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Contentid:
4199
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Title: Japan's English Preschools Booming
Body: Japan is experiencing a boom in the business of English education, and students are growing increasingly younger. Parents spent $768 million on classes for preschoolers through 15-year-olds last year, leading some educators to question the value of such early lessons, particularly when private schools are subject to no federal regulation. Read the EducationGuardian story at http://education.guardian.co.uk/tefl/story/0,,1711299,00.html .
Source: EducationGuardian
Inputdate: 2006-02-18 18:34:00
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Publishdate: 2006-02-20 00:00:00
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Title: Japan's English Preschools Booming
Body: Japan is experiencing a boom in the business of English education, and students are growing increasingly younger. Parents spent $768 million on classes for preschoolers through 15-year-olds last year, leading some educators to question the value of such early lessons, particularly when private schools are subject to no federal regulation. Read the EducationGuardian story at http://education.guardian.co.uk/tefl/story/0,,1711299,00.html .
Source: EducationGuardian
Inputdate: 2006-02-18 18:34:00
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Contentid:
4200
Content Type: 1
Title: New Book: Literacy and Advocacy in Adolescent Famiy, Gang, School, and Juvenile Court Communities
Body: From https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5598-X SubTitle: "Crip 4 Life" Author/Editor: Debra Smith and Kathryn F. Whitmore The goal of this book is to encourage educators and researchers to understand the complexities of adolescent gang members' lives in order to rethink their assumptions about these students in school. The particular objective is to situate four gang members as literate, caring students from loving families whose identities and literacy keep them on the margins of school. The research described in this book suggests that advocacy is a particularly effective form of critical ethnography. Smith and Whitmore argue that until schools, as communities of practice, enable children and adolescents to retain identities from the communities in which they are full community members, frightening numbers of students are destined to fail. The stories of four Mexican American male adolescents, who were active members of a gang and Smith's students in an alternative high school program, portray the complicated, multiple worlds in which these boys live. As sons and teenage parents they live in a family community; as CRIP members they live in a gang community; as "at risk" students, drop-outs, and graduates they live in a school community, and as a result of their illegal activities they live in the juvenile court community. The authors theorize about the boys' literacy in each of their communities. Literacy is viewed as ideological, related to power, and embedded in a sociocultural context. Vivid examples of conversation, art, tagging, rap, poetry, and other language and literacy events bring the narratives to life in figures and photographs in all the chapters. Readers will find this book engaging and readable, yet thought provoking and challenging. Audiences for Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities include education researchers, professionals, and students in the areas of middle/high school education, at-risk adolescent psychology, and alternative community programs—specifically those interested in literacy education, sociocultural theory, and popular culture. For more information, on the book, visit https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5598-X (cloth) or https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5599-8 (paper).
Source: Lawrence Ehrlbaum Associates
Inputdate: 2006-02-22 13:37:00
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Publishdate: 2006-02-27 00:00:00
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Title: New Book: Literacy and Advocacy in Adolescent Famiy, Gang, School, and Juvenile Court Communities
Body: From https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5598-X SubTitle: "Crip 4 Life" Author/Editor: Debra Smith and Kathryn F. Whitmore The goal of this book is to encourage educators and researchers to understand the complexities of adolescent gang members' lives in order to rethink their assumptions about these students in school. The particular objective is to situate four gang members as literate, caring students from loving families whose identities and literacy keep them on the margins of school. The research described in this book suggests that advocacy is a particularly effective form of critical ethnography. Smith and Whitmore argue that until schools, as communities of practice, enable children and adolescents to retain identities from the communities in which they are full community members, frightening numbers of students are destined to fail. The stories of four Mexican American male adolescents, who were active members of a gang and Smith's students in an alternative high school program, portray the complicated, multiple worlds in which these boys live. As sons and teenage parents they live in a family community; as CRIP members they live in a gang community; as "at risk" students, drop-outs, and graduates they live in a school community, and as a result of their illegal activities they live in the juvenile court community. The authors theorize about the boys' literacy in each of their communities. Literacy is viewed as ideological, related to power, and embedded in a sociocultural context. Vivid examples of conversation, art, tagging, rap, poetry, and other language and literacy events bring the narratives to life in figures and photographs in all the chapters. Readers will find this book engaging and readable, yet thought provoking and challenging. Audiences for Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities include education researchers, professionals, and students in the areas of middle/high school education, at-risk adolescent psychology, and alternative community programs—specifically those interested in literacy education, sociocultural theory, and popular culture. For more information, on the book, visit https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5598-X (cloth) or https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5599-8 (paper).
Source: Lawrence Ehrlbaum Associates
Inputdate: 2006-02-22 13:37:00
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Contentid:
4201
Content Type: 1
Title: Review: The Teacher's Grammar Book, Second Edition
Body: From http://linguistlist.org/issues/17/17-580.html AUTHOR: Williams, James D. TITLE: The Teacher's Grammar Book, 2nd edition PUBLISHER: Lawrence Erlbaum Associates YEAR: 2005 Tim Hadley, Department of English, Texas Tech University According to its own Preface, The Teacher's Grammar Book ''is designed for students who are preparing to become English or language arts teachers, as well as for credentialed teachers who want to know more about grammar'' (ix). In this regard it would also be of benefit to anyone else who wants a general overview (or review) of traditional English grammar and a few other contemporary approaches to grammar. Williams divides his content into three logical sections. The first section, containing chapters 1 and 2, provides what Williams calls ''a short history of grammar'' (a more precise title might be ''a short history of the background and study of English grammar'') and an introduction to teaching grammar. Section two, chapters 3-6, contains a survey and discussion of four prominent types of grammar that teachers are likely to face and/or use in the classroom: traditional grammar (chapter 3), phrase structure grammar (chapter 4), transformational-generative/Chomskyan grammar (chapter 5), and cognitive grammar (chapter 6). The final section, chapter 7, discusses dialects, especially Black English and Chicano English, their impact on students' writing, and how teachers can be better prepared to deal with these issues in their classrooms. Read the complete review at http://linguistlist.org/issues/17/17-580.html .
Source: LINGUIST List
Inputdate: 2006-02-22 13:41:00
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Title: Review: The Teacher's Grammar Book, Second Edition
Body: From http://linguistlist.org/issues/17/17-580.html AUTHOR: Williams, James D. TITLE: The Teacher's Grammar Book, 2nd edition PUBLISHER: Lawrence Erlbaum Associates YEAR: 2005 Tim Hadley, Department of English, Texas Tech University According to its own Preface, The Teacher's Grammar Book ''is designed for students who are preparing to become English or language arts teachers, as well as for credentialed teachers who want to know more about grammar'' (ix). In this regard it would also be of benefit to anyone else who wants a general overview (or review) of traditional English grammar and a few other contemporary approaches to grammar. Williams divides his content into three logical sections. The first section, containing chapters 1 and 2, provides what Williams calls ''a short history of grammar'' (a more precise title might be ''a short history of the background and study of English grammar'') and an introduction to teaching grammar. Section two, chapters 3-6, contains a survey and discussion of four prominent types of grammar that teachers are likely to face and/or use in the classroom: traditional grammar (chapter 3), phrase structure grammar (chapter 4), transformational-generative/Chomskyan grammar (chapter 5), and cognitive grammar (chapter 6). The final section, chapter 7, discusses dialects, especially Black English and Chicano English, their impact on students' writing, and how teachers can be better prepared to deal with these issues in their classrooms. Read the complete review at http://linguistlist.org/issues/17/17-580.html .
Source: LINGUIST List
Inputdate: 2006-02-22 13:41:00
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Publishdate: 2006-02-27 00:00:00
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Contentid:
4202
Content Type: 1
Title: New Book: Teaching World Languages for Social Justice
Body: From https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5075-9 SubTitle: A Sourcebook of Principles and Practices Author/Editor: Terry A. Osborn Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies. Read more about the book at https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5075-9 .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-02-22 13:47:00
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Title: New Book: Teaching World Languages for Social Justice
Body: From https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5075-9 SubTitle: A Sourcebook of Principles and Practices Author/Editor: Terry A. Osborn Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies. Read more about the book at https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-5075-9 .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-02-22 13:47:00
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Contentid:
4203
Content Type: 1
Title: 2006 Summer Language Institutes
Body: From http://www.sais-jhu.edu/nondegree/summer/sli.htm SUMMER LANGUAGE INSTITUTE June 5 - July 27, 2006 The Summer Language Institute provides intensive language courses with emphasis on political, economic and international topics in Arabic, Hindi-Urdu, Japanese, Mandarin Chinese and Political Russian. In addition to receiving formal classroom instruction, students have access to SAISÂ’s Multimedia Language Center to explore the languages through interactive technology and software programs. For a complete listing of courses, visit http://www.sais-jhu.edu/nondegree/summer/sli.htm .
Source: Johns Hopkins University
Inputdate: 2006-02-22 13:51:00
Lastmodifieddate: 2006-02-22 13:51:00
Expdate: 2006-09-28 00:00:00
Publishdate: 2006-02-27 00:00:00
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Title: 2006 Summer Language Institutes
Body: From http://www.sais-jhu.edu/nondegree/summer/sli.htm SUMMER LANGUAGE INSTITUTE June 5 - July 27, 2006 The Summer Language Institute provides intensive language courses with emphasis on political, economic and international topics in Arabic, Hindi-Urdu, Japanese, Mandarin Chinese and Political Russian. In addition to receiving formal classroom instruction, students have access to SAISÂ’s Multimedia Language Center to explore the languages through interactive technology and software programs. For a complete listing of courses, visit http://www.sais-jhu.edu/nondegree/summer/sli.htm .
Source: Johns Hopkins University
Inputdate: 2006-02-22 13:51:00
Lastmodifieddate: 2006-02-22 13:51:00
Expdate: 2006-09-28 00:00:00
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Contentid:
4204
Content Type: 1
Title: Call for Papers: RMMLA 2006
Body: From http://linguistlist.org/issues/17/17-505.html Date: 12-Oct-2006 - 14-Oct-2006 Location: Tucson, AZ, USA Web Site: http://rmmla.wsu.edu Call Deadline: 01-Mar-2006 General and Applied Linguistics session at the Rocky Mountain Modern Language Association's annual convention in Tucson, AZ, October 12-14, 2006. Abstracts of 300 words are invited for submission by March 1, 2006. Electronic submissions are preferred but not required (see contact information below). Topics may include any issue related to general or applied linguistics, especially those that do not suit more specialized RMMLA sessions. About 20 minutes will be allowed for each presentation. Please see the RMMLA website at rmmla.wsu.edu for more information.
Source: LINGUIST List
Inputdate: 2006-02-22 13:55:00
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Expdate: 2006-03-02 00:00:00
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Title: Call for Papers: RMMLA 2006
Body: From http://linguistlist.org/issues/17/17-505.html Date: 12-Oct-2006 - 14-Oct-2006 Location: Tucson, AZ, USA Web Site: http://rmmla.wsu.edu Call Deadline: 01-Mar-2006 General and Applied Linguistics session at the Rocky Mountain Modern Language Association's annual convention in Tucson, AZ, October 12-14, 2006. Abstracts of 300 words are invited for submission by March 1, 2006. Electronic submissions are preferred but not required (see contact information below). Topics may include any issue related to general or applied linguistics, especially those that do not suit more specialized RMMLA sessions. About 20 minutes will be allowed for each presentation. Please see the RMMLA website at rmmla.wsu.edu for more information.
Source: LINGUIST List
Inputdate: 2006-02-22 13:55:00
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Expdate: 2006-03-02 00:00:00
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Contentid:
4205
Content Type: 1
Title: Ideas for Small Advanced Classes
Body: Recently a teacher who was having trouble motivating a small group of high-level students posted a cry for help on the FLTEACH listserv. Here are a few of the suggestions she received from teachers with similar experience. ---- I found that they really enjoyed reading mysteries/short stories in small groups, listening to French music and watching French video clips (the French Embassy's Cultural Dept. in New Orleans supplies teachers with videos), and also liked group games (such as a French proverb game, navigating through France using road maps, etc.) More adult-like activities, but geared to their level. We got through the grammar, somehow - they hated it - but I mixed in fun activities that allowed us to get through the year. Lescourret, D. Re: small class/no energy-HELP! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (7 Feb. 2006) ---- What about a couple of 1-minute daily oral reports on anything that interests them with required follow-up questions from ALL of the others in the class (i.e. requiring little preparation but real communication because all students do at least 1 presentation per week and must ask at least X # of questions per week - not being able to answer the questions is not an option). Questions about these mini-presentations to appear on a weekly quiz. Ponterio, B. Re: small class/no energy-HELP! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (7 Feb. 2006) ---- When I had level V classes long ago, I did things such as: Oprah Winfrey show (they pick a topic and decide which character/personality they want to play); choose a fairy tale and re-enact it or put the bad guy on trial (students have to prepare witnesses, prosecution/defense, evidence, etc.); Model United Nations (pick a hot topic, have them research their chosen/assigned country's point of view and then debate it), etc. I figured that if I was having fun, it would be fun for them as well. I remember that I also had them write and then produce a play. Each student had to write one chapter and it had to flow from the previous chapters, have a plot, character development, etc. It turned out great and we actually recorded it as a radio show. Leger, H. Re: small class/no energy-HELP! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (6 Feb. 2006)
Source: FLTEACH
Inputdate: 2006-02-22 19:34:00
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Title: Ideas for Small Advanced Classes
Body: Recently a teacher who was having trouble motivating a small group of high-level students posted a cry for help on the FLTEACH listserv. Here are a few of the suggestions she received from teachers with similar experience. ---- I found that they really enjoyed reading mysteries/short stories in small groups, listening to French music and watching French video clips (the French Embassy's Cultural Dept. in New Orleans supplies teachers with videos), and also liked group games (such as a French proverb game, navigating through France using road maps, etc.) More adult-like activities, but geared to their level. We got through the grammar, somehow - they hated it - but I mixed in fun activities that allowed us to get through the year. Lescourret, D. Re: small class/no energy-HELP! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (7 Feb. 2006) ---- What about a couple of 1-minute daily oral reports on anything that interests them with required follow-up questions from ALL of the others in the class (i.e. requiring little preparation but real communication because all students do at least 1 presentation per week and must ask at least X # of questions per week - not being able to answer the questions is not an option). Questions about these mini-presentations to appear on a weekly quiz. Ponterio, B. Re: small class/no energy-HELP! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (7 Feb. 2006) ---- When I had level V classes long ago, I did things such as: Oprah Winfrey show (they pick a topic and decide which character/personality they want to play); choose a fairy tale and re-enact it or put the bad guy on trial (students have to prepare witnesses, prosecution/defense, evidence, etc.); Model United Nations (pick a hot topic, have them research their chosen/assigned country's point of view and then debate it), etc. I figured that if I was having fun, it would be fun for them as well. I remember that I also had them write and then produce a play. Each student had to write one chapter and it had to flow from the previous chapters, have a plot, character development, etc. It turned out great and we actually recorded it as a radio show. Leger, H. Re: small class/no energy-HELP! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (6 Feb. 2006)
Source: FLTEACH
Inputdate: 2006-02-22 19:34:00
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Contentid:
4206
Content Type: 1
Title: Study Fuels Debate over Bilingual vs. English-Only
Body: A new study of California's English language learners says that they fare no better in English-only environments than they do in bilingual programs. The research findings conflict with another study which showed that state test scores of students in immersion programs tripled, while those of students in bilingual classes did not improve. Read the SFGate.com article at http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/02/22/MNGSUHCJF51.DTL&hw=schools&sn=009&sc=627 .
Source: SFGate.com
Inputdate: 2006-02-22 20:12:00
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Title: Study Fuels Debate over Bilingual vs. English-Only
Body: A new study of California's English language learners says that they fare no better in English-only environments than they do in bilingual programs. The research findings conflict with another study which showed that state test scores of students in immersion programs tripled, while those of students in bilingual classes did not improve. Read the SFGate.com article at http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/02/22/MNGSUHCJF51.DTL&hw=schools&sn=009&sc=627 .
Source: SFGate.com
Inputdate: 2006-02-22 20:12:00
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Contentid:
4207
Content Type: 1
Title: Online German Dictionary Search Engine
Body: I just came across this little tool, a small meta search engine of German sites. I gave it to students who keep using only one online translator to find words and keep coming up with the wrong word. This tool searches, dict.leo.org, dict.cc, wikipedia, google images, google definitions, and google DE. http://www.wordwise.de/helper.htm Shaughnessy, M. [AATG-L] Cool tool for looking up words. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (22 Feb. 2006).
Source: AATG-L
Inputdate: 2006-02-22 21:49:00
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Title: Online German Dictionary Search Engine
Body: I just came across this little tool, a small meta search engine of German sites. I gave it to students who keep using only one online translator to find words and keep coming up with the wrong word. This tool searches, dict.leo.org, dict.cc, wikipedia, google images, google definitions, and google DE. http://www.wordwise.de/helper.htm Shaughnessy, M. [AATG-L] Cool tool for looking up words. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (22 Feb. 2006).
Source: AATG-L
Inputdate: 2006-02-22 21:49:00
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Contentid:
4208
Content Type: 1
Title: 26th Annual Deutsche Sommerschule am Atlantik
Body: From http://www.uri.edu/artsci/ml/german/summerschool/index.html For Students, Teachers, and Business Professionals June 25 - August 4, 2006 In Cooperation with the Goethe Institut and The Federal Republic of Germany Learn German at the German Summer School of the Atlantic this summer: - Intensive German language instruction at all proficiency levels - Fully accredited courses in German language and culture - German-only environment with extensive extracurricular program - Pleasant total-immersion atmosphere near Rhode Island's beach resorts - A learning community - Open to adults of all ages For more information, visit http://www.uri.edu/artsci/ml/german/summerschool/index.html .
Source: University of Rhode Island
Inputdate: 2006-02-22 21:54:00
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Expdate: 2006-06-26 00:00:00
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Title: 26th Annual Deutsche Sommerschule am Atlantik
Body: From http://www.uri.edu/artsci/ml/german/summerschool/index.html For Students, Teachers, and Business Professionals June 25 - August 4, 2006 In Cooperation with the Goethe Institut and The Federal Republic of Germany Learn German at the German Summer School of the Atlantic this summer: - Intensive German language instruction at all proficiency levels - Fully accredited courses in German language and culture - German-only environment with extensive extracurricular program - Pleasant total-immersion atmosphere near Rhode Island's beach resorts - A learning community - Open to adults of all ages For more information, visit http://www.uri.edu/artsci/ml/german/summerschool/index.html .
Source: University of Rhode Island
Inputdate: 2006-02-22 21:54:00
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Expdate: 2006-06-26 00:00:00
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