cross-cultural Community of Learners
Body: From: http://www.ncela.gwu.edu/enews/2005/0201.htm#PowerofPerspectives International Journal of Bilingual Education & Bilingualism, Volume 7, Number 6 by Jorge P. Osterling and Rebecca K. Fox This paper describes a collaborative action-research project initiated by two professors of multilingual-multicultural education at a large U.S. university. The study examines the multidimensional second language learning pathway between and among teachers and students from diverse backgrounds that can be applied in the PK-12 classroom. To view the full-text document, visit: http://www.multilingual-matters.net/beb/007/0489/beb0070489.pdf
Source: OELA Newsline - February 1, 2005 edition
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