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Displaying 3451-3460 of 28843 results.
Contentid:
3588
Content Type: 1
Title: Spanish Immersion Resources
Body: Among the resources available from the Center for Advanced Research on Language Acquisition (CARLA) Working Paper Series are several publications related to Spanish immersion. These titles include: - Impact of Interlocutor and Task on First and Second Language Use in a Spanish Immersion Program - Bringing the Biodiversity of Ecuador to Spanish Immersion Classrooms - Enhancing Academic Language Proficiency in a Fifth-Grade Spanish Immersion Classroom For more information on these and other papers, visit: http://www.carla.umn.edu/resources/working-papers
Source: CARLA
Inputdate: 2005-09-29 21:53:00
Lastmodifieddate: 2005-09-29 21:53:00
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Publishdate: 2005-10-03 00:00:00
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Content Type: 1
Title: Spanish Immersion Resources
Body: Among the resources available from the Center for Advanced Research on Language Acquisition (CARLA) Working Paper Series are several publications related to Spanish immersion. These titles include: - Impact of Interlocutor and Task on First and Second Language Use in a Spanish Immersion Program - Bringing the Biodiversity of Ecuador to Spanish Immersion Classrooms - Enhancing Academic Language Proficiency in a Fifth-Grade Spanish Immersion Classroom For more information on these and other papers, visit: http://www.carla.umn.edu/resources/working-papers
Source: CARLA
Inputdate: 2005-09-29 21:53:00
Lastmodifieddate: 2005-09-29 21:53:00
Expdate:
Publishdate: 2005-10-03 00:00:00
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Active: 1
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Isarchived: 1
Contentid:
3589
Content Type: 1
Title: Spanish Dial-a-Verb
Body: From: http://www.prologo.net/index.htm Teaching/Learning Aids for the Language Classroom The Dial-A-Verb wheels begin to be especially useful when learning the second or third tense. Without this aid all of the tenses begin to run together in a student's mind. These wheels are especially helpful for developing a sense of order in the total verb system. * An ideal teaching/learning aid for beginning students * Conjugates verbs found in typical elementary and intermediate textbooks. * Use in elementary courses where students do not expect to proceed beyond the intermediate level. * Integrated web verb conjugator.
Source: Prologo Publishers
Inputdate: 2005-09-30 14:54:00
Lastmodifieddate: 2005-09-30 14:54:00
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Publishdate: 2005-10-03 00:00:00
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Content Type: 1
Title: Spanish Dial-a-Verb
Body: From: http://www.prologo.net/index.htm Teaching/Learning Aids for the Language Classroom The Dial-A-Verb wheels begin to be especially useful when learning the second or third tense. Without this aid all of the tenses begin to run together in a student's mind. These wheels are especially helpful for developing a sense of order in the total verb system. * An ideal teaching/learning aid for beginning students * Conjugates verbs found in typical elementary and intermediate textbooks. * Use in elementary courses where students do not expect to proceed beyond the intermediate level. * Integrated web verb conjugator.
Source: Prologo Publishers
Inputdate: 2005-09-30 14:54:00
Lastmodifieddate: 2005-09-30 14:54:00
Expdate:
Publishdate: 2005-10-03 00:00:00
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Contentid:
3590
Content Type: 1
Title: Teaching Colors in Spanish
Body: This recent post to the FLTEACH listserv recommends several ways to introduce and practice color vocabulary in Spanish class. These activities would be appropriate for both younger and older learners. ---- I have a supply of soft "nerf" balls in all common colors and three sizes (big, little, very little) that I picked up over time and a big bucket. I throw them out to students who know what colors they are, and then collect them by asking "¿Quién tiene la pequeña pelota amarilla?", etc to allow the student in possession of the little yellow ball the opportunity to shoot a hoop and get it in the bucket. After about 15 minutes, most know their colors pretty well. I never do this more than once or twice even if the students beg. It is just unnecessary and is no longer learning after a while. Rather, I just start incorporating colors into other vocabulary.... ¿Es un cuaderno verde o un cuaderno rojo? ¿Es la pizarra blanca o negra? La bandera de los Estados Unidos, ¿es roja, blanca, y verde? ¿Dónde está la pantalla blanca? In addition, we have already read a little book, "Azul el sombrero, verde el sombrero" ("Blue Hat, Green Hat" -- Spanish version), by Sandra Boynton, as well as "Perritos," by the same author, and today I am going to read them P.D. Eastman's "Corre, perro, corre," which has lots of colors in it and which I have been quietly prepping them for. Widergren, P.R. Re: Great fun--Spanish colors. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-30 15:04:00
Lastmodifieddate: 2005-09-30 15:04:00
Expdate:
Publishdate: 2005-10-03 00:00:00
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Active: 1
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Content Type: 1
Title: Teaching Colors in Spanish
Body: This recent post to the FLTEACH listserv recommends several ways to introduce and practice color vocabulary in Spanish class. These activities would be appropriate for both younger and older learners. ---- I have a supply of soft "nerf" balls in all common colors and three sizes (big, little, very little) that I picked up over time and a big bucket. I throw them out to students who know what colors they are, and then collect them by asking "¿Quién tiene la pequeña pelota amarilla?", etc to allow the student in possession of the little yellow ball the opportunity to shoot a hoop and get it in the bucket. After about 15 minutes, most know their colors pretty well. I never do this more than once or twice even if the students beg. It is just unnecessary and is no longer learning after a while. Rather, I just start incorporating colors into other vocabulary.... ¿Es un cuaderno verde o un cuaderno rojo? ¿Es la pizarra blanca o negra? La bandera de los Estados Unidos, ¿es roja, blanca, y verde? ¿Dónde está la pantalla blanca? In addition, we have already read a little book, "Azul el sombrero, verde el sombrero" ("Blue Hat, Green Hat" -- Spanish version), by Sandra Boynton, as well as "Perritos," by the same author, and today I am going to read them P.D. Eastman's "Corre, perro, corre," which has lots of colors in it and which I have been quietly prepping them for. Widergren, P.R. Re: Great fun--Spanish colors. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-30 15:04:00
Lastmodifieddate: 2005-09-30 15:04:00
Expdate:
Publishdate: 2005-10-03 00:00:00
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Active: 1
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Contentid:
3591
Content Type: 1
Title: Activities for the Imparfait and the Passé Composé
Body: Among the replies to a recent request on the FLTEACH listserv for ideas for practicing the imparfait and the passé composé were these suggestions. ---- One of my favorites is to create a common experience and then generate the narrative to recount the event. For instance, another teacher would come into the classroom and do something bizarre. Take something from my desk, leave something (a rubber chicken) on my desk when my back was turned. As I tried to figure out how the chicken came to be on my desk, we'd naturally have to choose imparfait/passé composé. It ends up as a group retelling. Using a scene from a movie is also good, preferably a movie in the target language, but the key is to focus on an event. An English example would be from the first Star Wars when Luke Skywalker enters Princess Leia's cell. Show the clip and then ask the students to tell the story. "The Princess was waiting in her cell when the door opened and in came a soldier." My culminating assignment was to have the students recount an event from their past - usually with an illustration. I modeled by telling them the story of how I broke my arm. A certain number of worksheets with fill-ins are likely as that is how they are tested on AP/SAT exams. Ferree, R.M. Re: passe compose et imparfait. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Sept. 2005). ---- I have a co-worker storm into my room and start yelling at me in front of the class. We make a plan for a fake fight (I took papers off her desk, I'm using her teacher's book, took her favorite piece of chalk), and I begin teaching my lesson. She comes into my class and we "have words". After she storms out (and while the class is still in shock), I write what happened on the board: We were taking notes (imperfect) when our class was interruped (passé composé). She yelled (passé composé). We felt scared/angry (imp). She was mad (imp). She left (passé composé). This works if you can find a co-worker to yell and if you can keep a straight face while it's going on. It illustrates the differences of feelings, one-time actions, ongoing actions being interruped. It's fun watching as the students figure out it's a set-up and part of the lesson. Hinds, K. Re: passe compose et imparfait. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-30 15:17:00
Lastmodifieddate: 2005-09-30 15:17:00
Expdate:
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Activities for the Imparfait and the Passé Composé
Body: Among the replies to a recent request on the FLTEACH listserv for ideas for practicing the imparfait and the passé composé were these suggestions. ---- One of my favorites is to create a common experience and then generate the narrative to recount the event. For instance, another teacher would come into the classroom and do something bizarre. Take something from my desk, leave something (a rubber chicken) on my desk when my back was turned. As I tried to figure out how the chicken came to be on my desk, we'd naturally have to choose imparfait/passé composé. It ends up as a group retelling. Using a scene from a movie is also good, preferably a movie in the target language, but the key is to focus on an event. An English example would be from the first Star Wars when Luke Skywalker enters Princess Leia's cell. Show the clip and then ask the students to tell the story. "The Princess was waiting in her cell when the door opened and in came a soldier." My culminating assignment was to have the students recount an event from their past - usually with an illustration. I modeled by telling them the story of how I broke my arm. A certain number of worksheets with fill-ins are likely as that is how they are tested on AP/SAT exams. Ferree, R.M. Re: passe compose et imparfait. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Sept. 2005). ---- I have a co-worker storm into my room and start yelling at me in front of the class. We make a plan for a fake fight (I took papers off her desk, I'm using her teacher's book, took her favorite piece of chalk), and I begin teaching my lesson. She comes into my class and we "have words". After she storms out (and while the class is still in shock), I write what happened on the board: We were taking notes (imperfect) when our class was interruped (passé composé). She yelled (passé composé). We felt scared/angry (imp). She was mad (imp). She left (passé composé). This works if you can find a co-worker to yell and if you can keep a straight face while it's going on. It illustrates the differences of feelings, one-time actions, ongoing actions being interruped. It's fun watching as the students figure out it's a set-up and part of the lesson. Hinds, K. Re: passe compose et imparfait. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 Sept. 2005).
Source: FLTEACH
Inputdate: 2005-09-30 15:17:00
Lastmodifieddate: 2005-09-30 15:17:00
Expdate:
Publishdate: 2005-10-03 00:00:00
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Active: 1
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Contentid:
3592
Content Type: 1
Title: Japanese Community Schools Unite Education and Tradition
Body: A group of schools in Japan where local citizens are involved in hands-on activities with students are experiencing close bonds between teachers, students, council members, and the community as a whole. This Japan Times article describes how history lessons can incorporate field trips and art projects to link experience and learning. http://www.japantimes.co.jp/cgi-bin/getarticle.pl5?nn20050920f2.htm
Source: Japan Times Online
Inputdate: 2005-09-30 15:30:00
Lastmodifieddate: 2005-09-30 15:30:00
Expdate:
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Japanese Community Schools Unite Education and Tradition
Body: A group of schools in Japan where local citizens are involved in hands-on activities with students are experiencing close bonds between teachers, students, council members, and the community as a whole. This Japan Times article describes how history lessons can incorporate field trips and art projects to link experience and learning. http://www.japantimes.co.jp/cgi-bin/getarticle.pl5?nn20050920f2.htm
Source: Japan Times Online
Inputdate: 2005-09-30 15:30:00
Lastmodifieddate: 2005-09-30 15:30:00
Expdate:
Publishdate: 2005-10-03 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Contentid:
3593
Content Type: 1
Title: Japanese Videos for Beginners
Body: The URL below features short video clips which may be viewed online (with QuickTime) that demonstrate vocabulary, grammar, and proper (and improper) body language and manners for beginning learners of Japanese. Topics include aizuchi, entering a sensee's office properly, and the ko/so/a/do system. http://www.marinebat.com/nakama/video
Source: marinebat.com
Inputdate: 2005-09-30 15:39:00
Lastmodifieddate: 2005-09-30 15:39:00
Expdate:
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Japanese Videos for Beginners
Body: The URL below features short video clips which may be viewed online (with QuickTime) that demonstrate vocabulary, grammar, and proper (and improper) body language and manners for beginning learners of Japanese. Topics include aizuchi, entering a sensee's office properly, and the ko/so/a/do system. http://www.marinebat.com/nakama/video
Source: marinebat.com
Inputdate: 2005-09-30 15:39:00
Lastmodifieddate: 2005-09-30 15:39:00
Expdate:
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Contentid:
3594
Content Type: 1
Title: Call for Papers: 59th Annual Kentucky Foreign Language Conference
Body: From: http://www.uky.edu/AS/KFLC/callforpapers.htm 59th Annual Kentucky Foreign Language Conference April 20-22, 2006 Deadline for submission of abstracts: 15 November 2005 We invite all scholars to submit abstracts. Acceptance of your paper for presentation implies a commitment on your part to register and attend the conference. All presenters and attendees must pay the appropriate registration fee by 15 FEBRUARY 2006 to be included in the program. For more information on the conference, please visit www.uky.edu/as/kflc, or contact the directors by email: kflc@uky.edu. Abstracts should be one page in length, written in either English or the language appropriate to your area. NEW: Instructional Technology has been added to the conference this year. NEW: Japanese Studies has been added to the conference this year. NEW: All Linguistics Sessions and Panels will be cross-listed with their corresponding departments.
Source: University of Kentucky, Lexington
Inputdate: 2005-09-30 15:46:00
Lastmodifieddate: 2005-09-30 15:46:00
Expdate: 2005-11-16 00:00:00
Publishdate: 2005-10-03 00:00:00
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Active: 1
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Content Type: 1
Title: Call for Papers: 59th Annual Kentucky Foreign Language Conference
Body: From: http://www.uky.edu/AS/KFLC/callforpapers.htm 59th Annual Kentucky Foreign Language Conference April 20-22, 2006 Deadline for submission of abstracts: 15 November 2005 We invite all scholars to submit abstracts. Acceptance of your paper for presentation implies a commitment on your part to register and attend the conference. All presenters and attendees must pay the appropriate registration fee by 15 FEBRUARY 2006 to be included in the program. For more information on the conference, please visit www.uky.edu/as/kflc, or contact the directors by email: kflc@uky.edu. Abstracts should be one page in length, written in either English or the language appropriate to your area. NEW: Instructional Technology has been added to the conference this year. NEW: Japanese Studies has been added to the conference this year. NEW: All Linguistics Sessions and Panels will be cross-listed with their corresponding departments.
Source: University of Kentucky, Lexington
Inputdate: 2005-09-30 15:46:00
Lastmodifieddate: 2005-09-30 15:46:00
Expdate: 2005-11-16 00:00:00
Publishdate: 2005-10-03 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Contentid:
3595
Content Type: 1
Title: New England Regional Association of Language Laboratory Directors Fall 2005 Meeting
Body: From: http://akbar.marlboro.edu/~neralld/meeting/index.html The Language Lab in the Era of Publisher Produced Materials Pre-Meeting Workshop on Non-Western Fonts Host Site: Marist College, Poughkeepsie, NY Host Site Coordinator: Claire Keith claire.keith@marist.edu November 10 and 11, 2005
Source: NERALLD
Inputdate: 2005-09-30 16:07:00
Lastmodifieddate: 2005-09-30 16:07:00
Expdate: 2005-11-12 00:00:00
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
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Content Type: 1
Title: New England Regional Association of Language Laboratory Directors Fall 2005 Meeting
Body: From: http://akbar.marlboro.edu/~neralld/meeting/index.html The Language Lab in the Era of Publisher Produced Materials Pre-Meeting Workshop on Non-Western Fonts Host Site: Marist College, Poughkeepsie, NY Host Site Coordinator: Claire Keith claire.keith@marist.edu November 10 and 11, 2005
Source: NERALLD
Inputdate: 2005-09-30 16:07:00
Lastmodifieddate: 2005-09-30 16:07:00
Expdate: 2005-11-12 00:00:00
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
3596
Content Type: 1
Title: New TOEFL Worries Some Students
Body: The recent debut of the new TOEFL is causing concern at some institutions where it is used as an admission or placement exam. Asian students in particular worry that the test's new speaking section, which is digitally recorded for grading purposes, will put them at a disadvantage due to the largely reading-and-writing-based education they received before applying to schools abroad. Read the New York Times article at: http://www.nytimes.com/2005/09/25/education/25english.html
Source: New York Times
Inputdate: 2005-10-01 18:14:00
Lastmodifieddate: 2005-10-01 18:14:00
Expdate:
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
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Content Type: 1
Title: New TOEFL Worries Some Students
Body: The recent debut of the new TOEFL is causing concern at some institutions where it is used as an admission or placement exam. Asian students in particular worry that the test's new speaking section, which is digitally recorded for grading purposes, will put them at a disadvantage due to the largely reading-and-writing-based education they received before applying to schools abroad. Read the New York Times article at: http://www.nytimes.com/2005/09/25/education/25english.html
Source: New York Times
Inputdate: 2005-10-01 18:14:00
Lastmodifieddate: 2005-10-01 18:14:00
Expdate:
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
3597
Content Type: 1
Title: Spanish Instruction Boosts Test Scores
Body: This GM Today article reports on the success of a Wisconsin elementary school where earlier grades are taught primarily in Spanish. Like many schools across the nation, fourth-grade reading scores are up at Banting Elementary, and officials say that teaching in one language or the other -- not in both -- was the key, and that this trend will lead to a better-educated Hispanic community. http://www.gmtoday.com/news/local_stories/2005/September_05/09212005_01.asp
Source: Greater Milwaukee Today
Inputdate: 2005-10-01 18:22:00
Lastmodifieddate: 2005-10-01 18:22:00
Expdate:
Publishdate: 2005-10-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Spanish Instruction Boosts Test Scores
Body: This GM Today article reports on the success of a Wisconsin elementary school where earlier grades are taught primarily in Spanish. Like many schools across the nation, fourth-grade reading scores are up at Banting Elementary, and officials say that teaching in one language or the other -- not in both -- was the key, and that this trend will lead to a better-educated Hispanic community. http://www.gmtoday.com/news/local_stories/2005/September_05/09212005_01.asp
Source: Greater Milwaukee Today
Inputdate: 2005-10-01 18:22:00
Lastmodifieddate: 2005-10-01 18:22:00
Expdate:
Publishdate: 2005-10-03 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
