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Contentid:
4077
Content Type: 1
Title: Recommended English Grammar Books
Body: A recent request on the TESL listserv (Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU) for English textbook suggestions received many recommendations. Celce-Murcia and Larsen-Freeman's "The Grammar Book" was mentioned in three separate posts. Other nominees included: Biber, D., Conrad, S. & Leech, G. (2002). Longman Student Grammar of Spoken and Written English. Longman. Butt, D., Fahey, R., Feez, S., Spinks, S. & Yallop, C. (2001, 2nd ed.) Using Functional Grammar: An explorer's guide. NCELTR, Macquarie University. Greenbaum, S. & Nelson, G. (2002, 2nd ed.) An Introduction to English Grammar. Longman. Huddleston, R. & Pullum, G. (1991). A Student's Introduction to English Grammar. Longman. Leech, G. & Svartvik, J. (2002, 3rd ed.) A Communicative Grammar of the English Language. Longman. Phillips, D. (2000). Complete Course for the TOEFL Test. Longman. Yule, G. (1999). Explaining English Grammar. Oxford University Press.
Source: TESL-L
Inputdate: 2006-01-20 22:10:00
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Title: Recommended English Grammar Books
Body: A recent request on the TESL listserv (Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU) for English textbook suggestions received many recommendations. Celce-Murcia and Larsen-Freeman's "The Grammar Book" was mentioned in three separate posts. Other nominees included: Biber, D., Conrad, S. & Leech, G. (2002). Longman Student Grammar of Spoken and Written English. Longman. Butt, D., Fahey, R., Feez, S., Spinks, S. & Yallop, C. (2001, 2nd ed.) Using Functional Grammar: An explorer's guide. NCELTR, Macquarie University. Greenbaum, S. & Nelson, G. (2002, 2nd ed.) An Introduction to English Grammar. Longman. Huddleston, R. & Pullum, G. (1991). A Student's Introduction to English Grammar. Longman. Leech, G. & Svartvik, J. (2002, 3rd ed.) A Communicative Grammar of the English Language. Longman. Phillips, D. (2000). Complete Course for the TOEFL Test. Longman. Yule, G. (1999). Explaining English Grammar. Oxford University Press.
Source: TESL-L
Inputdate: 2006-01-20 22:10:00
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Contentid:
4078
Content Type: 1
Title: ESL Lesson Plans Online
Body: A recent request on the TESL listserv for sources of lesson plans and activities for ESL classes received the following reply. These may be useful for a wide range of ages and abilities. ---- There is a collection of lesson plans with materials and teachers' notes at http://www.teachingenglish.org.uk/try/plans.shtml . You can download these in pdf format. There is also a collection of activities which are updated every week at http://www.teachingenglish.org.uk/try/activities.shtml . There is also an archive of theme-based lesson plans and activities with downloadable pdf materials at http://www.britishcouncil.org/languageassistant-arc-essuk.htm . Peachey, N. Re: ESL lesson plan. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (18 Sept. 2005).
Source: TESL-L
Inputdate: 2006-01-20 22:18:00
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Active: 1
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Content Type: 1
Title: ESL Lesson Plans Online
Body: A recent request on the TESL listserv for sources of lesson plans and activities for ESL classes received the following reply. These may be useful for a wide range of ages and abilities. ---- There is a collection of lesson plans with materials and teachers' notes at http://www.teachingenglish.org.uk/try/plans.shtml . You can download these in pdf format. There is also a collection of activities which are updated every week at http://www.teachingenglish.org.uk/try/activities.shtml . There is also an archive of theme-based lesson plans and activities with downloadable pdf materials at http://www.britishcouncil.org/languageassistant-arc-essuk.htm . Peachey, N. Re: ESL lesson plan. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (18 Sept. 2005).
Source: TESL-L
Inputdate: 2006-01-20 22:18:00
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Contentid:
4079
Content Type: 1
Title: Call for Papers: The Reading Matrix
Body: From http://linguistlist.org/issues/17/17-190.html The Reading Matrix: An International Online Journal Call for Papers--5th Anniversary Special Issue CALL Technologies and the Digital Learner Volume 6, No. 3 Deadline: May 15, 2006 In celebration of the 5th Anniversary of the founding of The Reading Matrix: An International Online Journal, the Reading Matrix is pleased to announce a special issue on "CALL Technologies and the Digital Learner." The aim of the issue is to serve as a 'state of the art' survey of the field that introduces teachers, faculty, and graduate students to the major issues and various subfields in CALL. Specifically, this volume will explore the relationship between technology and language teaching/learning broadly conceived (i.e., foreign/second language teaching, EFL/ESL, bilingualism/biculturalism) from four broad but distinct perspectives: Theoretical Considerations and CALL, Language Teaching and CALL, Language Learning and CALL, and Future Applications and CALL. Each paper will include a literature review, discussion of the essential principles of the subfield under consideration, questions for reflections, and relevant bibliography. We welcome both practical and research focused articles (including action research). Articles should have a clear focus and be written so that they are accessible to a broad audience of language educators, including those individuals who may not be familiar with the particular subject matter addressed in the article. For more information, visit http://linguistlist.org/issues/17/17-190.html .
Source: LINGUIST List
Inputdate: 2006-01-25 13:48:00
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Expdate: 2006-05-16 00:00:00
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Content Type: 1
Title: Call for Papers: The Reading Matrix
Body: From http://linguistlist.org/issues/17/17-190.html The Reading Matrix: An International Online Journal Call for Papers--5th Anniversary Special Issue CALL Technologies and the Digital Learner Volume 6, No. 3 Deadline: May 15, 2006 In celebration of the 5th Anniversary of the founding of The Reading Matrix: An International Online Journal, the Reading Matrix is pleased to announce a special issue on "CALL Technologies and the Digital Learner." The aim of the issue is to serve as a 'state of the art' survey of the field that introduces teachers, faculty, and graduate students to the major issues and various subfields in CALL. Specifically, this volume will explore the relationship between technology and language teaching/learning broadly conceived (i.e., foreign/second language teaching, EFL/ESL, bilingualism/biculturalism) from four broad but distinct perspectives: Theoretical Considerations and CALL, Language Teaching and CALL, Language Learning and CALL, and Future Applications and CALL. Each paper will include a literature review, discussion of the essential principles of the subfield under consideration, questions for reflections, and relevant bibliography. We welcome both practical and research focused articles (including action research). Articles should have a clear focus and be written so that they are accessible to a broad audience of language educators, including those individuals who may not be familiar with the particular subject matter addressed in the article. For more information, visit http://linguistlist.org/issues/17/17-190.html .
Source: LINGUIST List
Inputdate: 2006-01-25 13:48:00
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Contentid:
4080
Content Type: 1
Title: Book Review: Program Evaluation in Language Education
Body: From http://linguistlist.org/issues/17/17-205.html Program Evaluation in Language Education AUTHORS: Kiely, Richard; Rea-Dickins, Pauline TITLE: Program Evaluation in Language Education SERIES: Research and Practice in Applied Linguistics PUBLISHER: Palgrave Macmillan YEAR: 2005 Fatos Erozan, Department of ELT, Eastern Mediterranean University, Famagusta, North Cyprus OVERVIEW This book contributes to the theory and practice of language program evaluation significantly since it provides theoretical background to current understandings of language program evaluation from historical perspectives. Having dealt with theoretical background to language program evaluation, the book considers various case studies with frequent references to the theoretical information presented previously. The book has four main parts. Part 1 ''Departure Points'' explains the research in or theory of program evaluation from historical perspectives to set out the background to current understandings of language program evaluation through exploring three main fields, namely, social programs, educational programs and the specific field of language program evaluation. Part 2 ''Cases and Issues'' presents seven evaluation studies, each of which follows a different format and clarifies different aspects of the evaluation process. These case studies are analyzed with reference to the concepts, frameworks and issues explained in Part 1. Part 3 ''Evaluation Practice and Research'' focuses on evaluation design and decision frames to guide readers' evaluation practices and support their research into evaluation processes. Finally, Part 4 ''Resources'' presents further resources for language program evaluation: books, journals, professional associations, ethical guides and best practice codes, e-mail lists and bulletin boards, and additional internet resources. Read the complete review at http://linguistlist.org/issues/17/17-205.html .
Source: LINGUIST List
Inputdate: 2006-01-25 13:51:00
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Title: Book Review: Program Evaluation in Language Education
Body: From http://linguistlist.org/issues/17/17-205.html Program Evaluation in Language Education AUTHORS: Kiely, Richard; Rea-Dickins, Pauline TITLE: Program Evaluation in Language Education SERIES: Research and Practice in Applied Linguistics PUBLISHER: Palgrave Macmillan YEAR: 2005 Fatos Erozan, Department of ELT, Eastern Mediterranean University, Famagusta, North Cyprus OVERVIEW This book contributes to the theory and practice of language program evaluation significantly since it provides theoretical background to current understandings of language program evaluation from historical perspectives. Having dealt with theoretical background to language program evaluation, the book considers various case studies with frequent references to the theoretical information presented previously. The book has four main parts. Part 1 ''Departure Points'' explains the research in or theory of program evaluation from historical perspectives to set out the background to current understandings of language program evaluation through exploring three main fields, namely, social programs, educational programs and the specific field of language program evaluation. Part 2 ''Cases and Issues'' presents seven evaluation studies, each of which follows a different format and clarifies different aspects of the evaluation process. These case studies are analyzed with reference to the concepts, frameworks and issues explained in Part 1. Part 3 ''Evaluation Practice and Research'' focuses on evaluation design and decision frames to guide readers' evaluation practices and support their research into evaluation processes. Finally, Part 4 ''Resources'' presents further resources for language program evaluation: books, journals, professional associations, ethical guides and best practice codes, e-mail lists and bulletin boards, and additional internet resources. Read the complete review at http://linguistlist.org/issues/17/17-205.html .
Source: LINGUIST List
Inputdate: 2006-01-25 13:51:00
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Contentid:
4081
Content Type: 1
Title: 1st International Conference on Applied Linguistics
Body: From http://linguistlist.org/issues/17/17-233.html 1st International Conference on Applied Linguistics Short Title: ICAL 1 Date: April 1-2, 2006 Location: Minhsiung, Chiayi County, Taiwan KEYNOTE SPEAKER Janet Holmes (Victoria University of Wellington, New Zealand): Managing English in the workplace: some socio-pragmatic considerations PLENARY SPEAKERS Allyson Jule (University of Glamorgan, Wales, UK) Belonging through language: A look at one language classroom John Liontas (SUNY-Fredonia, USA) Idiomaticity and applied linguistics: Making the connection Nancy Hornberger (University of Pennsylvania, USA) Voice and biliteracy in indigenous language revitalization: Contentious educational practices in Quechua, Guarani, and Maori contexts Lut Lams (Catholic University of Brussels, Belgium) A pragmatic study into ideological investments of the ROC English-language newspapers from a diachronic perspective Jeannette K. Gundel (University of Minnesota, USA) Information structure and surface syntax, some cross-linguistic differences Kaori Okano (La Trobe University, Australia) The global-national-local interface affecting minority languages in education: the cases of Japan and Australia For more information, visit http://linguistlist.org/issues/17/17-233.html .
Source: LINGUIST List
Inputdate: 2006-01-25 13:58:00
Lastmodifieddate: 2006-01-25 13:58:00
Expdate: 2006-04-03 00:00:00
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Content Type: 1
Title: 1st International Conference on Applied Linguistics
Body: From http://linguistlist.org/issues/17/17-233.html 1st International Conference on Applied Linguistics Short Title: ICAL 1 Date: April 1-2, 2006 Location: Minhsiung, Chiayi County, Taiwan KEYNOTE SPEAKER Janet Holmes (Victoria University of Wellington, New Zealand): Managing English in the workplace: some socio-pragmatic considerations PLENARY SPEAKERS Allyson Jule (University of Glamorgan, Wales, UK) Belonging through language: A look at one language classroom John Liontas (SUNY-Fredonia, USA) Idiomaticity and applied linguistics: Making the connection Nancy Hornberger (University of Pennsylvania, USA) Voice and biliteracy in indigenous language revitalization: Contentious educational practices in Quechua, Guarani, and Maori contexts Lut Lams (Catholic University of Brussels, Belgium) A pragmatic study into ideological investments of the ROC English-language newspapers from a diachronic perspective Jeannette K. Gundel (University of Minnesota, USA) Information structure and surface syntax, some cross-linguistic differences Kaori Okano (La Trobe University, Australia) The global-national-local interface affecting minority languages in education: the cases of Japan and Australia For more information, visit http://linguistlist.org/issues/17/17-233.html .
Source: LINGUIST List
Inputdate: 2006-01-25 13:58:00
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Expdate: 2006-04-03 00:00:00
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Contentid:
4082
Content Type: 1
Title: Translating Education
Body: For diverse schools such as those in Maryland's Montgomery County, where students may speak one or more of some 140 languages, communicating with parents is growing more and more complicated. Translators must be able to not only speak the required languages but also understand educational terms and acronyms which are difficult for even English speakers to keep up with. Read the Washington Post article (free registration) at http://www.washingtonpost.com/wp-dyn/content/article/2006/01/23/AR2006012301549.html .
Source: The Washington Post
Inputdate: 2006-01-25 14:46:00
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Publishdate: 2006-01-30 00:00:00
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Active: 1
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Content Type: 1
Title: Translating Education
Body: For diverse schools such as those in Maryland's Montgomery County, where students may speak one or more of some 140 languages, communicating with parents is growing more and more complicated. Translators must be able to not only speak the required languages but also understand educational terms and acronyms which are difficult for even English speakers to keep up with. Read the Washington Post article (free registration) at http://www.washingtonpost.com/wp-dyn/content/article/2006/01/23/AR2006012301549.html .
Source: The Washington Post
Inputdate: 2006-01-25 14:46:00
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Publishdate: 2006-01-30 00:00:00
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Contentid:
4083
Content Type: 1
Title: Sudoku for Language Practice
Body: Do you sudoku? The popular Japanese number puzzle has found a new home in the language classroom, using words instead of numbers. Here are some recent Web sites and posts from the FLTEACH listserv which give samples and demonstrate several ways to create your own. French Valentine's Sudoku http://www.msdsteuben.k12.in.us/dblaz/miscellaneous/sudoku.htm Spanish Valentine's Sudoku http://www.msdsteuben.k12.in.us/dblaz/miscellaneous/sudoku%20Spanish.htm ---- I "cheat"... I get a Sudoku at the "easy" level, cut and paste it to Word, and then use Edit-Find-Delete to replace the numbers with words (on the grid and in the answer key). It's much easier to do that way. Blaz, D. Re: more sudoku and Spanish too. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (17 Jan. 2006). ---- The site http://www.websudoku.com is a great site to learn to play and also to form word-sudoku puzzles (by doing the find-replace method already posted). The French teacher in our department just gave her students a word-sudoku puzzle in which she replaced the numbers from a real sudoku puzzle with the words for each number. Alessandrini, L. Re: more sudoku and Spanish too. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Jan. 2006). ---- Okay... my students and I are addicted! However, after the first sudoku game, the ideas came pouring in on how to improve it. The second game has opened the doors to addiction by far!! We noticed that while the students were practicing the same terms over and learning them, they were not necessarily connecting them to English or usage. So we have adapted the game. We now randomly place shaded boxes around the puzzle. Each "white box" is the term in the target language. Each shaded box is the term in English (native). Only ONE of the terms (either the TL or the English) may appear in each row, column, or small set of nine. Make sense? We've also used verb conjugations. And *this* is a real challenge. Recognizing the details (accent marks are "details like salt and pepper", I was told), is critical to completing the puzzle. I have a Word document of the blank puzzle (random shaded squares) as well as an example of one (Spanish/English vocabulary terms). If you would like a copy, you can find them here: http://www.themaxfacts.com/tresources/sudoku.html Happy Puzzling! Chan, K. Bilingual sudoku! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-01-25 16:32:00
Lastmodifieddate: 2006-01-25 16:32:00
Expdate:
Publishdate: 2006-01-30 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Sudoku for Language Practice
Body: Do you sudoku? The popular Japanese number puzzle has found a new home in the language classroom, using words instead of numbers. Here are some recent Web sites and posts from the FLTEACH listserv which give samples and demonstrate several ways to create your own. French Valentine's Sudoku http://www.msdsteuben.k12.in.us/dblaz/miscellaneous/sudoku.htm Spanish Valentine's Sudoku http://www.msdsteuben.k12.in.us/dblaz/miscellaneous/sudoku%20Spanish.htm ---- I "cheat"... I get a Sudoku at the "easy" level, cut and paste it to Word, and then use Edit-Find-Delete to replace the numbers with words (on the grid and in the answer key). It's much easier to do that way. Blaz, D. Re: more sudoku and Spanish too. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (17 Jan. 2006). ---- The site http://www.websudoku.com is a great site to learn to play and also to form word-sudoku puzzles (by doing the find-replace method already posted). The French teacher in our department just gave her students a word-sudoku puzzle in which she replaced the numbers from a real sudoku puzzle with the words for each number. Alessandrini, L. Re: more sudoku and Spanish too. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Jan. 2006). ---- Okay... my students and I are addicted! However, after the first sudoku game, the ideas came pouring in on how to improve it. The second game has opened the doors to addiction by far!! We noticed that while the students were practicing the same terms over and learning them, they were not necessarily connecting them to English or usage. So we have adapted the game. We now randomly place shaded boxes around the puzzle. Each "white box" is the term in the target language. Each shaded box is the term in English (native). Only ONE of the terms (either the TL or the English) may appear in each row, column, or small set of nine. Make sense? We've also used verb conjugations. And *this* is a real challenge. Recognizing the details (accent marks are "details like salt and pepper", I was told), is critical to completing the puzzle. I have a Word document of the blank puzzle (random shaded squares) as well as an example of one (Spanish/English vocabulary terms). If you would like a copy, you can find them here: http://www.themaxfacts.com/tresources/sudoku.html Happy Puzzling! Chan, K. Bilingual sudoku! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-01-25 16:32:00
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Contentid:
4084
Content Type: 1
Title: Ideas for Extra Class Time
Body: Recently a new teacher posted a question to the FLTEACH listserv: "What do you do when you finish class a few minutes early?" She received lots of ideas for those moments just before class starts or when students finish early. Look for more of these in the coming weeks. ---- In NY, we have the second language proficiency (and the Regents for highschool). I teach middle school. I made up some scenarios for conversations. Some are the questions that my district used last year, so we can use them for practice. Others are just out of textbooks. The scenarios are simple, like You are at a party and meet the new exchange student. Introduce yourself and talk about things you like to do. If there is time left over in class, I pick one of the cards. As a class, we brainstorm what could be said. As it gets closer to exam time, the students will be starting to practice with them and actually role-play a conversation. I also play Scattergories with them. They already have a game that they have started and whenever we have time, we continue. Sometimes I have them list words into catergories, like things you'd find in a bathroom. Sometimes I have them list things that start with a particular letter. Shepardson, A. Re: What to do when you finish early. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-01-25 16:51:00
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Active: 1
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Content Type: 1
Title: Ideas for Extra Class Time
Body: Recently a new teacher posted a question to the FLTEACH listserv: "What do you do when you finish class a few minutes early?" She received lots of ideas for those moments just before class starts or when students finish early. Look for more of these in the coming weeks. ---- In NY, we have the second language proficiency (and the Regents for highschool). I teach middle school. I made up some scenarios for conversations. Some are the questions that my district used last year, so we can use them for practice. Others are just out of textbooks. The scenarios are simple, like You are at a party and meet the new exchange student. Introduce yourself and talk about things you like to do. If there is time left over in class, I pick one of the cards. As a class, we brainstorm what could be said. As it gets closer to exam time, the students will be starting to practice with them and actually role-play a conversation. I also play Scattergories with them. They already have a game that they have started and whenever we have time, we continue. Sometimes I have them list words into catergories, like things you'd find in a bathroom. Sometimes I have them list things that start with a particular letter. Shepardson, A. Re: What to do when you finish early. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-01-25 16:51:00
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Contentid:
4085
Content Type: 1
Title: Call for Papers: NEALLT 2006
Body: From http://www.neallt.org The Northeast Association for Language Learning Technology (NEALLT) will hold its annual conference April 7 - 9, 2006 at the Penn Language Center of the University of Pennsylvania in Philadelphia, Pennsylvania. This years theme will be Technology-mediated Language Learning Beyond the Classroom. We welcome proposals for panels and presentations on all relevant topics, but particularly encourage presentations in one of the following categories: * Promoting language learning * Serving instructional and research objectives * Showcasing emerging technologies * Lab management Proposals should be for presentations/demonstrations of 30 minutes, panel discussions of 45 minutes to one hour, or pre-conference workshops of 3 hours. We encourage participation from lab directors and faculty in order to ensure a variety of perspectives. Please consider attending this conference and sharing your latest project with us. For more information on submitting a proposal, visit http://www.neallt.org .
Source: NEALLT
Inputdate: 2006-01-25 16:55:00
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Title: Call for Papers: NEALLT 2006
Body: From http://www.neallt.org The Northeast Association for Language Learning Technology (NEALLT) will hold its annual conference April 7 - 9, 2006 at the Penn Language Center of the University of Pennsylvania in Philadelphia, Pennsylvania. This years theme will be Technology-mediated Language Learning Beyond the Classroom. We welcome proposals for panels and presentations on all relevant topics, but particularly encourage presentations in one of the following categories: * Promoting language learning * Serving instructional and research objectives * Showcasing emerging technologies * Lab management Proposals should be for presentations/demonstrations of 30 minutes, panel discussions of 45 minutes to one hour, or pre-conference workshops of 3 hours. We encourage participation from lab directors and faculty in order to ensure a variety of perspectives. Please consider attending this conference and sharing your latest project with us. For more information on submitting a proposal, visit http://www.neallt.org .
Source: NEALLT
Inputdate: 2006-01-25 16:55:00
Lastmodifieddate: 2006-01-25 16:55:00
Expdate: 2006-02-16 00:00:00
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Contentid:
4086
Content Type: 1
Title: Ideas for Immersion Day
Body: Have you ever wanted to surround your students with the target language for an entire day? Here are some activity ideas for an immersion day. ---- The Italian teachers in Rhode Island do an amazing immersion day every year. All (or most) of the Italian classes in the state meet at the community college, and there are many activities (cultural, speaking, writing, etc.). At the end, all gather for a large Italian meal as well as a raffle with numbers called off in Italian. Each student has a numbered ticket. They listen for that number while eating and are awarded a prize (donated from local businesses). We have had great luck with this. The students enjoy themselves and learn a bit. Giuliano, J. Re: immersion day. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-01-25 17:03:00
Lastmodifieddate: 2006-01-25 17:03:00
Expdate:
Publishdate: 2006-01-30 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Ideas for Immersion Day
Body: Have you ever wanted to surround your students with the target language for an entire day? Here are some activity ideas for an immersion day. ---- The Italian teachers in Rhode Island do an amazing immersion day every year. All (or most) of the Italian classes in the state meet at the community college, and there are many activities (cultural, speaking, writing, etc.). At the end, all gather for a large Italian meal as well as a raffle with numbers called off in Italian. Each student has a numbered ticket. They listen for that number while eating and are awarded a prize (donated from local businesses). We have had great luck with this. The students enjoy themselves and learn a bit. Giuliano, J. Re: immersion day. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-01-25 17:03:00
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