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Contentid: 4127
Content Type: 1
Title: Ideas for Using Film in Class
Body: Although these suggestions came from a high school French teacher, they may be useful for teachers of any age, level, and language. ---- I have shown 'Le chateau de ma mere' regularly over the years, frequently to juniors and seniors. It is always well-received. I have usually shown 'La Gloire de mon pere' prior to this film; sometimes even in a previous year. I have used/adapted the lesson plans available from FilmArobics. http://www.filmarobics.com/ One thing I find particularly helpful is very easy to do with DVDs: - I hand out study/comprehension questions for the 10-12 minute segment we're going to watch that day. - Students read the questions, so they'll know what to look for. - I play the segment without subtitles. - Students try to answer the questions with partners/small groups. - I play the segment a second time with French subtitles. - Students then work with partner/group to finish answering the questions. Usually at this point the students understand pretty well, and they have not seen or heard English. Oberg, S. Re: Le chateau de ma mere. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (12 Jan. 2006).
Source: FLTEACH
Inputdate: 2006-02-02 20:10:00
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Contentid: 4128
Content Type: 1
Title: French Etiquette: Visiting Someone's Home
Body: Planning a visit to France for your students? The Dragoman Chronicles site features an article which describes in detail how not to step on the toes of the French when visiting them at home. http://www.dragomanchronicles.com
Source: The Dragoman Chronicles
Inputdate: 2006-02-02 20:18:00
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Contentid: 4129
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Title: Call for Papers: MWALLT Spring Conference
Body: MWALLT will be holding a spring conference, April 21-22, at the University of Wisconsin - La Crosse. All members and friends are encouraged to come! Please consider submitting an idea for a presentation to share with your colleagues. The conference theme will be "Present Notable Practices: New ideas for using technology to facilitate language learning and resource center management." What we are looking for is a sharing of new things you may be working on at your campus; this could certainly include new applications for technology and software that have been around for awhile. Please submit your proposals for a presentation before April 1 to Louise Campbell at campbell.loui@uwlax.edu. More information about the conference will be coming. La Crosse is in western Wisconsin on the Mississippi River, and is served by Northwest and American Airlines, Amtrak, and Interstate 90. Campbell, L.M. #8115 MWALLT Spring Conference. Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (16 Jan. 2006).
Source: LLTI-T
Inputdate: 2006-02-02 22:15:00
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Contentid: 4130
Content Type: 1
Title: Funding Opportunity: Summer Institute for English as a Foreign Language (EFL) Administrators
Body: From http://exchanges.state.gov/education/rfgps/feb13rfgp.htm The African Programs Branch (ECA/A/E/AF), Office of Academic Exchange Programs of the Bureau of Educational and Cultural Affairs announces an open competition for the 2006 Summer Institute for English as a Foreign Language (EFL) Administrators from Francophone and Lusophone Sub-Saharan Africa. Accredited, post-secondary U.S. educational institutions may submit proposals to administer a U.S.-based six-week program in educational management, teacher-training, materials development and organizational skills for 16 secondary school EFL supervisors/ inspectors and school administrators with strong EFL backgrounds selected from French and Portuguese-speaking countries of Sub-Saharan Africa. The Bureau anticipates providing one assistance award to support this program. Application deadline: Feb. 13, 2006. For more information, visit http://exchanges.state.gov/education/rfgps/feb13rfgp.htm .
Source: Bureau of Educational and Cultural Affairs, U.S. Department of State
Inputdate: 2006-02-03 12:38:00
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Contentid: 4131
Content Type: 1
Title: Faroese Summer Institute
Body: From http://www.setur.fo/default.asp?lang=uk Faroese Summer Institute 2nd - 22nd August 2006 TIME: August 2-22 2006 PLACE: Tórshavn SUBJECT: Faroese language and culture The course is open to applicants from all countries. It is intended as an intensive and comprehensive introduction to Faroese language and culture. Approximately 30 students can be accepted. The participants will be taught in two groups based on their previous knowledge of Faroese. PROGRAMME: 50 lessons of Faroese grammar and language exercises. 20 lectures on linguistic subjects, culture, society and nature. The lectures on culture will include oral poetry and modern literature. 2 excursions to places of historical and geographical interest. Languages of instruction will be Faroese and English. Participants will be provided with a certificate upon the completion of the course. Application deadline: April 1, 2006. For more information, visit http://www.setur.fo/default.asp?lang=uk .
Source: University of the Faroe Islands
Inputdate: 2006-02-03 13:12:00
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Contentid: 4132
Content Type: 1
Title: Calling All Language Learners: ACTFL Language Learner Registry
Body: From http://llr.actfltraining.org/index.cfm The American Council on the Teaching of Foreign Languages (ACTFL) has launched a new initiative, the Language Learner Registry (LLR), an on-line registry of language learners - all languages - all levels of proficiency. This registry is part of the ACTFL Oral Proficiency Tester Training program. Registry members are paid $25 each time they are interviewed for a practice test by a Tester Trainee during a Tester Training Workshop. Interested individuals will register themselves into the Language Learner Registry, will be responsible for updating their contact information if that changes, and will be communicated with directly when practice tests need to be scheduled in their language. For more information, visit http://llr.actfltraining.org/index.cfm .
Source: ACTFL
Inputdate: 2006-02-03 13:41:00
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Contentid: 4133
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Title: Japanese Teacher Training Institute 2006
Body: From http://www.eastasia.org/jtti.htm Japanese Teacher Training Institute By ALLEX with Portland State University, Oregon June 26 - August 18, 2006 (Four and Eight Week Programs Available) The ALLEX Japanese Teacher Training Institute is an intensive course for current teachers of Japanese or those who plan to enter the field. The program provides the foundation for a future instructor to teach Japanese and gives substantial tools to current teachers of Japanese to reinforce and strengthen their programs. Effective methodology in teaching Japanese to North Americans is emphasized over a theoretical analysis of the Japanese language. Limited financial support for tuition is available in the form of scholarships. Deadline: March 15, 2006 For more information, visit http://www.eastasia.org/jtti.htm .
Source: ALLEX
Inputdate: 2006-02-03 14:40:00
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Contentid: 4134
Content Type: 1
Title: Books Available for Review
Body: LINGUIST List posts lists of recent publications available for review. The current titles on language learning and teaching include: AUTHORS: Carr, Jo; Pauwels, Anne TITLE: Boys and Foreign Language Learning SUBTITLE: Real Boys Don't Do Languages AUTHOR: Hancock, Craig TITLE: Meaning-Centered Grammar SUBTITLE: An Introductory Text EDITOR: Bartels, Nat TITLE: Applied Linguistics and Language Teacher Education SERIES: Educational Linguistics 4 AUTHORS: Ryding, Karin C; Mehall, David TITLE: Formal Spoken Arabic Basic Course w/MP3 files, 2nd Edition SERIES: Georgetown Classics in Arabic Language and Linguistics Series View the complete list at http://linguistlist.org/issues/17/17-369.html .
Source: LINGUIST List
Inputdate: 2006-02-03 15:04:00
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Contentid: 4135
Content Type: 1
Title: Keep Your Students in the Target Language
Body: I made up a chart to keep track of class progress. The chart is in ladder form. I have it labeled "Dia 1" "Dia 2", etc. Next to each day there is a blank space. Next to that is a phrase of encouragement such as "Buen trabajo como clase" "Sigue tratando", etc. The first day of class, I explain to my students that the class is a small "community" and everyone's cooperation in a community is important. Our "community's" purpose is to improve our language skills, in particular the oral/aural skills. So, for every day that nobody speaks anything other than Spanish, a rung on the ladder will be filled in. If ANYBODY speaks English (unless I give them permission to do so), then we start all over again. There are "prizes" at every five day increment. I asked the students what they would like as prizes (of course I knew ahead of time pretty much what they would say!) After 5 days, they get a "no homework day". After 10 days - still undecided. After 15 days - a class party! My Spanish IV students have REALLY bought into this! They are so proud of themselves! On days when there is a test that takes up the entire period, I do not count because we have not been holding much conversation in class. I also use a "peso" system to keep track of individual participation and "pagames" for students who are speaking English. So far I have not had to collect any "pagames" because the students know that it is not only their individual grade which is affected, but the entire class. For first and second year classes (I haven't done this yet with them), perhaps you could tweak how many minutes in class Spanish is used. The ultimate goal would be the entire class period! Damascus, B. Re: Keeping students in the target language. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-02-03 15:19:00
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Contentid: 4136
Content Type: 1
Title: Suggestions for Content Teachers of ELLs
Body: A recent request on the TESL listserv for suggestions for content-area teachers of English language learners received the following suggestions. Although these tips were intended for college teachers, they should be useful for teachers of any age level. ---- Make ESL students feel welcome and valued: ask them to talk a bit about their native languages, cultures, history, etc. This will help them to feel less stressed in trying to learn hard content in a second language. Most ESL students never have this recognition, and are treated like aliens. When lecturing, speak a little slower and face the students. This will make your lecture much easier to understand. Using gestures and visuals will make it even easier to understand. Encourage ESL students to audiotape your class and to study their subjects together. Give extra credit to native speakers of English to do their out-of-class study and assignments with an ESL student from your class, and help that student with what s/he doesn't understand. Encourage them to read simpler versions of the text. For example, in U.S. History, suggest that they read books written for younger students on the various topics of U.S. History, books with pictures, time lines, maps, etc. that highlight the most important issues, people and events. It will be difficult to read about U.S. history at the college level in English if they start with such advanced, dense texts, ones that also assume readers already know about the constitution, slavery, the civil war, or even our most famous presidents. Do regular, in-class, student-centered activities where ESL students interact with native speakers. Ask your ESL students to write at the end of each class both what they have learned and any questions they have. Respond to these writings and answer their questions. Don't correct their English as they try to speak in class. Just try to understand what they are saying. Use interpreters in the class if there are any, both to help ESL students understand material and assignments, and to translate things you want to say to them. Have your ESL students sit up front and tell them to ask you when they don't understand a word or expression. When you give tests, grade the content of ESL students' answers, and don't grade down if they make mistakes in grammar or spelling. Making mistakes is a natural and necessary part of second language acquisition. When ESL students write compositions and term papers, give them a chance to submit a second draft, just as you would likely want a second chance to revise and edit an essay on economics in Chinese or Arabic if they were not your strongest languages. Remember that ESL students are trying to learn twice as much as other students in your class: the new content plus the new vocabulary, expressions, and rhetoric of that content area. Gilhooly, A. Re: support for content-area college instructors with ESL students? Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (14 Oct. 2005).
Source: TESL-L
Inputdate: 2006-02-03 15:33:00
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