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Contentid:
4230
Content Type: 1
Title: Dual Language Program Trainer Training
Body: From http://www.thecenterweb.org/irc/pages/f_events-dualu.html June 21, 22& 23, 2006 Illinois Resource Center Des Plaines, IL Participate in a comprehensive, three day training of trainers for staff developers that covers Dual U's eight module curriculum designed to assist elementary and secondary teachers and administrators in developing, implementing, and assessing dual language programs. The Dual-U curriculum includes the following topics: - Critical features of enriched education programs; - Program development and implementation; - Oral language development; - Teaching literacy in two languages; - Teaching content in two languages; - Assessment in enriched education classrooms; - Model lessons and assessment procedures; - Advocacy. Visit the Illinois Resource Center at http://www.thecenterweb.org/irc/pages/f_events-dualu.html for more information.
Source: IRC
Inputdate: 2006-02-26 15:41:00
Lastmodifieddate: 2006-02-26 15:41:00
Expdate: 2006-07-24 00:00:00
Publishdate: 2006-02-27 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Dual Language Program Trainer Training
Body: From http://www.thecenterweb.org/irc/pages/f_events-dualu.html June 21, 22& 23, 2006 Illinois Resource Center Des Plaines, IL Participate in a comprehensive, three day training of trainers for staff developers that covers Dual U's eight module curriculum designed to assist elementary and secondary teachers and administrators in developing, implementing, and assessing dual language programs. The Dual-U curriculum includes the following topics: - Critical features of enriched education programs; - Program development and implementation; - Oral language development; - Teaching literacy in two languages; - Teaching content in two languages; - Assessment in enriched education classrooms; - Model lessons and assessment procedures; - Advocacy. Visit the Illinois Resource Center at http://www.thecenterweb.org/irc/pages/f_events-dualu.html for more information.
Source: IRC
Inputdate: 2006-02-26 15:41:00
Lastmodifieddate: 2006-02-26 15:41:00
Expdate: 2006-07-24 00:00:00
Publishdate: 2006-02-27 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4231
Content Type: 1
Title: Summer Institute in Oaxaca
Body: From http://www.thecenterweb.org/irc/pages/f_events-sum-inst.html IRC Summer Institutes Oaxaca, Mexico Experience the charm of Oaxaca, a Spanish colonial city splashed with the colors of its ancient civilizations. Complete a course in Cross-cultural Education, or Spanish for Beginners, or Intermediate Spanish. July 30 - Aug 8, 2006 Visit the Illinois Resource Center Web site at http://www.thecenterweb.org/irc/pages/f_events-sum-inst.html for more information.
Source: IRC
Inputdate: 2006-02-26 15:47:00
Lastmodifieddate: 2006-02-26 15:47:00
Expdate: 2006-08-01 00:00:00
Publishdate: 2006-02-27 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Summer Institute in Oaxaca
Body: From http://www.thecenterweb.org/irc/pages/f_events-sum-inst.html IRC Summer Institutes Oaxaca, Mexico Experience the charm of Oaxaca, a Spanish colonial city splashed with the colors of its ancient civilizations. Complete a course in Cross-cultural Education, or Spanish for Beginners, or Intermediate Spanish. July 30 - Aug 8, 2006 Visit the Illinois Resource Center Web site at http://www.thecenterweb.org/irc/pages/f_events-sum-inst.html for more information.
Source: IRC
Inputdate: 2006-02-26 15:47:00
Lastmodifieddate: 2006-02-26 15:47:00
Expdate: 2006-08-01 00:00:00
Publishdate: 2006-02-27 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4232
Content Type: 1
Title: Keep Them Coming
Body: A recent request on the TESL listserv for ideas for maintaining high attendance in adult ESL classes received several good suggestions. Here are some of them. ---- The most effective teacher I've observed keeps adult students in her intermediate pronunciation class by building community in the classroom. On the first day of class, when there are about 20 students, she asks everyone to sign up to bring some special dish on one night of class that will feed 20. She tags two students for each night. She herself furnishes out of pocket for drinks and utensils. During the actual class, she allocates a 20-minute break in the middle of the (3.5-hour) session for the get-together. Students very often bring dishes peculiar to their land and so often, students own restaurants and actually cater feasts. Other students just bring in donuts or cookies bought in a rush. Now the students talk to each other and develop a sense of shared spirit. They are kinder to each other during class and know one-another's names. She furthers this effort by having each student make a name card and post it in front of himself. She also has everyone at a single large table made from the small ones. During the first two nights of class, she has students introduce themselves and tell us something about their country. This teacher is kind, current in techniques, and keeps her students constantly on their toes. She involves everyone at each class and has many small-group sessions. She moves the students around among the groups. Hicks, J. Re: Keeping Adult ESL students. Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU (23 Feb. 2006).
Source: TESL-L
Inputdate: 2006-03-01 04:31:00
Lastmodifieddate: 2006-03-01 04:31:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Keep Them Coming
Body: A recent request on the TESL listserv for ideas for maintaining high attendance in adult ESL classes received several good suggestions. Here are some of them. ---- The most effective teacher I've observed keeps adult students in her intermediate pronunciation class by building community in the classroom. On the first day of class, when there are about 20 students, she asks everyone to sign up to bring some special dish on one night of class that will feed 20. She tags two students for each night. She herself furnishes out of pocket for drinks and utensils. During the actual class, she allocates a 20-minute break in the middle of the (3.5-hour) session for the get-together. Students very often bring dishes peculiar to their land and so often, students own restaurants and actually cater feasts. Other students just bring in donuts or cookies bought in a rush. Now the students talk to each other and develop a sense of shared spirit. They are kinder to each other during class and know one-another's names. She furthers this effort by having each student make a name card and post it in front of himself. She also has everyone at a single large table made from the small ones. During the first two nights of class, she has students introduce themselves and tell us something about their country. This teacher is kind, current in techniques, and keeps her students constantly on their toes. She involves everyone at each class and has many small-group sessions. She moves the students around among the groups. Hicks, J. Re: Keeping Adult ESL students. Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU (23 Feb. 2006).
Source: TESL-L
Inputdate: 2006-03-01 04:31:00
Lastmodifieddate: 2006-03-01 04:31:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4233
Content Type: 1
Title: Record Answering Machine Messages Online
Body: A recent request to the NETEACH listserv (Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU) for ideas on facilitating practice listening to answering machine messages received a suggestion to use http://www.odeo.com . A sample is posted at http://www.odeo.com/a/5q8LA8v7k6D1Axrf8Q7U8xaQglr1aCe2xE5sOG81 . Audio messages may be posted at the site for free.
Source: Various
Inputdate: 2006-03-01 04:50:00
Lastmodifieddate: 2006-03-01 04:50:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Record Answering Machine Messages Online
Body: A recent request to the NETEACH listserv (Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU) for ideas on facilitating practice listening to answering machine messages received a suggestion to use http://www.odeo.com . A sample is posted at http://www.odeo.com/a/5q8LA8v7k6D1Axrf8Q7U8xaQglr1aCe2xE5sOG81 . Audio messages may be posted at the site for free.
Source: Various
Inputdate: 2006-03-01 04:50:00
Lastmodifieddate: 2006-03-01 04:50:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4234
Content Type: 1
Title: Lesson Plans and More Online
Body: english-to-go features over 1,000 photocopiable lesson plans based on news articles and interactive online lessons for students. Most of these resources require a small fee, but others are available free of charge. Packages are available for individual teachers and students as well as for institutions. http://www.english-to-go.com
Source: english-to-go.com
Inputdate: 2006-03-01 04:58:00
Lastmodifieddate: 2006-03-01 04:58:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Lesson Plans and More Online
Body: english-to-go features over 1,000 photocopiable lesson plans based on news articles and interactive online lessons for students. Most of these resources require a small fee, but others are available free of charge. Packages are available for individual teachers and students as well as for institutions. http://www.english-to-go.com
Source: english-to-go.com
Inputdate: 2006-03-01 04:58:00
Lastmodifieddate: 2006-03-01 04:58:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4235
Content Type: 1
Title: Online Tools for Teachers of Chinese
Body: This site features dozens of links to useful sites for Chinese instructors, from information about fonts and Chinese characters to sites which help you prepare online quizzes and games. http://www.csulb.edu/~txie/tools.html
Source: California State University
Inputdate: 2006-03-01 05:06:00
Lastmodifieddate: 2006-03-01 05:06:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Online Tools for Teachers of Chinese
Body: This site features dozens of links to useful sites for Chinese instructors, from information about fonts and Chinese characters to sites which help you prepare online quizzes and games. http://www.csulb.edu/~txie/tools.html
Source: California State University
Inputdate: 2006-03-01 05:06:00
Lastmodifieddate: 2006-03-01 05:06:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4236
Content Type: 1
Title: More Activities for Practicing Location
Body: Here are a few more ideas for practicing expressions of location in your classroom. ---- I get them up and moving around and tell them to stand or sit in weird places in the room. I also have them describe to me where other students are during this time. I also hide a beanie baby I have in the room and the first thing I have them do (without me telling them after the initial time) is find him and write a complete sentence about where he is in the room. If it is totally correct (spelling, accents), then I give them an extra credit point. I also extend this into geography and make them line up according the location of the Spanish-speaking countries, etc., following my directions. Amel, A. Re: location activities. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sept. 2005). ---- One of the most powerful ways I've found is to have them draw a picture of a house with a garage beside it, trees behind it, a cat on the roof, someone in the front, etc. Use vocabulary they already know. Have the students draw the picture _with you_ as you draw it on the overhead (preferable to the black/whiteboard - because you don't have to turn your back to them!). Talk about it constantly, keep asking where things are, act confused or whatever, ham it up, draw badly if you don't already (that always amuses my students). Use colors, whatever. Then, wait a day or two and do a little oral "pop" quiz. Ask the students to tell you in the TL where things were in the picture. At first they may exclaim "But how are we supposed to remember that?!!?" They will. Freeman, M.A. Prepositions of location. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Dec. 2005).
Source: FLTEACH
Inputdate: 2006-03-01 05:17:00
Lastmodifieddate: 2006-03-01 05:17:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: More Activities for Practicing Location
Body: Here are a few more ideas for practicing expressions of location in your classroom. ---- I get them up and moving around and tell them to stand or sit in weird places in the room. I also have them describe to me where other students are during this time. I also hide a beanie baby I have in the room and the first thing I have them do (without me telling them after the initial time) is find him and write a complete sentence about where he is in the room. If it is totally correct (spelling, accents), then I give them an extra credit point. I also extend this into geography and make them line up according the location of the Spanish-speaking countries, etc., following my directions. Amel, A. Re: location activities. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Sept. 2005). ---- One of the most powerful ways I've found is to have them draw a picture of a house with a garage beside it, trees behind it, a cat on the roof, someone in the front, etc. Use vocabulary they already know. Have the students draw the picture _with you_ as you draw it on the overhead (preferable to the black/whiteboard - because you don't have to turn your back to them!). Talk about it constantly, keep asking where things are, act confused or whatever, ham it up, draw badly if you don't already (that always amuses my students). Use colors, whatever. Then, wait a day or two and do a little oral "pop" quiz. Ask the students to tell you in the TL where things were in the picture. At first they may exclaim "But how are we supposed to remember that?!!?" They will. Freeman, M.A. Prepositions of location. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Dec. 2005).
Source: FLTEACH
Inputdate: 2006-03-01 05:17:00
Lastmodifieddate: 2006-03-01 05:17:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4237
Content Type: 1
Title: Call for Presenters: Trainers in Foreign Language and Mandarin Chinese
Body: From http://www.ed.gov/teachers/how/tools/initiative/foreign-language.html Last fall, the U.S. Department of Education announced the formation of the Teacher-to-Teacher Training Corps. The corps consists of effective teachers and practitioners who provide on-site technical assistance and regional workshops for teachers and school districts. This team is an expansion of the popular Teacher-to-Teacher Workshops that have been offered in cities across the nation for the past two summers. The Teacher-to-Teacher Initiative is interested in expanding the number of foreign language trainers in the corps, particularly in critical languages. We are looking for teachers and school leaders who use scientifically based research strategies and who have data to demonstrate effectiveness. Topics could include areas of high interest to all foreign language educators including classroom technology, student oral and written proficiency, language instruction across the curriculum and standards-based instruction, as well as topics that specifically address teaching students of Mandarin. Mandarin Chinese will be the featured language for this summer's workshops. Deadline: March 17, 2006 For more information, visit http://www.ed.gov/teachers/how/tools/initiative/foreign-language.html .
Source: US Department of Education
Inputdate: 2006-03-02 15:18:00
Lastmodifieddate: 2006-03-02 15:18:00
Expdate: 2006-03-18 00:00:00
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Presenters: Trainers in Foreign Language and Mandarin Chinese
Body: From http://www.ed.gov/teachers/how/tools/initiative/foreign-language.html Last fall, the U.S. Department of Education announced the formation of the Teacher-to-Teacher Training Corps. The corps consists of effective teachers and practitioners who provide on-site technical assistance and regional workshops for teachers and school districts. This team is an expansion of the popular Teacher-to-Teacher Workshops that have been offered in cities across the nation for the past two summers. The Teacher-to-Teacher Initiative is interested in expanding the number of foreign language trainers in the corps, particularly in critical languages. We are looking for teachers and school leaders who use scientifically based research strategies and who have data to demonstrate effectiveness. Topics could include areas of high interest to all foreign language educators including classroom technology, student oral and written proficiency, language instruction across the curriculum and standards-based instruction, as well as topics that specifically address teaching students of Mandarin. Mandarin Chinese will be the featured language for this summer's workshops. Deadline: March 17, 2006 For more information, visit http://www.ed.gov/teachers/how/tools/initiative/foreign-language.html .
Source: US Department of Education
Inputdate: 2006-03-02 15:18:00
Lastmodifieddate: 2006-03-02 15:18:00
Expdate: 2006-03-18 00:00:00
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4238
Content Type: 1
Title: Music in the Foreign Language Classroom: Recommended Resources
Body: Whether you're looking for songs to incorporate in your teaching, tips on how to do just that, or articles about the use of music to teach languages, this collection of links and abstracts should contain some useful resources. http://listserv.linguistlist.org/cgi-bin/wa?A2=ind0309b&L=linguist&P=3078
Source: LINGUIST List
Inputdate: 2006-03-02 15:24:00
Lastmodifieddate: 2006-03-02 15:24:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Music in the Foreign Language Classroom: Recommended Resources
Body: Whether you're looking for songs to incorporate in your teaching, tips on how to do just that, or articles about the use of music to teach languages, this collection of links and abstracts should contain some useful resources. http://listserv.linguistlist.org/cgi-bin/wa?A2=ind0309b&L=linguist&P=3078
Source: LINGUIST List
Inputdate: 2006-03-02 15:24:00
Lastmodifieddate: 2006-03-02 15:24:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4239
Content Type: 1
Title: Promoting Use of the L2
Body: A recent discussion on the FLTEACH listserv regarding ways to keep students speaking the target language included the following post. Look for more suggestions next week. ---- In the beginning classes, I do lots of TPR, then when we get into the textbook, I begin gradually lengthening periods of time when no one is allowed to speak the L1. It's like a game. "Let's see if we can go 25 minutes today, with everyone speaking the L2!" Quite soon, the whole class is speaking 50 minutes of the L2 in a 60-minute class, and everyone thinks they won the game! They love feeling like they are a great class. A way to encourage quiet students to jump in instead of just listening to everyone else speak the L2, is to have students keep track of their speaking on a slip of paper, making a tally mark every time they speak the L2. (Saying the same short remark over and over doesn't count.) They also tally the English they might accidentally utter, but they have to subtract five points for each time they do it. Collect those slips after each period, and have a student helper write down the points. Sure, you can't have 100% confidence that those points are accurate, but the important thing is that the kids know their contribution will be noticed and that a higher number of kids do participate. Bishop, M. Keeping in the target language. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-03-02 15:31:00
Lastmodifieddate: 2006-03-02 15:31:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Promoting Use of the L2
Body: A recent discussion on the FLTEACH listserv regarding ways to keep students speaking the target language included the following post. Look for more suggestions next week. ---- In the beginning classes, I do lots of TPR, then when we get into the textbook, I begin gradually lengthening periods of time when no one is allowed to speak the L1. It's like a game. "Let's see if we can go 25 minutes today, with everyone speaking the L2!" Quite soon, the whole class is speaking 50 minutes of the L2 in a 60-minute class, and everyone thinks they won the game! They love feeling like they are a great class. A way to encourage quiet students to jump in instead of just listening to everyone else speak the L2, is to have students keep track of their speaking on a slip of paper, making a tally mark every time they speak the L2. (Saying the same short remark over and over doesn't count.) They also tally the English they might accidentally utter, but they have to subtract five points for each time they do it. Collect those slips after each period, and have a student helper write down the points. Sure, you can't have 100% confidence that those points are accurate, but the important thing is that the kids know their contribution will be noticed and that a higher number of kids do participate. Bishop, M. Keeping in the target language. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-03-02 15:31:00
Lastmodifieddate: 2006-03-02 15:31:00
Expdate:
Publishdate: 2006-03-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
