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Contentid:
2654
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Title: List of Famous Bilinguals Online
Body: The link below will take you to a list of famous bilinguals, organized into Actors & Actresses, Athletes & Sports Figures, Politicians, Singers & Musicians, Writers & Authors, and Misc. A sample worksheet (Microsoft Word format) for use in class is also available for download. The list may be useful to those looking to promote the study of foreign languages in their area. Visit the list at: http://www.pitt.edu/AFShome/F/L/FLsites/public/html/bilingual/
Source: FLTEACH
Inputdate: 2005-02-13 19:58:00
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Title: List of Famous Bilinguals Online
Body: The link below will take you to a list of famous bilinguals, organized into Actors & Actresses, Athletes & Sports Figures, Politicians, Singers & Musicians, Writers & Authors, and Misc. A sample worksheet (Microsoft Word format) for use in class is also available for download. The list may be useful to those looking to promote the study of foreign languages in their area. Visit the list at: http://www.pitt.edu/AFShome/F/L/FLsites/public/html/bilingual/
Source: FLTEACH
Inputdate: 2005-02-13 19:58:00
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2655
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Title: French Grammar Practice Site
Body: From: http://www.laits.utexas.edu/tex/gr/overview.html Welcome to Tex's French Grammar (la grammaire de l'absurde), a pedagogical reference grammar that combines explanations with surreal dialogues and cartoon images. Originally built for students at the University of Texas at Austin as a user-friendly guideto French grammar, this web site may be profitably used by any learner of French, provided he or she possess a sense of humor. Tex's French Grammar is arranged like many other traditional reference grammars with the parts of speech (nouns, verbs, etc.) used to categorize specific grammar items (gender of nouns, irregular verbs). Individual grammar items are carefully explained in English, then exemplified in a dialogue, and finally tested in self-correcting, fill-in-the-blank exercises. To facilitate reference and learning, all grammar items are thoroughly cross linked. Important grammatical terminology is defined in an introductory page for every part of speech. For example, the definition of infinitive, conjugation, and paradigm can all be found in the Introduction to Verbs page. Also included are several other pedagogical tools: verb conjugator and a verb tutor. For more information, visit: http://www.laits.utexas.edu/tex/gr/overview.html
Source: Tex's French Grammar
Inputdate: 2005-02-13 22:00:00
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Title: French Grammar Practice Site
Body: From: http://www.laits.utexas.edu/tex/gr/overview.html Welcome to Tex's French Grammar (la grammaire de l'absurde), a pedagogical reference grammar that combines explanations with surreal dialogues and cartoon images. Originally built for students at the University of Texas at Austin as a user-friendly guideto French grammar, this web site may be profitably used by any learner of French, provided he or she possess a sense of humor. Tex's French Grammar is arranged like many other traditional reference grammars with the parts of speech (nouns, verbs, etc.) used to categorize specific grammar items (gender of nouns, irregular verbs). Individual grammar items are carefully explained in English, then exemplified in a dialogue, and finally tested in self-correcting, fill-in-the-blank exercises. To facilitate reference and learning, all grammar items are thoroughly cross linked. Important grammatical terminology is defined in an introductory page for every part of speech. For example, the definition of infinitive, conjugation, and paradigm can all be found in the Introduction to Verbs page. Also included are several other pedagogical tools: verb conjugator and a verb tutor. For more information, visit: http://www.laits.utexas.edu/tex/gr/overview.html
Source: Tex's French Grammar
Inputdate: 2005-02-13 22:00:00
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Contentid:
2656
Content Type: 1
Title: Valentine's Day Suggestions
Body: This may be too late for this year's lesson plans, but maybe you can save it for next year. Here are some recent suggestions from the FLTEACH listserv for Valentine's Day activities in your class. The URL below is a French site from Quebec, with lots of information about Valentine's Day: http://www.cslaval.qc.ca/apo/055.htm There are many suggestions in the FLTEACH listserv archives listed under "February" of each year. Access the archives at: http://listserv.buffalo.edu/archives/flteach.html The following messages came from teachers of French and German, but these activities could be used for any language. ----- In French 1, we did a Valentine's activity gving compliments to classmates. First, as a class, we brainstormed compliments that we already know how to say in French: you're nice, interesting, intelligent, etc. Then they came up with compliments in English that I translated for them: you have a nice smile, I like your style, you smell good (!), etc. Then in groups, they each took out a sheet of paper, wrote their names on the top and passed around the paper to their group members. Each person wrote a compliment about the owner of the paper. At the end we all shared what our favorite compliment was. Jamadi, M. Re: Valentine's Day activity. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (11 Feb. 2005). ----- For my lower levels, we do a wordsearch for vocabulary about Valentine's. You could make your own for free at http://www.worldvillage.com/wv/gamezone/puzzlegen/ For upper levels, I also have pink and blue cards: pink with famous women's names, blue with men's (not all human or even real: Marge Simpson, Bugs Bunny, etc. are in there!) and I draw a Venn diagram using hearts instead of circles. My students draw one card of each color, and then list things that describe these people in the Venn, putting things they have in common in the area where the hearts overlap. THEN, they have to write a prediction whether these two would be a good couple, and why or why not. These are sometimes hilarious! Blaz, D. Re: Bulletin boards/Valentines Day cards. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (5 Feb. 2005). ----- I have typed up all kinds of words that have to do with love, relationships, tenderness, kiss, adoration..... in German and given them to my students. Then I tell them to write a poem or a Valentine (bring some pink and red construction paper and some colored Flair pens and let the kids go at it.) They really like this. They learn some new vocabulary and even though the grammar is usually lacking, they are often excited about giving their valentine to someone they are fond of. If it is not for anyone specific, it can be used as classroom decoration. The ones who choose to be poetic can be invited to read the poem to the class at the end. You will get some silly ones, but there are always a couple of people to try their hand at a free verse love poem. Wadman, D. Re: Bulletin boards/Valentines Day cards. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (6 Feb. 2005).
Source: FLTEACH
Inputdate: 2005-02-13 22:21:00
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Title: Valentine's Day Suggestions
Body: This may be too late for this year's lesson plans, but maybe you can save it for next year. Here are some recent suggestions from the FLTEACH listserv for Valentine's Day activities in your class. The URL below is a French site from Quebec, with lots of information about Valentine's Day: http://www.cslaval.qc.ca/apo/055.htm There are many suggestions in the FLTEACH listserv archives listed under "February" of each year. Access the archives at: http://listserv.buffalo.edu/archives/flteach.html The following messages came from teachers of French and German, but these activities could be used for any language. ----- In French 1, we did a Valentine's activity gving compliments to classmates. First, as a class, we brainstormed compliments that we already know how to say in French: you're nice, interesting, intelligent, etc. Then they came up with compliments in English that I translated for them: you have a nice smile, I like your style, you smell good (!), etc. Then in groups, they each took out a sheet of paper, wrote their names on the top and passed around the paper to their group members. Each person wrote a compliment about the owner of the paper. At the end we all shared what our favorite compliment was. Jamadi, M. Re: Valentine's Day activity. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (11 Feb. 2005). ----- For my lower levels, we do a wordsearch for vocabulary about Valentine's. You could make your own for free at http://www.worldvillage.com/wv/gamezone/puzzlegen/ For upper levels, I also have pink and blue cards: pink with famous women's names, blue with men's (not all human or even real: Marge Simpson, Bugs Bunny, etc. are in there!) and I draw a Venn diagram using hearts instead of circles. My students draw one card of each color, and then list things that describe these people in the Venn, putting things they have in common in the area where the hearts overlap. THEN, they have to write a prediction whether these two would be a good couple, and why or why not. These are sometimes hilarious! Blaz, D. Re: Bulletin boards/Valentines Day cards. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (5 Feb. 2005). ----- I have typed up all kinds of words that have to do with love, relationships, tenderness, kiss, adoration..... in German and given them to my students. Then I tell them to write a poem or a Valentine (bring some pink and red construction paper and some colored Flair pens and let the kids go at it.) They really like this. They learn some new vocabulary and even though the grammar is usually lacking, they are often excited about giving their valentine to someone they are fond of. If it is not for anyone specific, it can be used as classroom decoration. The ones who choose to be poetic can be invited to read the poem to the class at the end. You will get some silly ones, but there are always a couple of people to try their hand at a free verse love poem. Wadman, D. Re: Bulletin boards/Valentines Day cards. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (6 Feb. 2005).
Source: FLTEACH
Inputdate: 2005-02-13 22:21:00
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Contentid:
2657
Content Type: 1
Title: Anchorage Tries Russian Immersion Program
Body: Citing the need for improved international relations, among other reasons, Anchorage's Turnagain Elementary School has launched a Russian immersion program. Thanks to a 3-year grant from the U.S. Department of Education, Alaska now has one of the only elementary-level Russian programs. Read the Yahoo! News article at: http://story.news.yahoo.com/news?tmpl=story&cid=519&ncid=519&e=8&u=/ ap/20050203/ap_on_re_us/russian_immersion
Source: Yahoo! News
Inputdate: 2005-02-13 22:40:00
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Title: Anchorage Tries Russian Immersion Program
Body: Citing the need for improved international relations, among other reasons, Anchorage's Turnagain Elementary School has launched a Russian immersion program. Thanks to a 3-year grant from the U.S. Department of Education, Alaska now has one of the only elementary-level Russian programs. Read the Yahoo! News article at: http://story.news.yahoo.com/news?tmpl=story&cid=519&ncid=519&e=8&u=/ ap/20050203/ap_on_re_us/russian_immersion
Source: Yahoo! News
Inputdate: 2005-02-13 22:40:00
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2658
Content Type: 1
Title: Need for Interpreters Booming
Body: One school district in Maryland has seen such a dramatic influx of learners of English that they now employ 200 speakers of 23 languages for events such as parent-teacher conferences, back-to-school nights, orientations and outreach programs. Read the Baltimore Sun article at: http://www.baltimoresun.com/news/local/howard/bal- ho.interpreters06feb06,1,1804295.story?coll=bal-local-howard&ctrack=1& cset=true
Source: baltimoresun.com
Inputdate: 2005-02-13 22:53:00
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Title: Need for Interpreters Booming
Body: One school district in Maryland has seen such a dramatic influx of learners of English that they now employ 200 speakers of 23 languages for events such as parent-teacher conferences, back-to-school nights, orientations and outreach programs. Read the Baltimore Sun article at: http://www.baltimoresun.com/news/local/howard/bal- ho.interpreters06feb06,1,1804295.story?coll=bal-local-howard&ctrack=1& cset=true
Source: baltimoresun.com
Inputdate: 2005-02-13 22:53:00
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Contentid:
2659
Content Type: 1
Title: Job Posting: MS French and Spanish, NY
Body: Herricks is a great district on Long Island (New Hyde Park). Our student body is incredibly diverse and high achieving, and the pay for teachers in our district is highly competitive. We are currently looking for a middle school French (with Spanish a plus) teacher for a probationary tenure-track position starting in the fall. If you are interested, please send a resume and cover letter stating interest to: Dr. Lori Langer de Ramirez Chair, ESL and World Languages Herricks Public Schools 100 Shelter Rock Road New Hyde Park, NY 11040 lramirez@herricks.org de Ramirez, L. Great teaching opportunity on Long Island! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Feb. 2005).
Source: FLTEACH
Inputdate: 2005-02-13 22:58:00
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Title: Job Posting: MS French and Spanish, NY
Body: Herricks is a great district on Long Island (New Hyde Park). Our student body is incredibly diverse and high achieving, and the pay for teachers in our district is highly competitive. We are currently looking for a middle school French (with Spanish a plus) teacher for a probationary tenure-track position starting in the fall. If you are interested, please send a resume and cover letter stating interest to: Dr. Lori Langer de Ramirez Chair, ESL and World Languages Herricks Public Schools 100 Shelter Rock Road New Hyde Park, NY 11040 lramirez@herricks.org de Ramirez, L. Great teaching opportunity on Long Island! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Feb. 2005).
Source: FLTEACH
Inputdate: 2005-02-13 22:58:00
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Contentid:
2660
Content Type: 1
Title: Statistics on European FL Education Available Online
Body: From: http://www.eurydice.org/Doc_intermediaires/indicators/en/ frameset_key_data.html This first edition of a special Key Data report on language teaching uses 37 indicators to portray the situation in 30 countries in the Eurydice Network. How many pupils speak one language at home and another at school? How is language teaching organised (in terms of when compulsory provision begins and ends, which languages are taught, how many have to be learnt for what amount of time and what are the official teacher/pupil ratio requirements)? What are the language learning participation rates? How many languages are learnt on average? What are the qualifications of those who teach them? These are just some of the questions examined in the present publication. In addition to information from Eurydice sources, the report is supplemented by data from Eurostat (New Cronos) as well as empirical data gathered in the PISA 2000 (Organisation for Economic Cooperation and Development) and PIRLS 2001 (International Association for the Evaluation of Educational Achievement) international surveys. For more information, visit: http://www.eurydice.org/Doc_intermediaires/indicators/en/ frameset_key_data.html
Source: Eurydice
Inputdate: 2005-02-14 12:48:00
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Title: Statistics on European FL Education Available Online
Body: From: http://www.eurydice.org/Doc_intermediaires/indicators/en/ frameset_key_data.html This first edition of a special Key Data report on language teaching uses 37 indicators to portray the situation in 30 countries in the Eurydice Network. How many pupils speak one language at home and another at school? How is language teaching organised (in terms of when compulsory provision begins and ends, which languages are taught, how many have to be learnt for what amount of time and what are the official teacher/pupil ratio requirements)? What are the language learning participation rates? How many languages are learnt on average? What are the qualifications of those who teach them? These are just some of the questions examined in the present publication. In addition to information from Eurydice sources, the report is supplemented by data from Eurostat (New Cronos) as well as empirical data gathered in the PISA 2000 (Organisation for Economic Cooperation and Development) and PIRLS 2001 (International Association for the Evaluation of Educational Achievement) international surveys. For more information, visit: http://www.eurydice.org/Doc_intermediaires/indicators/en/ frameset_key_data.html
Source: Eurydice
Inputdate: 2005-02-14 12:48:00
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Contentid:
2661
Content Type: 1
Title: The Two-Way Mirror: Der Doppelspiegel
Body: From: http://www.washjeff.edu/german/doppelspiegel/ Any person who has recently been in Federal Republic of Germany cannot help but notice the expanding use of the English language in everyday society. As this piece of post-war art suggests, a one time occupied country is forced to pick up the pieces and must adapt, co-opt, and integrate cultural elements of the occupying force. For Germany this was by in large a positive experience. The Wirtschaftswunder is long in the past, however, and burning questions remain: How is English used? What cultural elements are still being adapted? How do Germans view this in their society? Thus students from Washington & Jefferson College set out in January of 2005 for southern Germany to view, reflect, and investigate the long term effects of their language, culture, and lives on the people who live there. Their mission was not to form a positive or negative view of the influences, but to document what they saw and to talk to Germans about the nature of language change, culture, and personal and national identity. The following slides represent what the group of American college students saw on their travels. Sometimes it was absurd, sometimes useful, sometimes merely international in nature, but for the group of students it provides a perfect opportunity to see concrete examples of the influence of language and culture. For more information, and to view the slide show, visit: http://www.washjeff.edu/german/doppelspiegel/
Source: Washington & Jefferson College
Inputdate: 2005-02-14 13:04:00
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Title: The Two-Way Mirror: Der Doppelspiegel
Body: From: http://www.washjeff.edu/german/doppelspiegel/ Any person who has recently been in Federal Republic of Germany cannot help but notice the expanding use of the English language in everyday society. As this piece of post-war art suggests, a one time occupied country is forced to pick up the pieces and must adapt, co-opt, and integrate cultural elements of the occupying force. For Germany this was by in large a positive experience. The Wirtschaftswunder is long in the past, however, and burning questions remain: How is English used? What cultural elements are still being adapted? How do Germans view this in their society? Thus students from Washington & Jefferson College set out in January of 2005 for southern Germany to view, reflect, and investigate the long term effects of their language, culture, and lives on the people who live there. Their mission was not to form a positive or negative view of the influences, but to document what they saw and to talk to Germans about the nature of language change, culture, and personal and national identity. The following slides represent what the group of American college students saw on their travels. Sometimes it was absurd, sometimes useful, sometimes merely international in nature, but for the group of students it provides a perfect opportunity to see concrete examples of the influence of language and culture. For more information, and to view the slide show, visit: http://www.washjeff.edu/german/doppelspiegel/
Source: Washington & Jefferson College
Inputdate: 2005-02-14 13:04:00
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2662
Content Type: 1
Title: California's ELLs Continue to Improve
Body: More limited English-proficient students in California tested fluent in 2004 than in 2003, marking the third year of significant gains for the state. However, some argue that schools are overprotective, keeping fluent students in ELL classes longer than necessary to receive extra funding. Read the Los Angeles Times article at: http://www.latimes.com/news/education/la-me- tests9feb09,1,3144728.story?coll=la-news-learning&ctrack=2&cset=true
Source: Los Angeles Times
Inputdate: 2005-02-14 13:16:00
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Title: California's ELLs Continue to Improve
Body: More limited English-proficient students in California tested fluent in 2004 than in 2003, marking the third year of significant gains for the state. However, some argue that schools are overprotective, keeping fluent students in ELL classes longer than necessary to receive extra funding. Read the Los Angeles Times article at: http://www.latimes.com/news/education/la-me- tests9feb09,1,3144728.story?coll=la-news-learning&ctrack=2&cset=true
Source: Los Angeles Times
Inputdate: 2005-02-14 13:16:00
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2663
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Title: Japanese Expressions of Love
Body: About.com's Japanese language page this week provides an explanation of expressions of love (and like) in Japanese. There are significant differences in usage between these expressions and their translated English counterparts. Also included are colorful expressions and kanji compound words using "ai" and "koi." Access the page at: http://japanese.about.com/library/weekly/aa021101c.htm
Source: About.com
Inputdate: 2005-02-14 13:22:00
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Title: Japanese Expressions of Love
Body: About.com's Japanese language page this week provides an explanation of expressions of love (and like) in Japanese. There are significant differences in usage between these expressions and their translated English counterparts. Also included are colorful expressions and kanji compound words using "ai" and "koi." Access the page at: http://japanese.about.com/library/weekly/aa021101c.htm
Source: About.com
Inputdate: 2005-02-14 13:22:00
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