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3441
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Title: Advice to First-Time Teachers of Blind Students
Body: A recent discussion on the FLTEACH listserv regarding how to accommodate sight-impaired language learners generated the following suggestions: ---- In my department we have been using jump drives (USB, Flash, etc) to exchange homework with the students, along with any notes that we have typed up ahead of time. They're pretty affordable lately, and since most blind students use laptops they're pretty handy. The buddy system works well too -- sit them next to someone who doesn't mind spelling for them, checking their notes, giving them copies to get brailled, etc. You could also see if your textbook is online. Realidades has their book online, with all the audio and video clips available. Lugo, C. Re: blind student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2005). ---- My student had a laptop and a classmate agreed to take notes in class on it for her while she listened. The payoff was a clean set of notes for the typist and something to turn into Braille for my student. Plus they became friends! I gave her quizzes orally in my office which turned out to be very manageable. She liked it when I used video in class, but it was obviously important to use clips that had a lot of dialogue and sound. The one thing that was a challenge was getting the book put into Braille for her. That seemed to take forever. Since then we have JAWS in our lab, which helps visually-impaired individuals use the computer. My experience has been that the students bonded particularly well and the experience of thinking outside the box to make the classroom a comfortable and inclusive place for all helped us grow personally and professionally. The one thing that I'll never forget is the student's comment: "I was so glad you didn't sigh when I walked in your classroom. You just welcomed me like anybody else." Visually-impaired students are very sensitive to our voices, pauses, intonation and other non-visual cues. Franklin, L. Re: blind student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2005).
Source: FLTEACH
Inputdate: 2005-08-28 18:47:00
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Title: Advice to First-Time Teachers of Blind Students
Body: A recent discussion on the FLTEACH listserv regarding how to accommodate sight-impaired language learners generated the following suggestions: ---- In my department we have been using jump drives (USB, Flash, etc) to exchange homework with the students, along with any notes that we have typed up ahead of time. They're pretty affordable lately, and since most blind students use laptops they're pretty handy. The buddy system works well too -- sit them next to someone who doesn't mind spelling for them, checking their notes, giving them copies to get brailled, etc. You could also see if your textbook is online. Realidades has their book online, with all the audio and video clips available. Lugo, C. Re: blind student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2005). ---- My student had a laptop and a classmate agreed to take notes in class on it for her while she listened. The payoff was a clean set of notes for the typist and something to turn into Braille for my student. Plus they became friends! I gave her quizzes orally in my office which turned out to be very manageable. She liked it when I used video in class, but it was obviously important to use clips that had a lot of dialogue and sound. The one thing that was a challenge was getting the book put into Braille for her. That seemed to take forever. Since then we have JAWS in our lab, which helps visually-impaired individuals use the computer. My experience has been that the students bonded particularly well and the experience of thinking outside the box to make the classroom a comfortable and inclusive place for all helped us grow personally and professionally. The one thing that I'll never forget is the student's comment: "I was so glad you didn't sigh when I walked in your classroom. You just welcomed me like anybody else." Visually-impaired students are very sensitive to our voices, pauses, intonation and other non-visual cues. Franklin, L. Re: blind student. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2005).
Source: FLTEACH
Inputdate: 2005-08-28 18:47:00
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3442
Content Type: 1
Title: Online Translator Activity
Body: A German teacher on the AATG listserv recently posted this message about an activity to discourage students from abusing online translators. Substitute an appropriate online translator for your language to modify it for your classes. ---- Have the students find the lyrics to their favorite songs and then put them through the translation treatment twice (first English to German, then that new German back into English). Seeing well-known lyrics reduced to mincemeat helped my students better understand why I react so violently to their use of online translators. Here's just one example of what happens (advance apologies to 80's one-hit-wonders, Katrina and the Waves, for the massacre to the first verse of "Walking On Sunshine"): ACTUAL LYRIC: I used to think maybe you loved me, now baby I'm sure And I just cant wait til the day when you knock on my door Now everytime I go for the mailbox, gotta hold myself down Cause I just can't wait till you write me you're coming around Im walking on sunshine whoa Im walking on sunshine whoa Im walking on sunshine whoa And dont it feel good THE GOOGLE-TASTIC VERSION: I maintained, possibly that to think, you me, now baby loved I am safe and I cannot wait ' until the day straight, if you knock on mine everytime of the door now, which I go for the mail box, receive, down ' to a cause hold themselves cannot I not straight to wait ', until you write me you around I go on Sonnenscheinwhoa to come, I on Sonnenscheinwhoa go, I on Sonnenscheinwhoa go and not it good to feel The activity is called "Why Online Translators and Music Don't Mix" and is available for download as a Word document on my site: http://teacherweb.com/WI/hhs/havas/Photo2.stm Havas, L.C. [AATG-L] Online translator activity. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (28 Aug. 2005).
Source: Frau Havas
Inputdate: 2005-08-28 18:59:00
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Title: Online Translator Activity
Body: A German teacher on the AATG listserv recently posted this message about an activity to discourage students from abusing online translators. Substitute an appropriate online translator for your language to modify it for your classes. ---- Have the students find the lyrics to their favorite songs and then put them through the translation treatment twice (first English to German, then that new German back into English). Seeing well-known lyrics reduced to mincemeat helped my students better understand why I react so violently to their use of online translators. Here's just one example of what happens (advance apologies to 80's one-hit-wonders, Katrina and the Waves, for the massacre to the first verse of "Walking On Sunshine"): ACTUAL LYRIC: I used to think maybe you loved me, now baby I'm sure And I just cant wait til the day when you knock on my door Now everytime I go for the mailbox, gotta hold myself down Cause I just can't wait till you write me you're coming around Im walking on sunshine whoa Im walking on sunshine whoa Im walking on sunshine whoa And dont it feel good THE GOOGLE-TASTIC VERSION: I maintained, possibly that to think, you me, now baby loved I am safe and I cannot wait ' until the day straight, if you knock on mine everytime of the door now, which I go for the mail box, receive, down ' to a cause hold themselves cannot I not straight to wait ', until you write me you around I go on Sonnenscheinwhoa to come, I on Sonnenscheinwhoa go, I on Sonnenscheinwhoa go and not it good to feel The activity is called "Why Online Translators and Music Don't Mix" and is available for download as a Word document on my site: http://teacherweb.com/WI/hhs/havas/Photo2.stm Havas, L.C. [AATG-L] Online translator activity. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (28 Aug. 2005).
Source: Frau Havas
Inputdate: 2005-08-28 18:59:00
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Contentid:
3443
Content Type: 1
Title: Job Posting: HS Italian Substitute, NY
Body: Manhasset, New York on the north shore of Long Island. If you or anyone you know might be interested in filling an Italian position for about 3 months, please contact me immediately: hminerbo@manhasset.k12.ny.us or 516-267-7685 Minerbo, H. Italian leave replacement. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Aug. 2005).
Source: FLTEACH
Inputdate: 2005-08-28 19:19:00
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Title: Job Posting: HS Italian Substitute, NY
Body: Manhasset, New York on the north shore of Long Island. If you or anyone you know might be interested in filling an Italian position for about 3 months, please contact me immediately: hminerbo@manhasset.k12.ny.us or 516-267-7685 Minerbo, H. Italian leave replacement. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Aug. 2005).
Source: FLTEACH
Inputdate: 2005-08-28 19:19:00
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3444
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Title: Job Posting: Long-Term HS Spanish Substitute, RI
Body: Looking for a teacher of Spanish for long-term sub position at Cranston High School West to teach 3 classes: 1 Spanish III CP and 2 Spanish II CP. In length of time this position could run anywhere between 75 days and the entire school year. If anyone is interested or knows someone that is available, please contact Al Pannone at rid22788@ride.ri.net , or call 270-8374 King, L. RI Spanish teaching position! Immediate opening!!! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2005).
Source: FLTEACH
Inputdate: 2005-08-28 19:21:00
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Title: Job Posting: Long-Term HS Spanish Substitute, RI
Body: Looking for a teacher of Spanish for long-term sub position at Cranston High School West to teach 3 classes: 1 Spanish III CP and 2 Spanish II CP. In length of time this position could run anywhere between 75 days and the entire school year. If anyone is interested or knows someone that is available, please contact Al Pannone at rid22788@ride.ri.net , or call 270-8374 King, L. RI Spanish teaching position! Immediate opening!!! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2005).
Source: FLTEACH
Inputdate: 2005-08-28 19:21:00
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3445
Content Type: 1
Title: Philippino Teacher Unfazed by Culture Shock
Body: The U.S. teacher shortage has prompted some districts to look overseas for new recruits. The Philippines have become known as a good source due to the country's high numbers of English speakers and education majors. This Baltimore Sun story features one new recruit who left her family for one year to teach students with special needs in one of Baltimore's more dangerous neighborhoods. http://www.baltimoresun.com/news/education/bal-te.md.teacher28aug28,1,3730080.story?page=4&coll=bal-education-k12
Source: Baltimore Sun
Inputdate: 2005-08-31 13:41:00
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Publishdate: 2005-09-05 00:00:00
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Title: Philippino Teacher Unfazed by Culture Shock
Body: The U.S. teacher shortage has prompted some districts to look overseas for new recruits. The Philippines have become known as a good source due to the country's high numbers of English speakers and education majors. This Baltimore Sun story features one new recruit who left her family for one year to teach students with special needs in one of Baltimore's more dangerous neighborhoods. http://www.baltimoresun.com/news/education/bal-te.md.teacher28aug28,1,3730080.story?page=4&coll=bal-education-k12
Source: Baltimore Sun
Inputdate: 2005-08-31 13:41:00
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3446
Content Type: 1
Title: Foreign Language Teaching Assistants Displaced by Hurricane Katrina
Body: Dear Colleagues, We have FLTAs (Foreign Language Teaching Assistants) in New Orleans. As you have probably heard, there have been devastating consequences from Hurricane Katrina. According to reports, the city will now be uninhabitable for weeks or months. As you can imagine, the FLTAs we have placed at schools in the area are upset, confused and anxious about the year ahead. If your department has the capability to host an additional FLTA or if you know of colleagues at other schools who may be interested in hosting a teaching assistant at this late date, please let me know. We are looking for alternate emergency placements for FLTAs from the following countries/languages: Two Fulbright FLTAs from France - French Two Fulbright FLTAs from Mexico - Spanish One Fulbright FLTA from Austria - German One non-Fulbright FLTA from France - French Regards, Edward Monks Sr. Program Officer Institute of International Education 809 United Nations Plaza New York, NY 10017 Tel: 212-984-5494 Fax: 212-984-5484 Click www.iie.org/impact to see IIE's impact around the world. Wilkerson, K. FW:Help with Fulbrights affected by Hurricane Katrina. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-01 15:01:00
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Expdate: 2005-10-01 00:00:00
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Title: Foreign Language Teaching Assistants Displaced by Hurricane Katrina
Body: Dear Colleagues, We have FLTAs (Foreign Language Teaching Assistants) in New Orleans. As you have probably heard, there have been devastating consequences from Hurricane Katrina. According to reports, the city will now be uninhabitable for weeks or months. As you can imagine, the FLTAs we have placed at schools in the area are upset, confused and anxious about the year ahead. If your department has the capability to host an additional FLTA or if you know of colleagues at other schools who may be interested in hosting a teaching assistant at this late date, please let me know. We are looking for alternate emergency placements for FLTAs from the following countries/languages: Two Fulbright FLTAs from France - French Two Fulbright FLTAs from Mexico - Spanish One Fulbright FLTA from Austria - German One non-Fulbright FLTA from France - French Regards, Edward Monks Sr. Program Officer Institute of International Education 809 United Nations Plaza New York, NY 10017 Tel: 212-984-5494 Fax: 212-984-5484 Click www.iie.org/impact to see IIE's impact around the world. Wilkerson, K. FW:Help with Fulbrights affected by Hurricane Katrina. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (1 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-01 15:01:00
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Expdate: 2005-10-01 00:00:00
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3447
Content Type: 1
Title: Ideas for Teaching Colors
Body: A recent post to the FLTEACH listserv requested ideas for a lesson on colors. The response below, from a teacher who creates materials for students with special educational needs, provides a URL for downloading several handouts. Although they were created for learners of German, these should provide some new ideas for teachers of first-timers to any language. ---- http://www.specialeducationalneeds.com/mfl/year8german/pets/ You'll find a list of colours, a rainbow to complete, national flags to colour in, identifying colours, a "colour-me" picture of a juggling clown with juggling balls and buttons to be completed in certain colours, and a colour word search. Hope all this will give you some ideas. Wilson, D. Re: Spanish colors. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (31 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-01 15:09:00
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Title: Ideas for Teaching Colors
Body: A recent post to the FLTEACH listserv requested ideas for a lesson on colors. The response below, from a teacher who creates materials for students with special educational needs, provides a URL for downloading several handouts. Although they were created for learners of German, these should provide some new ideas for teachers of first-timers to any language. ---- http://www.specialeducationalneeds.com/mfl/year8german/pets/ You'll find a list of colours, a rainbow to complete, national flags to colour in, identifying colours, a "colour-me" picture of a juggling clown with juggling balls and buttons to be completed in certain colours, and a colour word search. Hope all this will give you some ideas. Wilson, D. Re: Spanish colors. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (31 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-01 15:09:00
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3448
Content Type: 1
Title: Online Vocabulary Practice
Body: This free site features six types of interactive vocabulary games for English language learners: WordSearch, Crosswords, Hangman, Quiz, Match Games, and Jumble. Each may be adjusted for level and topic and features a timer which may be turned on or off. http://www.vocabulary.co.il
Source: vocabulary.co.il
Inputdate: 2005-09-01 15:18:00
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Title: Online Vocabulary Practice
Body: This free site features six types of interactive vocabulary games for English language learners: WordSearch, Crosswords, Hangman, Quiz, Match Games, and Jumble. Each may be adjusted for level and topic and features a timer which may be turned on or off. http://www.vocabulary.co.il
Source: vocabulary.co.il
Inputdate: 2005-09-01 15:18:00
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3449
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Title: U.S. Government Promotes Chinese Language Study
Body: China's emergent status as a major international economical force has led two U.S. senators to introduce legislation that would encourage American students to interact with Chinese students by learning about each others' language and culture. Read the eSchool News article (free subscription required) at: http://www.eschoolnews.com/ComplimentarySubscription
Source: eSchool News - September 2005 edition
Inputdate: 2005-09-01 15:26:00
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Title: U.S. Government Promotes Chinese Language Study
Body: China's emergent status as a major international economical force has led two U.S. senators to introduce legislation that would encourage American students to interact with Chinese students by learning about each others' language and culture. Read the eSchool News article (free subscription required) at: http://www.eschoolnews.com/ComplimentarySubscription
Source: eSchool News - September 2005 edition
Inputdate: 2005-09-01 15:26:00
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3450
Content Type: 1
Title: Book Review: Teachers Exploring Tasks in English Language Teaching
Body: From: http://linguistlist.org/issues/16/16-2504.html EDITORS: Edwards, Corony; Willis, Jane TITLE: Teachers Exploring Tasks in English Language Teaching PUBLISHER: Palgrave Macmillan YEAR: 2005 Announced at http://linguistlist.org/issues/16/16-1340.html Kevin Laurence Landry, Department of Liberal Arts, Hongik University, Korea; MA Linguistics (TESOL) University of Surrey This book brings together 19 papers by different authors investigating tasks and task based teaching in the classroom. It connects many distance education projects mostly done towards master programs from the University of Birmingham or Aston University. It is divided into four main sections: describing using tasks in lessons, interaction within tasks, language used in tasks, and variables in task. It is well introduced and organized with information about the individual contributors, abbreviations, aims, an overview, and summary of each project. For a complete synopsis and review, visit: http://linguistlist.org/issues/16/16-2504.html
Source: Linguist List
Inputdate: 2005-09-01 15:31:00
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Title: Book Review: Teachers Exploring Tasks in English Language Teaching
Body: From: http://linguistlist.org/issues/16/16-2504.html EDITORS: Edwards, Corony; Willis, Jane TITLE: Teachers Exploring Tasks in English Language Teaching PUBLISHER: Palgrave Macmillan YEAR: 2005 Announced at http://linguistlist.org/issues/16/16-1340.html Kevin Laurence Landry, Department of Liberal Arts, Hongik University, Korea; MA Linguistics (TESOL) University of Surrey This book brings together 19 papers by different authors investigating tasks and task based teaching in the classroom. It connects many distance education projects mostly done towards master programs from the University of Birmingham or Aston University. It is divided into four main sections: describing using tasks in lessons, interaction within tasks, language used in tasks, and variables in task. It is well introduced and organized with information about the individual contributors, abbreviations, aims, an overview, and summary of each project. For a complete synopsis and review, visit: http://linguistlist.org/issues/16/16-2504.html
Source: Linguist List
Inputdate: 2005-09-01 15:31:00
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