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Displaying 4121-4130 of 28843 results.
Contentid:
4283
Content Type: 1
Title: More Ideas for Promoting Use of the L2
Body: One system I use is to make a "Speaking French Class grade" on the board. I tell the kids that they will have a 25 point CLASS grade for a two-week period based on how much English I hear. It's a class grade, I explain, because we are all responsible for making sure that French is the language of communication in class. If I hear a student speaking English I erase a point. They can gain points back if I have to speak English (if someone calls on the phone, or walks into my room.) It's worked well in the past and students get upset when someone speaks English. I've never actually recorded this grade, I just tell them that it's going to go in their grades. I have all of my students ask permission to speak English first and I ask them permission to speak English. This allows for when they really can't express themselves in French, because really, in level one, how much can they really express yet? If a student asks to speak English and I think that they probably can express themselves in French I'll tell them Non, essaie en francais (try) and sometimes it works, and sometimes it doesn't. If a student talks to me in English, depending on the level, I'll usually respond with something like Quoi? quoi? quoi? Je ne comprends pas or Tu me parles en anglais? Je suis la prof d'anglais? C'est le cours d'anglais ca? Pose-moi la question en francais. If it will take more time than it's worth to say it in French, then I'll just say it in English. I don't want to waste time in class trying to make them comprehend directions or an assignment or a grammar point if I can explain it in English in 1/2 the time. That's a waste when really, they'll just ask someone who understood and hear it in English after you're done talking. Thompson, B. Keeping in the target language. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-03-10 16:43:00
Lastmodifieddate: 2006-03-10 16:43:00
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Publishdate: 2006-03-13 00:00:00
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Content Type: 1
Title: More Ideas for Promoting Use of the L2
Body: One system I use is to make a "Speaking French Class grade" on the board. I tell the kids that they will have a 25 point CLASS grade for a two-week period based on how much English I hear. It's a class grade, I explain, because we are all responsible for making sure that French is the language of communication in class. If I hear a student speaking English I erase a point. They can gain points back if I have to speak English (if someone calls on the phone, or walks into my room.) It's worked well in the past and students get upset when someone speaks English. I've never actually recorded this grade, I just tell them that it's going to go in their grades. I have all of my students ask permission to speak English first and I ask them permission to speak English. This allows for when they really can't express themselves in French, because really, in level one, how much can they really express yet? If a student asks to speak English and I think that they probably can express themselves in French I'll tell them Non, essaie en francais (try) and sometimes it works, and sometimes it doesn't. If a student talks to me in English, depending on the level, I'll usually respond with something like Quoi? quoi? quoi? Je ne comprends pas or Tu me parles en anglais? Je suis la prof d'anglais? C'est le cours d'anglais ca? Pose-moi la question en francais. If it will take more time than it's worth to say it in French, then I'll just say it in English. I don't want to waste time in class trying to make them comprehend directions or an assignment or a grammar point if I can explain it in English in 1/2 the time. That's a waste when really, they'll just ask someone who understood and hear it in English after you're done talking. Thompson, B. Keeping in the target language. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-03-10 16:43:00
Lastmodifieddate: 2006-03-10 16:43:00
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Publishdate: 2006-03-13 00:00:00
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Contentid:
4284
Content Type: 1
Title: More Suggestions for Keeping Adult Students Coming to Class
Body: Here are a few more recommendations from teachers of adult ESL students which may help you maintain high attendance levels. ---- Provide information and skills that they want and need. Try matching your teaching to the needs of busy adults by doing a needs assessment in your community when designing the general program and then at the beginning of individual classes. Change course work in response to the results and make sure students are aware that any change is a result of the needs assessment. Many adult students want to develop their technology skills and see the value in doing so. If possible, incorporate the use of technology in pedagogically sound ways into the language instruction providing real training in using common software programs like Word or Excel or the Internet while also providing language instruction. Lately, I have been experimenting with giving all enrolling students email addresses at www.gaggle.net. Doing so provides one more way that I can enhance communication between my students and myself. I have had several students email me that they will be absent on a particular day or that they were absent because of a certain reason and can I "send them the homework?" It's my belief that any method that keeps students "connected" to what we're doing in the class while they're absent increases the possibility that they'll return as soon as they can, instead of feeling lost or left out and perhaps waiting for a new semester to "start again." Bakin, B. Re: Keeping Adult ESL students. Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU (1 Mar. 2006).
Source: NETEACH-L
Inputdate: 2006-03-10 16:47:00
Lastmodifieddate: 2006-03-10 16:47:00
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Publishdate: 2006-03-13 00:00:00
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Active: 1
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Content Type: 1
Title: More Suggestions for Keeping Adult Students Coming to Class
Body: Here are a few more recommendations from teachers of adult ESL students which may help you maintain high attendance levels. ---- Provide information and skills that they want and need. Try matching your teaching to the needs of busy adults by doing a needs assessment in your community when designing the general program and then at the beginning of individual classes. Change course work in response to the results and make sure students are aware that any change is a result of the needs assessment. Many adult students want to develop their technology skills and see the value in doing so. If possible, incorporate the use of technology in pedagogically sound ways into the language instruction providing real training in using common software programs like Word or Excel or the Internet while also providing language instruction. Lately, I have been experimenting with giving all enrolling students email addresses at www.gaggle.net. Doing so provides one more way that I can enhance communication between my students and myself. I have had several students email me that they will be absent on a particular day or that they were absent because of a certain reason and can I "send them the homework?" It's my belief that any method that keeps students "connected" to what we're doing in the class while they're absent increases the possibility that they'll return as soon as they can, instead of feeling lost or left out and perhaps waiting for a new semester to "start again." Bakin, B. Re: Keeping Adult ESL students. Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU (1 Mar. 2006).
Source: NETEACH-L
Inputdate: 2006-03-10 16:47:00
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Contentid:
4285
Content Type: 1
Title: Free Workshop for Spanish Teachers in NY
Body: Queridos amigos, I would like to share a wonderful opportunity for Spanish teachers in the NYC and Long Island, NY areas: Taller para maestros del español K-12: "Del paraíso imaginado a la realidad: Recursos, actividades y estrategias que estimulen la participación y la creatividad de los alumnos en un contexto educativo escolar." This FREE workshop for Spanish teachers will take place at Herricks High School on April 4, 2006 from 3:30-5:00pm. Señor Blas Martinez from SGEL (Sociedad General Española de Librerías) will be the guest speaker/presenter. He will talk about the use of imagination and picturebooks in teaching Spanish. Teachers will receive a certificate of participation as well some sample materials to take home with them! All Spanish teachers in the NYC and LI areas are invited to attend. Please feel free to forward this email on to other language teachers and colleagues. If you are planning on joining us, please RSVP by 3/31 in order to reserve space for this exciting event. THANKS! Dr. Lori Langer de Ramirez Chair, ESL and World Language Department Herricks High School 100 Shelter Rock Road New Hyde Park, NY 11040 phone: (516) 248-3163 email: lramirez@herricks.org website: http://www.herricks.org de Ramirez, L.L. FREE workshop for Spanish teachers in NY. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Mar. 2006).
Source: FLTEACH
Inputdate: 2006-03-10 16:57:00
Lastmodifieddate: 2006-03-10 16:57:00
Expdate: 2006-04-05 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Free Workshop for Spanish Teachers in NY
Body: Queridos amigos, I would like to share a wonderful opportunity for Spanish teachers in the NYC and Long Island, NY areas: Taller para maestros del español K-12: "Del paraíso imaginado a la realidad: Recursos, actividades y estrategias que estimulen la participación y la creatividad de los alumnos en un contexto educativo escolar." This FREE workshop for Spanish teachers will take place at Herricks High School on April 4, 2006 from 3:30-5:00pm. Señor Blas Martinez from SGEL (Sociedad General Española de Librerías) will be the guest speaker/presenter. He will talk about the use of imagination and picturebooks in teaching Spanish. Teachers will receive a certificate of participation as well some sample materials to take home with them! All Spanish teachers in the NYC and LI areas are invited to attend. Please feel free to forward this email on to other language teachers and colleagues. If you are planning on joining us, please RSVP by 3/31 in order to reserve space for this exciting event. THANKS! Dr. Lori Langer de Ramirez Chair, ESL and World Language Department Herricks High School 100 Shelter Rock Road New Hyde Park, NY 11040 phone: (516) 248-3163 email: lramirez@herricks.org website: http://www.herricks.org de Ramirez, L.L. FREE workshop for Spanish teachers in NY. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Mar. 2006).
Source: FLTEACH
Inputdate: 2006-03-10 16:57:00
Lastmodifieddate: 2006-03-10 16:57:00
Expdate: 2006-04-05 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
Emailed: 1
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Contentid:
4286
Content Type: 1
Title: Funding Opportunities for Indian Education
Body: The U.S. Department of Education is currently seeking applications for three programs which involve the education of Indians. 1) The Indian Education Formula Grant program provides grants to support local educational agencies (LEAs) and other eligible entities described in this notice in their efforts to reform and improve elementary and secondary school programs that serve Indian students. Deadline for Transmittal of Applications: March 30, 2006. For more information, see http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022806h.html . 2) The purpose of the Professional Development program is to (1) increase the number of qualified Indian individuals in professions that serve Indians; (2) provide training to qualified Indian individuals to become teachers, administrators, teacher aides, social workers, and ancillary educational personnel; and (3) improve the skills of qualified Indian individuals who serve in the education field. Deadline for Transmittal of Applications: March 30, 2006. For more information, see http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022806i.html . 3) The purpose of the Demonstration Grants for Indian Children program is to provide financial assistance to projects that develop, test, and demonstrate the effectiveness of services and programs to improve the educational opportunities and achievement of preschool, elementary, and secondary Indian students. Deadline for Transmittal of Applications: March 30, 2006. For more information, see http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022806g.html .
Source: U.S. Department of Education
Inputdate: 2006-03-11 22:35:00
Lastmodifieddate: 2006-03-11 22:35:00
Expdate: 2006-04-01 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Funding Opportunities for Indian Education
Body: The U.S. Department of Education is currently seeking applications for three programs which involve the education of Indians. 1) The Indian Education Formula Grant program provides grants to support local educational agencies (LEAs) and other eligible entities described in this notice in their efforts to reform and improve elementary and secondary school programs that serve Indian students. Deadline for Transmittal of Applications: March 30, 2006. For more information, see http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022806h.html . 2) The purpose of the Professional Development program is to (1) increase the number of qualified Indian individuals in professions that serve Indians; (2) provide training to qualified Indian individuals to become teachers, administrators, teacher aides, social workers, and ancillary educational personnel; and (3) improve the skills of qualified Indian individuals who serve in the education field. Deadline for Transmittal of Applications: March 30, 2006. For more information, see http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022806i.html . 3) The purpose of the Demonstration Grants for Indian Children program is to provide financial assistance to projects that develop, test, and demonstrate the effectiveness of services and programs to improve the educational opportunities and achievement of preschool, elementary, and secondary Indian students. Deadline for Transmittal of Applications: March 30, 2006. For more information, see http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022806g.html .
Source: U.S. Department of Education
Inputdate: 2006-03-11 22:35:00
Lastmodifieddate: 2006-03-11 22:35:00
Expdate: 2006-04-01 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
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Contentid:
4287
Content Type: 1
Title: Funding Opportunity: College Assistant Migrant Program
Body: The purpose of CAMP is to provide the academic and financial support necessary to help migrant and seasonal farmworkers and their children successfully complete their first year of college. Deadline for Transmittal of Applications: April 14, 2006. For more information, see http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022806c.html .
Source: U.S. Department of Education
Inputdate: 2006-03-11 22:41:00
Lastmodifieddate: 2006-03-11 22:41:00
Expdate: 2006-04-15 00:00:00
Publishdate: 2006-03-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Funding Opportunity: College Assistant Migrant Program
Body: The purpose of CAMP is to provide the academic and financial support necessary to help migrant and seasonal farmworkers and their children successfully complete their first year of college. Deadline for Transmittal of Applications: April 14, 2006. For more information, see http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022806c.html .
Source: U.S. Department of Education
Inputdate: 2006-03-11 22:41:00
Lastmodifieddate: 2006-03-11 22:41:00
Expdate: 2006-04-15 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
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Contentid:
4288
Content Type: 1
Title: Call for Chapters: Handbook of Research on Computer-Enhanced Language Acquisition and Learning
Body: From http://www.idea-group.com/requests/details.asp?ID=85 Handbook of Research on Computer-Enhanced Language Acquisition and Learning A book edited by Felicia Zhang, PhD, Beth Barber, M.A. University of Canberra, Australia Felicia.zhang@canberra.edu.au Language learning is one of the most rapidly changing disciplines. Along with changing perspectives in learning in the field of Second Language Acquisition, information communication technology (ICT) has also created many learning paths to assist the process of learning a second language (L2). In such an ever-evolving environment, teachers, researchers and professionals of a diverse number of disciplines need access to the most current information about research on the field of Computer-Enhanced Language acquisition and learning. The Handbook of Research on Computer-Enhanced Language Acquisition and Learning will be most helpful as it will provide a comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. This important new publication will be distributed worldwide among academic and professional institutions and will be instrumental in providing researchers, scholars, students and professionals access to the latest knowledge related to research on Computer-Enhanced Language acquisition and learning. Contributions to this important publication will be made by scholars throughout the world with notable research portfolios and expertise. Proposals Submission Deadline: 5/31/2006 Full Articles Due: 8/30/2006 For more information, visit http://www.idea-group.com/requests/details.asp?ID=85 .
Source: Idea Group Publishing
Inputdate: 2006-03-11 22:50:00
Lastmodifieddate: 2006-03-11 22:50:00
Expdate: 2006-06-01 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Call for Chapters: Handbook of Research on Computer-Enhanced Language Acquisition and Learning
Body: From http://www.idea-group.com/requests/details.asp?ID=85 Handbook of Research on Computer-Enhanced Language Acquisition and Learning A book edited by Felicia Zhang, PhD, Beth Barber, M.A. University of Canberra, Australia Felicia.zhang@canberra.edu.au Language learning is one of the most rapidly changing disciplines. Along with changing perspectives in learning in the field of Second Language Acquisition, information communication technology (ICT) has also created many learning paths to assist the process of learning a second language (L2). In such an ever-evolving environment, teachers, researchers and professionals of a diverse number of disciplines need access to the most current information about research on the field of Computer-Enhanced Language acquisition and learning. The Handbook of Research on Computer-Enhanced Language Acquisition and Learning will be most helpful as it will provide a comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. This important new publication will be distributed worldwide among academic and professional institutions and will be instrumental in providing researchers, scholars, students and professionals access to the latest knowledge related to research on Computer-Enhanced Language acquisition and learning. Contributions to this important publication will be made by scholars throughout the world with notable research portfolios and expertise. Proposals Submission Deadline: 5/31/2006 Full Articles Due: 8/30/2006 For more information, visit http://www.idea-group.com/requests/details.asp?ID=85 .
Source: Idea Group Publishing
Inputdate: 2006-03-11 22:50:00
Lastmodifieddate: 2006-03-11 22:50:00
Expdate: 2006-06-01 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
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Contentid:
4289
Content Type: 1
Title: Funding Opportunity: Summer Institutes for European Student Leaders
Body: From http://exchanges.state.gov/education/rfgps/march23rfgp.htm The Office of Academic Exchange Programs, European and Eurasian Programs Branch (ECA/A/E/EUR) announces an open competition for two separate Summer Institutes for European Student Leaders. Accredited, post-secondary educational institutions in the United States may submit proposals for two six-week summer institutes, which will be similar in content, but differ in terms of the language abilities of the participants. The participants in one institute will have a high fluency level in English, and the participants in the other institute will have mid-level language abilities. Each institute will begin with English language instruction appropriate to the participants and then offer a core program that promotes leadership development and civic engagement through courses that will be valuable to the participants in future academic and work careers. Each institute will host up to 20 participants from Denmark, France, Germany, Netherlands, Spain, and United Kingdom who are either recent high school graduates enrolled in universities for the fall 2006 or first and second year undergraduate students. Application Deadline: March 23, 2006 For more information, visit http://exchanges.state.gov/education/rfgps/march23rfgp.htm
Source: U.S. Department of State
Inputdate: 2006-03-11 23:27:00
Lastmodifieddate: 2006-03-11 23:27:00
Expdate: 2006-03-24 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Funding Opportunity: Summer Institutes for European Student Leaders
Body: From http://exchanges.state.gov/education/rfgps/march23rfgp.htm The Office of Academic Exchange Programs, European and Eurasian Programs Branch (ECA/A/E/EUR) announces an open competition for two separate Summer Institutes for European Student Leaders. Accredited, post-secondary educational institutions in the United States may submit proposals for two six-week summer institutes, which will be similar in content, but differ in terms of the language abilities of the participants. The participants in one institute will have a high fluency level in English, and the participants in the other institute will have mid-level language abilities. Each institute will begin with English language instruction appropriate to the participants and then offer a core program that promotes leadership development and civic engagement through courses that will be valuable to the participants in future academic and work careers. Each institute will host up to 20 participants from Denmark, France, Germany, Netherlands, Spain, and United Kingdom who are either recent high school graduates enrolled in universities for the fall 2006 or first and second year undergraduate students. Application Deadline: March 23, 2006 For more information, visit http://exchanges.state.gov/education/rfgps/march23rfgp.htm
Source: U.S. Department of State
Inputdate: 2006-03-11 23:27:00
Lastmodifieddate: 2006-03-11 23:27:00
Expdate: 2006-03-24 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
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Contentid:
4290
Content Type: 1
Title: Call for Papers: The Many Views of Diversity
Body: From http://www.dickinson.edu/nectfl/callforpapershaley.html Northeast Conference on the Teaching of Foreign Languages The Many Views of Diversity: Understanding Multiple Realities Deadline for Submissions - July 1, 2006 The NECTFL Reports encourages papers of interest to instructors, researchers, and administrators at all educational levels on theory, research, and classroom practice in language teaching and learning. Papers are sought that specifically address the 2007 conference theme, The Many Views of Diversity: Understanding Multiple Realities. Papers should reflect the bi-directional way in which research on second language acquisition and classroom practice inform each other. The papers will be part of a volume that reflects both best practices in the teaching of a diverse body of learners and research that treats the current realities of the profession. AIMS AND SCOPE The NECTFL Conference Report 2007 aims: - To provide a forum for the exchange of experiences and information of studying languages and culture and methodologies, tools and products used to design, measure and achieve it. - To promote awareness of the crucial role of language and culture studies in the effective construction of new knowledge. - To provide a vehicle for the publication of academic papers related to all aspects of language and culture teaching and learning. For more information, visit http://www.dickinson.edu/nectfl/callforpapershaley.html .
Source: NECTFL
Inputdate: 2006-03-12 19:33:00
Lastmodifieddate: 2006-03-12 19:33:00
Expdate: 2006-07-02 00:00:00
Publishdate: 2006-03-13 00:00:00
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Content Type: 1
Title: Call for Papers: The Many Views of Diversity
Body: From http://www.dickinson.edu/nectfl/callforpapershaley.html Northeast Conference on the Teaching of Foreign Languages The Many Views of Diversity: Understanding Multiple Realities Deadline for Submissions - July 1, 2006 The NECTFL Reports encourages papers of interest to instructors, researchers, and administrators at all educational levels on theory, research, and classroom practice in language teaching and learning. Papers are sought that specifically address the 2007 conference theme, The Many Views of Diversity: Understanding Multiple Realities. Papers should reflect the bi-directional way in which research on second language acquisition and classroom practice inform each other. The papers will be part of a volume that reflects both best practices in the teaching of a diverse body of learners and research that treats the current realities of the profession. AIMS AND SCOPE The NECTFL Conference Report 2007 aims: - To provide a forum for the exchange of experiences and information of studying languages and culture and methodologies, tools and products used to design, measure and achieve it. - To promote awareness of the crucial role of language and culture studies in the effective construction of new knowledge. - To provide a vehicle for the publication of academic papers related to all aspects of language and culture teaching and learning. For more information, visit http://www.dickinson.edu/nectfl/callforpapershaley.html .
Source: NECTFL
Inputdate: 2006-03-12 19:33:00
Lastmodifieddate: 2006-03-12 19:33:00
Expdate: 2006-07-02 00:00:00
Publishdate: 2006-03-13 00:00:00
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Active: 1
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Contentid:
4291
Content Type: 1
Title: New Book: Ideas and Options in English for Specific Purposes
Body: From https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-4417-1 Author/Editor: Helen Basturkmen Series: ESL & Applied Linguistics Professional Series Year: 2006 This volume presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the approaches and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field and to identify current perspectives in ESP and the ideas driving them. Ideas and Options in English for Specific Purposes does not promote any one approach, but rather identifies and illustrates those in evidence today. The main emphasis is on the links between theory and ESP teaching and research. Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then made between these ideas and ESP course designs, instructional materials, and research projects. Thus the book moves back and forth between descriptions of theories, teaching practice, and research. For more information, visit https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-4417-1 (cloth) or https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-4418-X (paper) .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-03-12 19:41:00
Lastmodifieddate: 2006-03-12 19:41:00
Expdate:
Publishdate: 2006-03-13 00:00:00
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Content Type: 1
Title: New Book: Ideas and Options in English for Specific Purposes
Body: From https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-4417-1 Author/Editor: Helen Basturkmen Series: ESL & Applied Linguistics Professional Series Year: 2006 This volume presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the approaches and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field and to identify current perspectives in ESP and the ideas driving them. Ideas and Options in English for Specific Purposes does not promote any one approach, but rather identifies and illustrates those in evidence today. The main emphasis is on the links between theory and ESP teaching and research. Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then made between these ideas and ESP course designs, instructional materials, and research projects. Thus the book moves back and forth between descriptions of theories, teaching practice, and research. For more information, visit https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-4417-1 (cloth) or https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-4418-X (paper) .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-03-12 19:41:00
Lastmodifieddate: 2006-03-12 19:41:00
Expdate:
Publishdate: 2006-03-13 00:00:00
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Contentid:
4293
Content Type: 1
Title: English Pronunciation Resources Online
Body: Here are some sites which feature tips for teaching pronunciation. These resources include rhymes & tongue twisters, spelling aids, help for young learners, and complete lesson plans on pronunciation. eslflow.com: Pronunciation http://www.eslflow.com/pronunciationlessonplans.html Eva Easton: Authentic American Pronunciation http://evaeaston.com/pr/home.html
Source: Various
Inputdate: 2006-03-12 19:49:00
Lastmodifieddate: 2006-03-12 19:49:00
Expdate:
Publishdate: 2006-03-13 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: English Pronunciation Resources Online
Body: Here are some sites which feature tips for teaching pronunciation. These resources include rhymes & tongue twisters, spelling aids, help for young learners, and complete lesson plans on pronunciation. eslflow.com: Pronunciation http://www.eslflow.com/pronunciationlessonplans.html Eva Easton: Authentic American Pronunciation http://evaeaston.com/pr/home.html
Source: Various
Inputdate: 2006-03-12 19:49:00
Lastmodifieddate: 2006-03-12 19:49:00
Expdate:
Publishdate: 2006-03-13 00:00:00
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