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4326
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Title: More Suggestions to Keep Adult Students Coming to Class
Body: Correction: The past two installments in this series were mistakenly attributed to the Neteach-L listserv (NETEACH-L@HUNTER.LISTSERV.CUNY.EDU). These posts came from the Teachers of English to speakers of other languages electronic list (TESL-L@CUNYVM.CUNY.EDU). I apologize for any confusion. ---- One of the things I've tried with students is creating a conversation club. The purpose for this is for students (as well as for teachers or anyone interested in joining the club) to have an extra chance to practice English without having the pressure of taking exams. The good thing about it is that people propose topics of their interest to discuss during the 1-hour sessions. Before coming to the session everyone is responsible for finding information about the agreed topic; then at the moment of the meeting, we share what we have found and previously read. We can talk about different areas such as politics, environment, finances and the like. To get started I suggested the first topic for the first session. I did this by posting papers on the wall inviting people to join the club. This has worked out pretty well. Franco, R. Re: Keeping Adult ESL students. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (23 Feb. 2006). ---- I started sending them what I call "e-homework", "e-news", "e-curiosities" and Ive been getting good feedback from it. They get interested and want to participate in class to share their findings on my last mail or discuss doubts, this or that. I feel they become more motivated and keep on working with the language during the week. Enthusiastically most of the time, since I always spot printed sheets of the things I send in their notebooks. Another way to keep them coming is by keeping small group competitions along the semester, where they have a task for the next class (practice something at home to perform in groups on the next class or whoever finds out a specific information gets scores three points for the group). Believe it or not, adults (even businessmen!) love the atmosphere of a small class competition and some give their best and really participate. Maria Elisa Orsini Re: Keeping Adult ESL students. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (10 Mar. 2006).
Source: TESL-L
Inputdate: 2006-03-19 20:05:00
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Title: More Suggestions to Keep Adult Students Coming to Class
Body: Correction: The past two installments in this series were mistakenly attributed to the Neteach-L listserv (NETEACH-L@HUNTER.LISTSERV.CUNY.EDU). These posts came from the Teachers of English to speakers of other languages electronic list (TESL-L@CUNYVM.CUNY.EDU). I apologize for any confusion. ---- One of the things I've tried with students is creating a conversation club. The purpose for this is for students (as well as for teachers or anyone interested in joining the club) to have an extra chance to practice English without having the pressure of taking exams. The good thing about it is that people propose topics of their interest to discuss during the 1-hour sessions. Before coming to the session everyone is responsible for finding information about the agreed topic; then at the moment of the meeting, we share what we have found and previously read. We can talk about different areas such as politics, environment, finances and the like. To get started I suggested the first topic for the first session. I did this by posting papers on the wall inviting people to join the club. This has worked out pretty well. Franco, R. Re: Keeping Adult ESL students. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (23 Feb. 2006). ---- I started sending them what I call "e-homework", "e-news", "e-curiosities" and Ive been getting good feedback from it. They get interested and want to participate in class to share their findings on my last mail or discuss doubts, this or that. I feel they become more motivated and keep on working with the language during the week. Enthusiastically most of the time, since I always spot printed sheets of the things I send in their notebooks. Another way to keep them coming is by keeping small group competitions along the semester, where they have a task for the next class (practice something at home to perform in groups on the next class or whoever finds out a specific information gets scores three points for the group). Believe it or not, adults (even businessmen!) love the atmosphere of a small class competition and some give their best and really participate. Maria Elisa Orsini Re: Keeping Adult ESL students. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (10 Mar. 2006).
Source: TESL-L
Inputdate: 2006-03-19 20:05:00
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Contentid:
4327
Content Type: 1
Title: More Ideas for Promoting Target Language Usage
Body: When I have subbed for Spanish teachers, sometimes I have the students wondering whether I am able to understand English. Other times I play the "Star Wars" game -- I understand English but can't speak it. If a student pretends not to understand Spanish, instead of giving in, I up the level slightly. (The hoped-for conclusion in their subconscious is "If I try to make it easier, it gets harder instead.") If I really have to say something that some can't understand, I might ham it up a little and solicit "help" from another student, i.e., ¿Cómo se dice ... en ingles?" But I can figure out some way to get almost any message across in Spanish. Like someone else said, if I can't, maybe I'm teaching at the wrong level. If we can make a three-year-old understand us in the L1, why should communicating in the L2 with a teenager be impossible? I have never had a regular teacher complain that I used too much L2, even if they don't use as much. Groleau, W. Keeping in the target language. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-03-19 20:10:00
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Title: More Ideas for Promoting Target Language Usage
Body: When I have subbed for Spanish teachers, sometimes I have the students wondering whether I am able to understand English. Other times I play the "Star Wars" game -- I understand English but can't speak it. If a student pretends not to understand Spanish, instead of giving in, I up the level slightly. (The hoped-for conclusion in their subconscious is "If I try to make it easier, it gets harder instead.") If I really have to say something that some can't understand, I might ham it up a little and solicit "help" from another student, i.e., ¿Cómo se dice ... en ingles?" But I can figure out some way to get almost any message across in Spanish. Like someone else said, if I can't, maybe I'm teaching at the wrong level. If we can make a three-year-old understand us in the L1, why should communicating in the L2 with a teenager be impossible? I have never had a regular teacher complain that I used too much L2, even if they don't use as much. Groleau, W. Keeping in the target language. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-03-19 20:10:00
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Contentid:
4328
Content Type: 1
Title: Japanese Particles: 'O' and 'No'
Body: About.com's Japanese language site features explanations of several frequently-used yet often-confused particles. This page explains basic usage of 'o' and 'no', giving examples in Japanese script, Romaji, and English translations. Links to related resources are also provided. http://japanese.about.com/library/weekly/aa090201a.htm?nl=1
Source: About.com
Inputdate: 2006-03-19 20:17:00
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Title: Japanese Particles: 'O' and 'No'
Body: About.com's Japanese language site features explanations of several frequently-used yet often-confused particles. This page explains basic usage of 'o' and 'no', giving examples in Japanese script, Romaji, and English translations. Links to related resources are also provided. http://japanese.about.com/library/weekly/aa090201a.htm?nl=1
Source: About.com
Inputdate: 2006-03-19 20:17:00
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Contentid:
4329
Content Type: 1
Title: New Book: Paths of Development in L1 and L2 Acquisition
Body: From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2039 Paths of Development in L1 and L2 acquisition In honor of Bonnie D. Schwartz Edited by Sharon Unsworth, Teresa Parodi, Antonella Sorace and Martha Young-Scholten Utrecht University / University of Cambridge / University of Edinburgh / University of Newcastle upon Tyne The main focus of generative language development research in recent decades has been the logical problem of language acquisition - how learners go beyond the input to acquire complex linguistic knowledge. This collection deals with the complementary issue of the developmental problem of language acquisition: How do learners move from one developmental stage to another and how and why do grammars develop in a certain fashion? Building on considerable previous research, the authors address both general and specific issues related to paths of development. These issues are tackled through considering studies of L1 and L2 children and L2 adults learning a range of languages including Dutch, English, French, German, Greek and Japanese. For more information on the book, including a table of contents, visit http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2039 .
Source: Johns Benjamin Publishing Company
Inputdate: 2006-03-19 20:23:00
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Title: New Book: Paths of Development in L1 and L2 Acquisition
Body: From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2039 Paths of Development in L1 and L2 acquisition In honor of Bonnie D. Schwartz Edited by Sharon Unsworth, Teresa Parodi, Antonella Sorace and Martha Young-Scholten Utrecht University / University of Cambridge / University of Edinburgh / University of Newcastle upon Tyne The main focus of generative language development research in recent decades has been the logical problem of language acquisition - how learners go beyond the input to acquire complex linguistic knowledge. This collection deals with the complementary issue of the developmental problem of language acquisition: How do learners move from one developmental stage to another and how and why do grammars develop in a certain fashion? Building on considerable previous research, the authors address both general and specific issues related to paths of development. These issues are tackled through considering studies of L1 and L2 children and L2 adults learning a range of languages including Dutch, English, French, German, Greek and Japanese. For more information on the book, including a table of contents, visit http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2039 .
Source: Johns Benjamin Publishing Company
Inputdate: 2006-03-19 20:23:00
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Contentid:
4330
Content Type: 1
Title: Lesson Plans for Feature Films
Body: Editor's note: This site was recently recommended on the AATG listserv (American Association of Teachers of German listserv. AATG@listserv.iupui.edu) as a good source of materials to accompany films in your language classroom. From http://www.filmarobics.com FilmArobics, Inc. specializes in comprehensive lesson plans to accompany feature-length films in four languages (Spanish, French, German and Italian) and ESL. Although each of our lesson plans is different, you will find some common characteristics. We break the film down into 10 to 15 minute segments for each lesson. Each lesson contains: - Vocabulary necessary to understand the film or necessary to discuss the film; - Cultural notes when appropriate; - Several comprehension exercises - Two communicative exercises where students either discuss something in the film or discuss a topic related to their lives but which is brought up in the film; - A follow-up homework assignment that is often a writing assignment.
Source: FilmArobics
Inputdate: 2006-03-19 20:43:00
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Title: Lesson Plans for Feature Films
Body: Editor's note: This site was recently recommended on the AATG listserv (American Association of Teachers of German listserv. AATG@listserv.iupui.edu) as a good source of materials to accompany films in your language classroom. From http://www.filmarobics.com FilmArobics, Inc. specializes in comprehensive lesson plans to accompany feature-length films in four languages (Spanish, French, German and Italian) and ESL. Although each of our lesson plans is different, you will find some common characteristics. We break the film down into 10 to 15 minute segments for each lesson. Each lesson contains: - Vocabulary necessary to understand the film or necessary to discuss the film; - Cultural notes when appropriate; - Several comprehension exercises - Two communicative exercises where students either discuss something in the film or discuss a topic related to their lives but which is brought up in the film; - A follow-up homework assignment that is often a writing assignment.
Source: FilmArobics
Inputdate: 2006-03-19 20:43:00
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Publishdate: 2006-03-20 00:00:00
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Contentid:
4331
Content Type: 1
Title: Workshop for Korean & Japanese Teachers
Body: From http://jsis.washington.edu/eacenter/pedagogy Japanse-Korean Pedagogy Workshop Saturday, May 20, 2006 This workshop is designed for both Korean and Japanese language instructors and addresses current issues in intermediate and upper level courses. Presentations will be in English, with topics to include Content-Based Instruction, heritage and non-heritage teaching and learning and discussion of intermediate materials. Participants in the workshop will have the unique opportunity to explore various issues found in both Japanese and Korean language classes and some solutions and ideas for improvement! The workshop will focus on college-level instruction, but secondary-level teachers are also welcome to participate. For more information, visit http://jsis.washington.edu/eacenter/pedagogy
Source: University of Washington
Inputdate: 2006-03-23 14:13:00
Lastmodifieddate: 2006-03-23 14:13:00
Expdate: 2006-05-22 00:00:00
Publishdate: 2006-03-27 00:00:00
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Title: Workshop for Korean & Japanese Teachers
Body: From http://jsis.washington.edu/eacenter/pedagogy Japanse-Korean Pedagogy Workshop Saturday, May 20, 2006 This workshop is designed for both Korean and Japanese language instructors and addresses current issues in intermediate and upper level courses. Presentations will be in English, with topics to include Content-Based Instruction, heritage and non-heritage teaching and learning and discussion of intermediate materials. Participants in the workshop will have the unique opportunity to explore various issues found in both Japanese and Korean language classes and some solutions and ideas for improvement! The workshop will focus on college-level instruction, but secondary-level teachers are also welcome to participate. For more information, visit http://jsis.washington.edu/eacenter/pedagogy
Source: University of Washington
Inputdate: 2006-03-23 14:13:00
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Expdate: 2006-05-22 00:00:00
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Contentid:
4332
Content Type: 1
Title: Keep Up-to-Date with BBC Languages
Body: From http://www.bbclanguages.com/tutors/emailclub.asp Email Club There are now more than 6,200 tutors from all around the country and abroad in our email club. Joining our club means you are kept up to date on BBC language courses, TV programmes, internet activity, special offers, competitions plus an information service on the language world in general. You also have the chance to have your say - and feed back your thoughts on our courses or anything else on your mind. You will receive no more than one email a month. For more information, visit http://www.bbclanguages.com/tutors/emailclub.asp .
Source: BBC Languages
Inputdate: 2006-03-23 14:27:00
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Title: Keep Up-to-Date with BBC Languages
Body: From http://www.bbclanguages.com/tutors/emailclub.asp Email Club There are now more than 6,200 tutors from all around the country and abroad in our email club. Joining our club means you are kept up to date on BBC language courses, TV programmes, internet activity, special offers, competitions plus an information service on the language world in general. You also have the chance to have your say - and feed back your thoughts on our courses or anything else on your mind. You will receive no more than one email a month. For more information, visit http://www.bbclanguages.com/tutors/emailclub.asp .
Source: BBC Languages
Inputdate: 2006-03-23 14:27:00
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Contentid:
4333
Content Type: 1
Title: Higher Education Associations Press US for More International Education Support
Body: Last Tuesday, a follow-up letter from the U.S. University Presidents Summit on International Education was sent to the secretaries of state and education addressing current issues involving the study of foreign languages. The letter praised President Bush's National Security Language Initiative and American Competitiveness Initiative and requested that some of the restrictions on international scholars be lifted, as well as addressing several other topics. Read the article from The Chronicle (free subscription) at http://chronicle.com/temp/email2.php?id=g3mBYBqpwgddCYhNxwvtbQmrGm3KPwPT . Read a copy of the letter at http://www.nafsa.org/public_policy.sec/united_states_international/toward_an_international .
Source: The Chronicle
Inputdate: 2006-03-23 15:25:00
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Title: Higher Education Associations Press US for More International Education Support
Body: Last Tuesday, a follow-up letter from the U.S. University Presidents Summit on International Education was sent to the secretaries of state and education addressing current issues involving the study of foreign languages. The letter praised President Bush's National Security Language Initiative and American Competitiveness Initiative and requested that some of the restrictions on international scholars be lifted, as well as addressing several other topics. Read the article from The Chronicle (free subscription) at http://chronicle.com/temp/email2.php?id=g3mBYBqpwgddCYhNxwvtbQmrGm3KPwPT . Read a copy of the letter at http://www.nafsa.org/public_policy.sec/united_states_international/toward_an_international .
Source: The Chronicle
Inputdate: 2006-03-23 15:25:00
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Contentid:
4334
Content Type: 1
Title: How the 'Language Bath' Became 'Immersion'
Body: In the mid-1960s, a group of Canadian parents and educators, concerned that traditional methods weren't helping English-speaking children learn French, launched a controversial program which eventually became today's French immersion. Read the globeandmail.com article (free subscription) at http://www.theglobeandmail.com/servlet/story/LAC.20060322.IMMERSION22/EmailTPStory/National .
Source: globeandmail.com
Inputdate: 2006-03-23 16:09:00
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Title: How the 'Language Bath' Became 'Immersion'
Body: In the mid-1960s, a group of Canadian parents and educators, concerned that traditional methods weren't helping English-speaking children learn French, launched a controversial program which eventually became today's French immersion. Read the globeandmail.com article (free subscription) at http://www.theglobeandmail.com/servlet/story/LAC.20060322.IMMERSION22/EmailTPStory/National .
Source: globeandmail.com
Inputdate: 2006-03-23 16:09:00
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4335
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Title: Homeland Security Education Act Introduced
Body: From http://akaka.senate.gov/~akaka/releases/2006/03/2006317D13.html Senators Akaka and Durbin Introduce Homeland Security Education Act to Increase Math, Science, and Foreign Language Instruction March 17, 2006 Washington, D.C. -- United States Senators Daniel K. Akaka (D-Hawaii) and Richard Durbin (D-Illinois) introduced the Homeland Security Education Act, S. 2450, to strengthen instruction in science, math, and foreign language in our nation's schools. "It is clear our national security depends on a workforce skilled in science, technology, engineering, math and foreign languages," said Akaka. "We need to take action to strengthen education in these areas so that the United States can compete, prosper, and be secure in the 21st Century. A major investment in America's education system is necessary to ensure that we can communicate with and understand the cultures of our world partners and competitors." Reports show that prior to 9/11, the Intelligence Community was not prepared to handle the challenge of translating the volumes of foreign language counter-terrorism intelligence it had collected. The Intelligence Community faced backlogs in material awaiting translation, including papers providing details on foreign research and development in scientific or technical areas; a shortage of language specialists and language-qualified field officers; and a readiness level of only 30 percent in the most critical foreign languages. "Our security and economic future depends on the next generation of workers and their ability not just to keep up, but to innovate," said Durbin. "Science and technology are the engines of economic growth. We must invest in our students and our educational system by providing the training and resources needed in science, technology, engineering, mathematics, and foreign languages." Read more about the act on Senator Akaka's Web site at http://akaka.senate.gov/~akaka/releases/2006/03/2006317D13.html .
Source: Senator Daniel Kahikina Akaka
Inputdate: 2006-03-23 17:08:00
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Title: Homeland Security Education Act Introduced
Body: From http://akaka.senate.gov/~akaka/releases/2006/03/2006317D13.html Senators Akaka and Durbin Introduce Homeland Security Education Act to Increase Math, Science, and Foreign Language Instruction March 17, 2006 Washington, D.C. -- United States Senators Daniel K. Akaka (D-Hawaii) and Richard Durbin (D-Illinois) introduced the Homeland Security Education Act, S. 2450, to strengthen instruction in science, math, and foreign language in our nation's schools. "It is clear our national security depends on a workforce skilled in science, technology, engineering, math and foreign languages," said Akaka. "We need to take action to strengthen education in these areas so that the United States can compete, prosper, and be secure in the 21st Century. A major investment in America's education system is necessary to ensure that we can communicate with and understand the cultures of our world partners and competitors." Reports show that prior to 9/11, the Intelligence Community was not prepared to handle the challenge of translating the volumes of foreign language counter-terrorism intelligence it had collected. The Intelligence Community faced backlogs in material awaiting translation, including papers providing details on foreign research and development in scientific or technical areas; a shortage of language specialists and language-qualified field officers; and a readiness level of only 30 percent in the most critical foreign languages. "Our security and economic future depends on the next generation of workers and their ability not just to keep up, but to innovate," said Durbin. "Science and technology are the engines of economic growth. We must invest in our students and our educational system by providing the training and resources needed in science, technology, engineering, mathematics, and foreign languages." Read more about the act on Senator Akaka's Web site at http://akaka.senate.gov/~akaka/releases/2006/03/2006317D13.html .
Source: Senator Daniel Kahikina Akaka
Inputdate: 2006-03-23 17:08:00
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