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Contentid:
3461
Content Type: 1
Title: Funding Opportunity: Curriculum & Materials Development Grants
Body: From: http://www.neh.gov/grants/guidelines/teachinglearning.html Grants for Teaching and Learning Resources and Curriculum Development support projects that improve specific areas of humanities education and serve as national models of excellence. Projects must draw upon scholarship in the humanities and use scholars and teachers as advisers. NEH is especially interested in projects that offer solutions to problems frequently encountered by teachers. Projects may: * help schools, colleges, and universities develop (or revise) and implement significant humanities programs, curricula, courses, and materials for teaching and learning; or * develop materials and tools for classrooms that enhance the acquisition of advanced knowledge and understanding of the humanities, especially materials that apply to digital technologies Application deadline: October 14, 2005 For more information, visit: http://www.neh.gov/grants/guidelines/teachinglearning.html
Source: National Endowment for the Humanities
Inputdate: 2005-09-02 19:03:00
Lastmodifieddate: 2005-09-02 19:03:00
Expdate: 2005-10-15 00:00:00
Publishdate: 2005-09-05 00:00:00
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Title: Funding Opportunity: Curriculum & Materials Development Grants
Body: From: http://www.neh.gov/grants/guidelines/teachinglearning.html Grants for Teaching and Learning Resources and Curriculum Development support projects that improve specific areas of humanities education and serve as national models of excellence. Projects must draw upon scholarship in the humanities and use scholars and teachers as advisers. NEH is especially interested in projects that offer solutions to problems frequently encountered by teachers. Projects may: * help schools, colleges, and universities develop (or revise) and implement significant humanities programs, curricula, courses, and materials for teaching and learning; or * develop materials and tools for classrooms that enhance the acquisition of advanced knowledge and understanding of the humanities, especially materials that apply to digital technologies Application deadline: October 14, 2005 For more information, visit: http://www.neh.gov/grants/guidelines/teachinglearning.html
Source: National Endowment for the Humanities
Inputdate: 2005-09-02 19:03:00
Lastmodifieddate: 2005-09-02 19:03:00
Expdate: 2005-10-15 00:00:00
Publishdate: 2005-09-05 00:00:00
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Contentid:
3462
Content Type: 1
Title: Funding Opportunity: Mini-Grants for Less Commonly Taught Languages
Body: From: http://www.carla.umn.edu/lctl/materials/grant.html LCTL Material Development Mini-Grant Submission deadline: 5 December 2005 To augment its support of LCTL teachers, the LCTL Project will be awarding grants of up to $4,000 for the development and submission of sharable material for teaching a LCTL. The materials will be used to expand the LCTL Project's growing collection of web-based instructional materials. Mini-grant guidelines We strongly encourage cooperation among LCTL teachers, and will view favorably applications that involve between 2 and 5 LCTL instructors at at least two institutions. Any less commonly taught language will be considered. Successful proposals will clearly demonstrate how the material would be used by a classroom teacher or by independent students. Proposed projects will preferably offer extended activities that include authentic pictures/sound/videos. Development of independent-study material and activities is also encouraged in this competition if the applicants document a national need. For more information, visit: http://www.carla.umn.edu/lctl/materials/grant.html
Source: Center for Advanced Research on Language Acquisition
Inputdate: 2005-09-02 19:07:00
Lastmodifieddate: 2005-09-02 19:07:00
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Publishdate: 2005-09-05 00:00:00
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Content Type: 1
Title: Funding Opportunity: Mini-Grants for Less Commonly Taught Languages
Body: From: http://www.carla.umn.edu/lctl/materials/grant.html LCTL Material Development Mini-Grant Submission deadline: 5 December 2005 To augment its support of LCTL teachers, the LCTL Project will be awarding grants of up to $4,000 for the development and submission of sharable material for teaching a LCTL. The materials will be used to expand the LCTL Project's growing collection of web-based instructional materials. Mini-grant guidelines We strongly encourage cooperation among LCTL teachers, and will view favorably applications that involve between 2 and 5 LCTL instructors at at least two institutions. Any less commonly taught language will be considered. Successful proposals will clearly demonstrate how the material would be used by a classroom teacher or by independent students. Proposed projects will preferably offer extended activities that include authentic pictures/sound/videos. Development of independent-study material and activities is also encouraged in this competition if the applicants document a national need. For more information, visit: http://www.carla.umn.edu/lctl/materials/grant.html
Source: Center for Advanced Research on Language Acquisition
Inputdate: 2005-09-02 19:07:00
Lastmodifieddate: 2005-09-02 19:07:00
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Publishdate: 2005-09-05 00:00:00
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Contentid:
3463
Content Type: 1
Title: Materials for Hispanic Heritage Month
Body: This site was recently recommended on the FLTEACH listserv as a good resource for materials for Hispanic Heritage Month, which is from September 15 to October 15. The site features online activities for learning about Hispanic history in the Americas, famous Latinos, Latinos in history, and the heritage of several influential Hispanic Americans, as well as an online game. http://teacher.scholastic.com/activities/hispanic More information on Hispanic History Month may be found at: http://www.factmonster.com/spot/hhm1.html
Source: Various
Inputdate: 2005-09-02 19:18:00
Lastmodifieddate: 2005-09-02 19:18:00
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Publishdate: 2005-09-05 00:00:00
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Title: Materials for Hispanic Heritage Month
Body: This site was recently recommended on the FLTEACH listserv as a good resource for materials for Hispanic Heritage Month, which is from September 15 to October 15. The site features online activities for learning about Hispanic history in the Americas, famous Latinos, Latinos in history, and the heritage of several influential Hispanic Americans, as well as an online game. http://teacher.scholastic.com/activities/hispanic More information on Hispanic History Month may be found at: http://www.factmonster.com/spot/hhm1.html
Source: Various
Inputdate: 2005-09-02 19:18:00
Lastmodifieddate: 2005-09-02 19:18:00
Expdate:
Publishdate: 2005-09-05 00:00:00
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Contentid:
3464
Content Type: 1
Title: Free Study Materials Available Online
Body: Before You Know It is a flash card program designed for studying a variety of topics. Although the program is not free, the Web site does feature free downloads of sample language learning materials for Spanish, German, Dutch, Polish, French, Russian, Irish, Portuguese, Italian, Arabic, Latin, and Swedish. A recent post to the FLTEACH listserv from a Spanish teacher stated that her students had given positive feedback on the free program. Visit the Before You Know It homepage at: http://www.byki.com
Source: Before You Know It
Inputdate: 2005-09-02 19:26:00
Lastmodifieddate: 2005-09-02 19:26:00
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Publishdate: 2005-09-05 00:00:00
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Active: 1
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Content Type: 1
Title: Free Study Materials Available Online
Body: Before You Know It is a flash card program designed for studying a variety of topics. Although the program is not free, the Web site does feature free downloads of sample language learning materials for Spanish, German, Dutch, Polish, French, Russian, Irish, Portuguese, Italian, Arabic, Latin, and Swedish. A recent post to the FLTEACH listserv from a Spanish teacher stated that her students had given positive feedback on the free program. Visit the Before You Know It homepage at: http://www.byki.com
Source: Before You Know It
Inputdate: 2005-09-02 19:26:00
Lastmodifieddate: 2005-09-02 19:26:00
Expdate:
Publishdate: 2005-09-05 00:00:00
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Contentid:
3465
Content Type: 1
Title: Classroom French
Body: Just in time for the start of school, here are some Web sites featuring lists of classroom expressions for your French class. http://french.about.com/od/vocabulary/a/classroomphrase.htm http://www.flashcardexchange.com/flashcards/list/290476 http://ridgewayschool.com/subjects/mfl/frenchKS4vocab.htm#classroominstructions http://ridgewayschool.com/subjects/mfl/frenchKS4vocab.htm#classroomphrases http://www.llanishenhighschool.co.uk/LA/French/classroom_phrases.PDF
Source: Various
Inputdate: 2005-09-02 19:31:00
Lastmodifieddate: 2005-09-02 19:31:00
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Publishdate: 2005-09-05 00:00:00
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Title: Classroom French
Body: Just in time for the start of school, here are some Web sites featuring lists of classroom expressions for your French class. http://french.about.com/od/vocabulary/a/classroomphrase.htm http://www.flashcardexchange.com/flashcards/list/290476 http://ridgewayschool.com/subjects/mfl/frenchKS4vocab.htm#classroominstructions http://ridgewayschool.com/subjects/mfl/frenchKS4vocab.htm#classroomphrases http://www.llanishenhighschool.co.uk/LA/French/classroom_phrases.PDF
Source: Various
Inputdate: 2005-09-02 19:31:00
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Expdate:
Publishdate: 2005-09-05 00:00:00
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Active: 1
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Contentid:
3466
Content Type: 1
Title: Childhood as a Thematic Unit
Body: A recent discussion on the FLTEACH listserv of childhood as a theme for French study included the following posts: ---- Although not authentic, I like to use "Peanuts" and "Mother Goose" in French. Babar, Madeline and Le Petit Prince are great. You could also use childhood rhymes of the sort where you bounce small children on your knee and counting rhymes. Pontius, J.L. Re: Childhood as a unit theme in the French class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Aug. 2005). ---- When I was teaching high school my French II students wrote and illustrated their own fairy tales. Even with their limited vocabulary they were wonderful-more creative than I could ever have hoped for. It was a great way for them to practice imparfait (Il était une fois...) and passé composé (il a dit). Hinds, K. Re: Childhood as a unit theme in the French class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 Aug. 2005). ---- Just thought I'd post this site I learned of in a wonderful workshop. The Bibliotheque Nationale de France has a great pedagogical website for French kids to write fairy tales; in French, so not too usable for lower level classes, but for students who have trouble coming up with ideas on what to write, send them to: http://expositions.bnf.fr/contes/pedago/atelier/index.htm Give it a try: you get to select main characters, settings, etc. and then it prints out, photos and all, as a blueprint for the story. Blaz, D. Re: Childhood as a unit theme in the French class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 Aug. 2005).
Source: FLTEACH
Inputdate: 2005-09-02 19:40:00
Lastmodifieddate: 2005-09-02 19:40:00
Expdate:
Publishdate: 2005-09-05 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Childhood as a Thematic Unit
Body: A recent discussion on the FLTEACH listserv of childhood as a theme for French study included the following posts: ---- Although not authentic, I like to use "Peanuts" and "Mother Goose" in French. Babar, Madeline and Le Petit Prince are great. You could also use childhood rhymes of the sort where you bounce small children on your knee and counting rhymes. Pontius, J.L. Re: Childhood as a unit theme in the French class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Aug. 2005). ---- When I was teaching high school my French II students wrote and illustrated their own fairy tales. Even with their limited vocabulary they were wonderful-more creative than I could ever have hoped for. It was a great way for them to practice imparfait (Il était une fois...) and passé composé (il a dit). Hinds, K. Re: Childhood as a unit theme in the French class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 Aug. 2005). ---- Just thought I'd post this site I learned of in a wonderful workshop. The Bibliotheque Nationale de France has a great pedagogical website for French kids to write fairy tales; in French, so not too usable for lower level classes, but for students who have trouble coming up with ideas on what to write, send them to: http://expositions.bnf.fr/contes/pedago/atelier/index.htm Give it a try: you get to select main characters, settings, etc. and then it prints out, photos and all, as a blueprint for the story. Blaz, D. Re: Childhood as a unit theme in the French class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 Aug. 2005).
Source: FLTEACH
Inputdate: 2005-09-02 19:40:00
Lastmodifieddate: 2005-09-02 19:40:00
Expdate:
Publishdate: 2005-09-05 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Contentid:
3467
Content Type: 1
Title: Transfer Opportunity for University Students
Body: Dear Foreign Language Faculty, If you know of displaced university students, our President, Dr. Fisher, has announced that, "Belmont University is opening its doors to students unable to attend their own university due to Hurricane Katrina. Those students will be able to take classes here and their tuition will be sent to their home institutions to enable them to rebuild and reopen." Because the semester is already underway, students must enroll by 4:30 pm on Friday, Sept. 9 in order to still get into Fall 2005 classes. They need to contact our Office of Belmont University Admissions immediately at: 615-460-6785 Toll free: 800-56-ENROLL Fax: 615-460-5434 or Email: buadmission@mail.belmont.edu and may download an application for admission at http://www.belmont.edu/prospectivestudents/admissions Cordially, Dr. David C. Julseth, Chair Department of Foreign Languages Belmont University 1900 Belmont Blvd. Nashville, TN 37212 Summerville, M. University students displaced by Katrina crisis. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-04 21:08:00
Lastmodifieddate: 2005-09-04 21:08:00
Expdate: 2005-09-10 00:00:00
Publishdate: 2005-09-05 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Transfer Opportunity for University Students
Body: Dear Foreign Language Faculty, If you know of displaced university students, our President, Dr. Fisher, has announced that, "Belmont University is opening its doors to students unable to attend their own university due to Hurricane Katrina. Those students will be able to take classes here and their tuition will be sent to their home institutions to enable them to rebuild and reopen." Because the semester is already underway, students must enroll by 4:30 pm on Friday, Sept. 9 in order to still get into Fall 2005 classes. They need to contact our Office of Belmont University Admissions immediately at: 615-460-6785 Toll free: 800-56-ENROLL Fax: 615-460-5434 or Email: buadmission@mail.belmont.edu and may download an application for admission at http://www.belmont.edu/prospectivestudents/admissions Cordially, Dr. David C. Julseth, Chair Department of Foreign Languages Belmont University 1900 Belmont Blvd. Nashville, TN 37212 Summerville, M. University students displaced by Katrina crisis. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-04 21:08:00
Lastmodifieddate: 2005-09-04 21:08:00
Expdate: 2005-09-10 00:00:00
Publishdate: 2005-09-05 00:00:00
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Active: 1
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Contentid:
3468
Content Type: 1
Title: New Course In Urdu Offered at Johns Hopkins
Body: URDU COURSE OFFERED BY SAIS-JHU UNIVERSITY open to selected students and professionals in the Washington, DC area September 17 to December 3, 2005 1740 Massachusetts Avenue, NW Washington, DC 20036 To register for the fall semester, visit: http://www.sais-jhu.edu/programs/asia/South_Asia/SA_Language/Urdu/urdu.html The South Asia Studies Program at SAIS-Johns Hopkins University is offering Urdu language instruction this Fall 2005 semester. Enrollment is open to selected students and professionals in the Washington, DC area. The course meets on Saturday afternoons for twelve weeks. Basic knowledge of the Urdu script is expected to join. We anticipate offering one multi-level (novice and intermediate) course. If there is enough interest, the course will be divided. The course is designed to develop communicative ability as well as grammatical accuracy. At the Novice level, students develop speaking, reading, listening, and writing skills that vital to perform real-life communicative tasks successfully. At the Intermediate level, students develop ease and confidence in dealing with routine tasks and narrating in major time frames. The ability to understand authentic spoken and written language will be emphasized at both levels. The instructor, Rubab Quereshi, has taught elementary and intermediate Urdu courses at the University of Pennsylvania since 2002, and pioneered the SAIS-Johns Hopkins Urdu course in spring 2005. If you have further questions about Urdu, please contact: Dr. Marco A. Campos Acting Coordinator for South Asian Languages SAIS Johns Hopkins University 1619 Massachusetts Avenue, NW Office # 330 Washington, D.C. 20036 Email: mcampos@jhu.edu, Tel: 202.663.7789 Lctl coordinator. [LCTL-T] announcement URDU course, Johns Hopkins. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (3 Sept. 2005).
Source: LCTL-T
Inputdate: 2005-09-04 21:13:00
Lastmodifieddate: 2005-09-04 21:13:00
Expdate:
Publishdate: 2005-09-05 00:00:00
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Title: New Course In Urdu Offered at Johns Hopkins
Body: URDU COURSE OFFERED BY SAIS-JHU UNIVERSITY open to selected students and professionals in the Washington, DC area September 17 to December 3, 2005 1740 Massachusetts Avenue, NW Washington, DC 20036 To register for the fall semester, visit: http://www.sais-jhu.edu/programs/asia/South_Asia/SA_Language/Urdu/urdu.html The South Asia Studies Program at SAIS-Johns Hopkins University is offering Urdu language instruction this Fall 2005 semester. Enrollment is open to selected students and professionals in the Washington, DC area. The course meets on Saturday afternoons for twelve weeks. Basic knowledge of the Urdu script is expected to join. We anticipate offering one multi-level (novice and intermediate) course. If there is enough interest, the course will be divided. The course is designed to develop communicative ability as well as grammatical accuracy. At the Novice level, students develop speaking, reading, listening, and writing skills that vital to perform real-life communicative tasks successfully. At the Intermediate level, students develop ease and confidence in dealing with routine tasks and narrating in major time frames. The ability to understand authentic spoken and written language will be emphasized at both levels. The instructor, Rubab Quereshi, has taught elementary and intermediate Urdu courses at the University of Pennsylvania since 2002, and pioneered the SAIS-Johns Hopkins Urdu course in spring 2005. If you have further questions about Urdu, please contact: Dr. Marco A. Campos Acting Coordinator for South Asian Languages SAIS Johns Hopkins University 1619 Massachusetts Avenue, NW Office # 330 Washington, D.C. 20036 Email: mcampos@jhu.edu, Tel: 202.663.7789 Lctl coordinator. [LCTL-T] announcement URDU course, Johns Hopkins. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (3 Sept. 2005).
Source: LCTL-T
Inputdate: 2005-09-04 21:13:00
Lastmodifieddate: 2005-09-04 21:13:00
Expdate:
Publishdate: 2005-09-05 00:00:00
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Contentid:
3469
Content Type: 1
Title: Trinidad and Tobago Plans Bilingual Future
Body: In an effort to improve business communication with Spanish-speaking countries, Trinidad and Tobago recently announced that beginning this fall, Spanish will be a mandatory part of every school curriculum. The plan to become a bilingual nation by the year 2020 is a dubious one for some residents, only a small percentage of whom speak Spanish now. Read the ContraCostaTimes.com article (free registration) at: http://www.contracostatimes.com/mld/cctimes/news/nation/12542603.htm
Source: ContraCostaTimes.com
Inputdate: 2005-09-04 21:29:00
Lastmodifieddate: 2005-09-04 21:29:00
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Publishdate: 2005-09-05 00:00:00
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Content Type: 1
Title: Trinidad and Tobago Plans Bilingual Future
Body: In an effort to improve business communication with Spanish-speaking countries, Trinidad and Tobago recently announced that beginning this fall, Spanish will be a mandatory part of every school curriculum. The plan to become a bilingual nation by the year 2020 is a dubious one for some residents, only a small percentage of whom speak Spanish now. Read the ContraCostaTimes.com article (free registration) at: http://www.contracostatimes.com/mld/cctimes/news/nation/12542603.htm
Source: ContraCostaTimes.com
Inputdate: 2005-09-04 21:29:00
Lastmodifieddate: 2005-09-04 21:29:00
Expdate:
Publishdate: 2005-09-05 00:00:00
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Contentid:
3470
Content Type: 1
Title: Ideas for Using Pop Music in Class
Body: Find the song lyrics online and create a cloze task (either with specific vocabulary that the students should understand, or perhaps with specific grammatical constructions, say, participles, or dative pronouns). Some songs lend themselves to writing exercises afterward, e.g., create a cloze task, play "Warum hast du das getan" by die Prinzen, then have students write a sentence or two about what "she" did to make the singer so unhappy. I've gotten some really creative responses to this one. Or you could have creative & more advanced students write their own versions of some songs, e.g., using the Prinzen's "Deutsch" as an model, write about positive and negative aspects of American culture. Some songs can be used for grammar practice, e.g., I play Schande by Lucilectric, which contains lines like "Schande, dass ich nicht reich geboren bin." I then have an exercise where students make wishes in subjunctive: Wenn ich nur reich geboren waere! Or the song "Was soll ich ihr schenken" is a great lead-in to an exercise on dative case (practicing order of pronouns or giving creative gift ideas). Some songs can be used like any text as the basis for discussion: ask questions about the "plot:" who's speaking, how he or she feels or thinks and why, etc. I play a lot of music right before class starts and sometimes put up the words on an overhead for those who'd like to follow along. I replay the same songs a lot, and this way students have a better idea of the words and understand the songs better when I play them again. I also replay songs that we've worked on in class, and I think students like that they understand the songs better when they hear them again. Seidlitz, L. Re: [AATG-L] Lieder, Filme, klass. Musik - brauche Hilfe! American Association of Teachers of German listserv. AATG@listserv.iupui.edu (24 Aug. 2005).
Source: AATG-L
Inputdate: 2005-09-04 21:45:00
Lastmodifieddate: 2005-09-04 21:45:00
Expdate:
Publishdate: 2005-09-05 00:00:00
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Active: 1
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Content Type: 1
Title: Ideas for Using Pop Music in Class
Body: Find the song lyrics online and create a cloze task (either with specific vocabulary that the students should understand, or perhaps with specific grammatical constructions, say, participles, or dative pronouns). Some songs lend themselves to writing exercises afterward, e.g., create a cloze task, play "Warum hast du das getan" by die Prinzen, then have students write a sentence or two about what "she" did to make the singer so unhappy. I've gotten some really creative responses to this one. Or you could have creative & more advanced students write their own versions of some songs, e.g., using the Prinzen's "Deutsch" as an model, write about positive and negative aspects of American culture. Some songs can be used for grammar practice, e.g., I play Schande by Lucilectric, which contains lines like "Schande, dass ich nicht reich geboren bin." I then have an exercise where students make wishes in subjunctive: Wenn ich nur reich geboren waere! Or the song "Was soll ich ihr schenken" is a great lead-in to an exercise on dative case (practicing order of pronouns or giving creative gift ideas). Some songs can be used like any text as the basis for discussion: ask questions about the "plot:" who's speaking, how he or she feels or thinks and why, etc. I play a lot of music right before class starts and sometimes put up the words on an overhead for those who'd like to follow along. I replay the same songs a lot, and this way students have a better idea of the words and understand the songs better when I play them again. I also replay songs that we've worked on in class, and I think students like that they understand the songs better when they hear them again. Seidlitz, L. Re: [AATG-L] Lieder, Filme, klass. Musik - brauche Hilfe! American Association of Teachers of German listserv. AATG@listserv.iupui.edu (24 Aug. 2005).
Source: AATG-L
Inputdate: 2005-09-04 21:45:00
Lastmodifieddate: 2005-09-04 21:45:00
Expdate:
Publishdate: 2005-09-05 00:00:00
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