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Contentid:
4272
Content Type: 1
Title: Call for Papers: Generative Approaches to Language Acquisition North America 2
Body: From http://www.arts.mcgill.ca/linguistics/EVENTS/conferences/galana/call.html August 17 - 19, 2006 McGill University Montréal, Québec, Canada CALL FOR PAPERS AND POSTERS Abstracts on the following topics are invited: - First Language Acquisition - Second Language Acquisition - Bilingualism - Language Disorders Deadline for abstracts: March 27, 2006 For more information, visit http://www.arts.mcgill.ca/linguistics/EVENTS/conferences/galana/index.html .
Source: McGill University
Inputdate: 2006-03-09 13:50:00
Lastmodifieddate: 2006-03-09 13:50:00
Expdate: 2006-03-28 00:00:00
Publishdate: 2006-03-13 00:00:00
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Title: Call for Papers: Generative Approaches to Language Acquisition North America 2
Body: From http://www.arts.mcgill.ca/linguistics/EVENTS/conferences/galana/call.html August 17 - 19, 2006 McGill University Montréal, Québec, Canada CALL FOR PAPERS AND POSTERS Abstracts on the following topics are invited: - First Language Acquisition - Second Language Acquisition - Bilingualism - Language Disorders Deadline for abstracts: March 27, 2006 For more information, visit http://www.arts.mcgill.ca/linguistics/EVENTS/conferences/galana/index.html .
Source: McGill University
Inputdate: 2006-03-09 13:50:00
Lastmodifieddate: 2006-03-09 13:50:00
Expdate: 2006-03-28 00:00:00
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Contentid:
4274
Content Type: 1
Title: Funding Opportunity: Grants for Language and Culture Assistants in Spain
Body: From http://www.sgci.mec.es/usa/AC/indexing.shtml Grants for North American Language and Culture Assistants in Spain Information and Guidelines for candidates from the United States and Canada School Year 2006-2007 The Ministry of Education and Science of Spain (MEC), by agreement with the Autonomous Regions, is expanding the Language and Culture Assistant Program. The Assistants have the opportunity to learn about Spanish language and culture and use their experience upon their return to the United States or Canada, thus helping to develop cultural understanding between the citizens of Spain and the United States and Canada. At the same time, the program provides Spanish students and teachers of English an opportunity to broaden and increase their knowledge of the English language and American or Canadian culture through interaction with native speakers. The Autonomous Regions will assign all candidates individually to elementary or secondary schools. The MEC will organize an orientation institute at the beginning of the school year. Applications should be completed and submitted online by March 20, 2006. Before submitting the application the candidate must print 4 copies of the completed application. For more information, visit http://www.sgci.mec.es/usa/AC/indexing.shtml .
Source: Ministerio de Educación y Ciencia de España
Inputdate: 2006-03-09 13:59:00
Lastmodifieddate: 2006-03-09 13:59:00
Expdate: 2006-03-21 00:00:00
Publishdate: 2006-03-13 00:00:00
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Title: Funding Opportunity: Grants for Language and Culture Assistants in Spain
Body: From http://www.sgci.mec.es/usa/AC/indexing.shtml Grants for North American Language and Culture Assistants in Spain Information and Guidelines for candidates from the United States and Canada School Year 2006-2007 The Ministry of Education and Science of Spain (MEC), by agreement with the Autonomous Regions, is expanding the Language and Culture Assistant Program. The Assistants have the opportunity to learn about Spanish language and culture and use their experience upon their return to the United States or Canada, thus helping to develop cultural understanding between the citizens of Spain and the United States and Canada. At the same time, the program provides Spanish students and teachers of English an opportunity to broaden and increase their knowledge of the English language and American or Canadian culture through interaction with native speakers. The Autonomous Regions will assign all candidates individually to elementary or secondary schools. The MEC will organize an orientation institute at the beginning of the school year. Applications should be completed and submitted online by March 20, 2006. Before submitting the application the candidate must print 4 copies of the completed application. For more information, visit http://www.sgci.mec.es/usa/AC/indexing.shtml .
Source: Ministerio de Educación y Ciencia de España
Inputdate: 2006-03-09 13:59:00
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Expdate: 2006-03-21 00:00:00
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4275
Content Type: 1
Title: Job Posting: Part-Time HS Arabic Teacher, CT
Body: 02/27/06 Greetings, My name is Joan Glass and I am Director of the Center for Global Studies, a world languages and cultures magnet high school in Norwalk, Connecticut. We are currently searching for a teacher of Arabic language and history and would like your assistance in circulating the attached position announcement. Please feel free to contact me with any questions at 203-852-9488 X1332 or glassj@norwalkpublicschools.net. Thank you, Joan Glass PART-TIME (10-30 hours per week; flexible) ARABIC LANGUAGE & HISTORY TEACHER POSITION DIVISION: Center for Global Studies (CGS) at Brien McMahon High School, Norwalk, CT http://www.centerglobalstudies.org 10-MONTH POSITION Benefits: Full Medical (available for certified teacher), reimbursement for travel expenses Salary: According to CES contract QUALIFICATION: Demonstrated fluency in written and spoken Arabic language. Background in history of the Middle East. Connecticut state teacher certification or willingness to become certified. Commitment to teaching high-school aged children. Demonstrated commitment to issues of diversity and multicultural curriculum. Ability to instruct students and maintain proper records. Ability to differentiate for a diverse student population and make special education modifications. Desire and ability to help grow this new school program and curriculum. Knowledge of the grading process. Excellent classroom management skills. Positive rapport with students and excellent communication skills. Desire and ability to promote cooperative and interdisciplinary learning, performance-based assessments, and standards-based curriculum. Responsibilities: Teach Arabic language, assist in promotion of Middle East studies program. EARLIEST START DATE: August 29th, 2006 (Applications received after close of business on day preceding decision date are not required to be considered). Pool deadline remains open until 90 days after Original posting date: 09/12/05 Please contact Joan Glass, Director with questions at glassj@norwalkpublicschools.net or 203-852-9488 X1007. Send letter of intent and resume to: Zita McMahon Cooperative Educational Services 40 Lindeman Drive Trumbull, CT 06611 LCTL Project Coordinator. [LCTL-T] ISO Arabic Teacher Position, Norwalk CT. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (27 Feb. 2006).
Source: LCTL-T
Inputdate: 2006-03-09 14:13:00
Lastmodifieddate: 2006-03-09 14:13:00
Expdate: 2006-09-01 00:00:00
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Title: Job Posting: Part-Time HS Arabic Teacher, CT
Body: 02/27/06 Greetings, My name is Joan Glass and I am Director of the Center for Global Studies, a world languages and cultures magnet high school in Norwalk, Connecticut. We are currently searching for a teacher of Arabic language and history and would like your assistance in circulating the attached position announcement. Please feel free to contact me with any questions at 203-852-9488 X1332 or glassj@norwalkpublicschools.net. Thank you, Joan Glass PART-TIME (10-30 hours per week; flexible) ARABIC LANGUAGE & HISTORY TEACHER POSITION DIVISION: Center for Global Studies (CGS) at Brien McMahon High School, Norwalk, CT http://www.centerglobalstudies.org 10-MONTH POSITION Benefits: Full Medical (available for certified teacher), reimbursement for travel expenses Salary: According to CES contract QUALIFICATION: Demonstrated fluency in written and spoken Arabic language. Background in history of the Middle East. Connecticut state teacher certification or willingness to become certified. Commitment to teaching high-school aged children. Demonstrated commitment to issues of diversity and multicultural curriculum. Ability to instruct students and maintain proper records. Ability to differentiate for a diverse student population and make special education modifications. Desire and ability to help grow this new school program and curriculum. Knowledge of the grading process. Excellent classroom management skills. Positive rapport with students and excellent communication skills. Desire and ability to promote cooperative and interdisciplinary learning, performance-based assessments, and standards-based curriculum. Responsibilities: Teach Arabic language, assist in promotion of Middle East studies program. EARLIEST START DATE: August 29th, 2006 (Applications received after close of business on day preceding decision date are not required to be considered). Pool deadline remains open until 90 days after Original posting date: 09/12/05 Please contact Joan Glass, Director with questions at glassj@norwalkpublicschools.net or 203-852-9488 X1007. Send letter of intent and resume to: Zita McMahon Cooperative Educational Services 40 Lindeman Drive Trumbull, CT 06611 LCTL Project Coordinator. [LCTL-T] ISO Arabic Teacher Position, Norwalk CT. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (27 Feb. 2006).
Source: LCTL-T
Inputdate: 2006-03-09 14:13:00
Lastmodifieddate: 2006-03-09 14:13:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-03-13 00:00:00
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Contentid:
4276
Content Type: 1
Title: In Search of African Language Specialists
Body: Dear ALTA-List and LCTL-T readers. I received the following message from terminology@glyphservices.com. I am forwarding it to you. Address any questions to terminology@glyphservices.com. Louis Janus LCTL project, U of MN -------------------------------- Greetings! I am Jenny Jones. I work for Glyph Language Services, a Seattle-based translation and localization firm. We are currently searching for bilingual linguistic and/or academic professionals who are fluent in English and knowledgeable in the fields of human or political geography, geopolitics, political science, and/or cultural or linguistic anthropology to act as subject matter experts in a terminology research project we are working on for one of our clients. The project involves compiling and/or updating a list of sensitive terminology for a reviewing tool that will help our client produce more highly localized content in their corporate documentation and products. The terms are chosen because of their potentially offensive or obsolete meaning with regard to geopolitics and issues of cultural, racial, and religious diversity. Compiling/updating the list would involve removing, modifying, and adding terms, providing or refining the English equivalent of each term, assigning or modifying a severity level to each term, and writing an explanation (in English) as to why and in what contexts it would be inappropriate to use each of the terms. The project will begin in March 2006 and will entail between 20 to 60 hours of work. QUALIFICATIONS - An academic (i.e., professor, PhD candidate, graduate student) in human or political geography, geopolitics, political science, cultural anthropology or a related field who has some knowledge of translation or linguistics (i.e., terminology compilation, glossary building). OR - A linguistic professional (i.e., translator, localizer) who is well versed in geopolitical and cultural issues (graduate-level studies in a related field preferred) of the respective language. AND - A native-level speaker of any of the following: Kiswahili, Sotho, Yoruba, Zulu, Sesotho sa Leboa, Hausa, Xhosa, Setswana, Igbo, Afrikaans - Near-native English writing skills. If you are interested in participating in the project please send your CV to terminology@glyphservices.com. Please reference your target language in the email subject line. Feel free to pass this information along to other qualified individuals as well. Thank you for your time and look forward to hearing from you! Jenny Jones Glyph Language Services LCTL Project Coordinator. [LCTL-T] Search for African-Language linguists. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (1 Mar. 2006).
Source: LCTL-T
Inputdate: 2006-03-09 14:29:00
Lastmodifieddate: 2006-03-09 14:29:00
Expdate: 2006-06-01 00:00:00
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Title: In Search of African Language Specialists
Body: Dear ALTA-List and LCTL-T readers. I received the following message from terminology@glyphservices.com. I am forwarding it to you. Address any questions to terminology@glyphservices.com. Louis Janus LCTL project, U of MN -------------------------------- Greetings! I am Jenny Jones. I work for Glyph Language Services, a Seattle-based translation and localization firm. We are currently searching for bilingual linguistic and/or academic professionals who are fluent in English and knowledgeable in the fields of human or political geography, geopolitics, political science, and/or cultural or linguistic anthropology to act as subject matter experts in a terminology research project we are working on for one of our clients. The project involves compiling and/or updating a list of sensitive terminology for a reviewing tool that will help our client produce more highly localized content in their corporate documentation and products. The terms are chosen because of their potentially offensive or obsolete meaning with regard to geopolitics and issues of cultural, racial, and religious diversity. Compiling/updating the list would involve removing, modifying, and adding terms, providing or refining the English equivalent of each term, assigning or modifying a severity level to each term, and writing an explanation (in English) as to why and in what contexts it would be inappropriate to use each of the terms. The project will begin in March 2006 and will entail between 20 to 60 hours of work. QUALIFICATIONS - An academic (i.e., professor, PhD candidate, graduate student) in human or political geography, geopolitics, political science, cultural anthropology or a related field who has some knowledge of translation or linguistics (i.e., terminology compilation, glossary building). OR - A linguistic professional (i.e., translator, localizer) who is well versed in geopolitical and cultural issues (graduate-level studies in a related field preferred) of the respective language. AND - A native-level speaker of any of the following: Kiswahili, Sotho, Yoruba, Zulu, Sesotho sa Leboa, Hausa, Xhosa, Setswana, Igbo, Afrikaans - Near-native English writing skills. If you are interested in participating in the project please send your CV to terminology@glyphservices.com. Please reference your target language in the email subject line. Feel free to pass this information along to other qualified individuals as well. Thank you for your time and look forward to hearing from you! Jenny Jones Glyph Language Services LCTL Project Coordinator. [LCTL-T] Search for African-Language linguists. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (1 Mar. 2006).
Source: LCTL-T
Inputdate: 2006-03-09 14:29:00
Lastmodifieddate: 2006-03-09 14:29:00
Expdate: 2006-06-01 00:00:00
Publishdate: 2006-03-13 00:00:00
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Contentid:
4277
Content Type: 1
Title: Recommended Web Sites for Teachers of Spanish
Body: These were recently recommended by Spanish teachers on the FLTEACH listserv as excellent sources of teaching materials. Materiales: Para la ensenanza multicultural http://www.sgci.mec.es/usa/materiales Conjuguemos: Practice verb conjugations, grammar, and vocabulary. http://www.conjuguemos.com/home/index.html Antologia de poesia hispanicoamericana http://palabravirtual.com/index.php
Source: FLTEACH
Inputdate: 2006-03-09 14:57:00
Lastmodifieddate: 2006-03-09 14:57:00
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Publishdate: 2006-03-13 00:00:00
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Title: Recommended Web Sites for Teachers of Spanish
Body: These were recently recommended by Spanish teachers on the FLTEACH listserv as excellent sources of teaching materials. Materiales: Para la ensenanza multicultural http://www.sgci.mec.es/usa/materiales Conjuguemos: Practice verb conjugations, grammar, and vocabulary. http://www.conjuguemos.com/home/index.html Antologia de poesia hispanicoamericana http://palabravirtual.com/index.php
Source: FLTEACH
Inputdate: 2006-03-09 14:57:00
Lastmodifieddate: 2006-03-09 14:57:00
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Publishdate: 2006-03-13 00:00:00
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Contentid:
4278
Content Type: 1
Title: Online Curriculum Guide for Spanish Teachers
Body: This site, recently recommended by a Spanish teacher on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU), contains an online version of a curriculum guide created for teachers of Spanish by the New Zealand Ministry of Education. This Web resource discusses various issues related to curriculum development, from motivation to methodology, and includes sociocultural aspects, structures & vocabulary, learning activities, and assessment activities for eight different levels. http://www.tki.org.nz/r/language/curriculum/spanish/index_e.php
Source: TKI - The Online Learning Centre
Inputdate: 2006-03-09 15:08:00
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Publishdate: 2006-03-13 00:00:00
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Title: Online Curriculum Guide for Spanish Teachers
Body: This site, recently recommended by a Spanish teacher on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU), contains an online version of a curriculum guide created for teachers of Spanish by the New Zealand Ministry of Education. This Web resource discusses various issues related to curriculum development, from motivation to methodology, and includes sociocultural aspects, structures & vocabulary, learning activities, and assessment activities for eight different levels. http://www.tki.org.nz/r/language/curriculum/spanish/index_e.php
Source: TKI - The Online Learning Centre
Inputdate: 2006-03-09 15:08:00
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Contentid:
4279
Content Type: 1
Title: Debate over Foreign Language Teaching in Switzerland
Body: The number of foreign languages taught in Swiss schools and the age at which students learn them varies among the cantons of Switzerland. This swissinfo.org article focuses on the recent debate between those who advocate or oppose early instruction and officials concerned about rising education costs. http://www.swissinfo.org/sen/swissinfo.html?siteSect=111&sid=6502491&cKey=1140803871000
Source: swissinfo.org
Inputdate: 2006-03-09 15:27:00
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Title: Debate over Foreign Language Teaching in Switzerland
Body: The number of foreign languages taught in Swiss schools and the age at which students learn them varies among the cantons of Switzerland. This swissinfo.org article focuses on the recent debate between those who advocate or oppose early instruction and officials concerned about rising education costs. http://www.swissinfo.org/sen/swissinfo.html?siteSect=111&sid=6502491&cKey=1140803871000
Source: swissinfo.org
Inputdate: 2006-03-09 15:27:00
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Contentid:
4280
Content Type: 1
Title: Assessing Our Students
Body: Editor's note: I was directed by the author to announce this workshop even though the RSVP deadline has passed. ---- The following message was sent to me by Kasia Rydel-Johnston, Assistant Director, Inner Asian and Uralic National Resource Center, Indiana University, krydeljo@indiana.edu. The Inner Asian and Uralic National Resource Center, the Center for Languages of the Central Asian Region, and the African Studies Program at Indiana University are pleased to announce a WORKSHOP FOR TEACHERS OF LESS COMMONLY TAUGHT LANGUAGES "Assessing our students: Why does HOW we assess matter?" March 31-April 1, 2006 The workshop, led by Ursula Lentz, Minnesota Department of Education World Language Coordinator at the Center for Advanced Research on Language Acquisition at the University of Minnesota, will consist of three ninety minute sessions on the theory of language assessment and two ninety minute sessions on practical applications of language assessment. The first Friday session (3:00 pm - 4:30 pm) will focus on different types of and reasons for assessments and how to match the type of assessment to the desired information. The second Friday session (4:45 pm - 6:15 pm) will treat the development of standards and scales. Saturday's first session (9:00 am - 10:30 am) will build on Friday's sessions, as participants meet in groups to develop rating criteria for assessing speaking and writing. The fourth session (10:45 am - 12:15 pm) will compare assessments for the different aspects of language acquisition: reading, listening, writing, and speaking. In the final session (1:30 pm - 3 pm) participants will concentrate on particular lessons or units they bring in, using group input to either develop or refine assessments for them. The workshop will take place in the Indiana Memorial Union of Indiana University in Bloomington, Indiana. The workshop is free for participants. Coffee breaks will be provided by the organizers. We will also have a reception after the last session on Friday. Please let us know by MONDAY, MARCH 8, 2004 of your intention to participate (e-mail us at: iaunrc@indiana.edu or call:(812)-856-5263. Let us know what language you teach and at what institution. Participants from out of town will be provided with information about accommodations in Bloomington, shuttle schedules, and driving directions. A limited number of travel grants will be available. The grants are sponsored by the Inner Asian and Uralic National Resource Center for teachers of Azeri, Finnish, Estonian, Hungarian, Kazakh, Kygryz, Mongolian, Pashto, Persian/Tajik, Tibetan, Turkish, Turkmen, Uyghur, and Uzbek, and by the African Studies Program for teachers of African languages. LCTL Project Coordinator. [LCTL-T] Indiana U workshop: Assessing our students. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (20 Feb. 2006).
Source: LCTL-T
Inputdate: 2006-03-10 15:38:00
Lastmodifieddate: 2006-03-10 15:38:00
Expdate: 2006-04-01 00:00:00
Publishdate: 2006-03-13 00:00:00
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Title: Assessing Our Students
Body: Editor's note: I was directed by the author to announce this workshop even though the RSVP deadline has passed. ---- The following message was sent to me by Kasia Rydel-Johnston, Assistant Director, Inner Asian and Uralic National Resource Center, Indiana University, krydeljo@indiana.edu. The Inner Asian and Uralic National Resource Center, the Center for Languages of the Central Asian Region, and the African Studies Program at Indiana University are pleased to announce a WORKSHOP FOR TEACHERS OF LESS COMMONLY TAUGHT LANGUAGES "Assessing our students: Why does HOW we assess matter?" March 31-April 1, 2006 The workshop, led by Ursula Lentz, Minnesota Department of Education World Language Coordinator at the Center for Advanced Research on Language Acquisition at the University of Minnesota, will consist of three ninety minute sessions on the theory of language assessment and two ninety minute sessions on practical applications of language assessment. The first Friday session (3:00 pm - 4:30 pm) will focus on different types of and reasons for assessments and how to match the type of assessment to the desired information. The second Friday session (4:45 pm - 6:15 pm) will treat the development of standards and scales. Saturday's first session (9:00 am - 10:30 am) will build on Friday's sessions, as participants meet in groups to develop rating criteria for assessing speaking and writing. The fourth session (10:45 am - 12:15 pm) will compare assessments for the different aspects of language acquisition: reading, listening, writing, and speaking. In the final session (1:30 pm - 3 pm) participants will concentrate on particular lessons or units they bring in, using group input to either develop or refine assessments for them. The workshop will take place in the Indiana Memorial Union of Indiana University in Bloomington, Indiana. The workshop is free for participants. Coffee breaks will be provided by the organizers. We will also have a reception after the last session on Friday. Please let us know by MONDAY, MARCH 8, 2004 of your intention to participate (e-mail us at: iaunrc@indiana.edu or call:(812)-856-5263. Let us know what language you teach and at what institution. Participants from out of town will be provided with information about accommodations in Bloomington, shuttle schedules, and driving directions. A limited number of travel grants will be available. The grants are sponsored by the Inner Asian and Uralic National Resource Center for teachers of Azeri, Finnish, Estonian, Hungarian, Kazakh, Kygryz, Mongolian, Pashto, Persian/Tajik, Tibetan, Turkish, Turkmen, Uyghur, and Uzbek, and by the African Studies Program for teachers of African languages. LCTL Project Coordinator. [LCTL-T] Indiana U workshop: Assessing our students. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (20 Feb. 2006).
Source: LCTL-T
Inputdate: 2006-03-10 15:38:00
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Contentid:
4281
Content Type: 1
Title: German Food Picture Source
Body: Visit the Culturally Authentic Pictorial Lexicon site for visual aids to present to your students when talking about food in Germany. http://www.washjeff.edu/capl/category_list.asp?cat=sub&id=13
Source: CAPL
Inputdate: 2006-03-10 15:53:00
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Title: German Food Picture Source
Body: Visit the Culturally Authentic Pictorial Lexicon site for visual aids to present to your students when talking about food in Germany. http://www.washjeff.edu/capl/category_list.asp?cat=sub&id=13
Source: CAPL
Inputdate: 2006-03-10 15:53:00
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Contentid:
4282
Content Type: 1
Title: Ideas for Using German Music Videos
Body: Here are some suggestions for using music videos from Germany to rev up your beginning or advanced students. Look for more of these next week. ---- For music videos I write "stimmt/stimmt niche" statements up on the board for the students to look for, like "Die Frau im Bikini springt ins Wasser" (that's a "stimmt" from "Wie es geht"), and "Die junge Dame im Bus hat eine Wasserpistole" ("stimmt" from "Bleibt alles anders"). Good videos with action which can be described in such a way and which can be found on http://www.viva.tv are: Die Aerzte, "Wie es geht" Fettes Brot, "Emanuela" Wir sind Helden, "Nur ein Wort" Herbert Groenemeyer, "Bleibt ales Kanteres" Farin Urlaub, "Porzellan" Apocalyptica, "Seemann" My students also like the video by Eko Fresh, "Ich bin jung und brauche das Geld", but you need to zero in on the minute or so in the song where he raps, and go over that 2 or 3 times so the students can follow the lyrics (an overhead transparency with the lyrics helps). It's a nice snapshot of a frustrated, marginalized ethnic group in Europe using an African-American style to lash out at the dominant culture, yet it's at a linguistic level that 1st- and 2nd-year students can grasp. My favorite exercise for 2nd & 3rd years is to extract 15 to 20 easy-to-understand lines from the song "Es gibt Reis" by Helge Schneider and have the students write down (in German) what sort of video image they would use for each line if they were making a music video of a song with these lyrics. One such line: "Sag deinen Eltern nichts davon, es ist besser so." Then show them the video and ask them what images or bits of action Helge Schneider actually used. CAUTION: You have to be able to skip past the first five seconds where there is a momentary glimpse of a topless woman when showing this to a class. There's also the line "Ich weiss, du findest mich Scheisse", which is unfortunate given that the song is otherwise obscenity-free. I don't like making my class into a video freak show, but somehow using such a bizarre, weird, hilarious video can shake an apathetic group up a little bit. If "Es gibt Reis" is not a video you feel comfortable using, the same exercise I use with "Wie wuerdest du aus diesem Song ein Video machen?" could be done with a different song. Kalnin, P. [AATG-L] Music Videos? American Association of Teachers of German listserv. AATG@listserv.iupui.edu (17 Jan. 2006).
Source: AATG-L
Inputdate: 2006-03-10 16:27:00
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Content Type: 1
Title: Ideas for Using German Music Videos
Body: Here are some suggestions for using music videos from Germany to rev up your beginning or advanced students. Look for more of these next week. ---- For music videos I write "stimmt/stimmt niche" statements up on the board for the students to look for, like "Die Frau im Bikini springt ins Wasser" (that's a "stimmt" from "Wie es geht"), and "Die junge Dame im Bus hat eine Wasserpistole" ("stimmt" from "Bleibt alles anders"). Good videos with action which can be described in such a way and which can be found on http://www.viva.tv are: Die Aerzte, "Wie es geht" Fettes Brot, "Emanuela" Wir sind Helden, "Nur ein Wort" Herbert Groenemeyer, "Bleibt ales Kanteres" Farin Urlaub, "Porzellan" Apocalyptica, "Seemann" My students also like the video by Eko Fresh, "Ich bin jung und brauche das Geld", but you need to zero in on the minute or so in the song where he raps, and go over that 2 or 3 times so the students can follow the lyrics (an overhead transparency with the lyrics helps). It's a nice snapshot of a frustrated, marginalized ethnic group in Europe using an African-American style to lash out at the dominant culture, yet it's at a linguistic level that 1st- and 2nd-year students can grasp. My favorite exercise for 2nd & 3rd years is to extract 15 to 20 easy-to-understand lines from the song "Es gibt Reis" by Helge Schneider and have the students write down (in German) what sort of video image they would use for each line if they were making a music video of a song with these lyrics. One such line: "Sag deinen Eltern nichts davon, es ist besser so." Then show them the video and ask them what images or bits of action Helge Schneider actually used. CAUTION: You have to be able to skip past the first five seconds where there is a momentary glimpse of a topless woman when showing this to a class. There's also the line "Ich weiss, du findest mich Scheisse", which is unfortunate given that the song is otherwise obscenity-free. I don't like making my class into a video freak show, but somehow using such a bizarre, weird, hilarious video can shake an apathetic group up a little bit. If "Es gibt Reis" is not a video you feel comfortable using, the same exercise I use with "Wie wuerdest du aus diesem Song ein Video machen?" could be done with a different song. Kalnin, P. [AATG-L] Music Videos? American Association of Teachers of German listserv. AATG@listserv.iupui.edu (17 Jan. 2006).
Source: AATG-L
Inputdate: 2006-03-10 16:27:00
Lastmodifieddate: 2006-03-10 16:27:00
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Publishdate: 2006-03-13 00:00:00
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