Contents
Displaying 4261-4270 of 28843 results.
Contentid:
4427
Content Type: 1
Title: Summer Intensive Quechua Course
Body: From http://www.clacs.uiuc.edu/academics/summerlanguagecourses.html SUMMER INTENSIVE QUECHUA COURSE Where: University of Illinois at Urbana-Champaign When: June 12-August 2 For Whom: graduates students and undergraduates from any institution. Description: An eight-week intensive course of Quechua. The student will cover the equivalent of beginning and intermediate levels. Six credits will be awarded upon successful completion of the course. Summer FLAS awards from any US university may be used to pay for this course. Courses will be four hours a day, five days a week with Instructor Clodoaldo Soto, a native speaker of Ayacucho Quechua from Peru and a linguist with vast experience in teaching and author of well-recognized teaching materials. The course will combine classroom work and computer assisted practice. The communicative function of language and the preparation of the student to successfully interact within a Quechua-speaking community will be emphasized. Visual aids, songs, and passages of real speech will be used to set up an adequate context of language use. For more information, visit http://www.clacs.uiuc.edu/academics/summerlanguagecourses.html .
Source: Center for Latin American and Caribbean Studies at the University of Illinois at Urbana-Champaign
Inputdate: 2006-04-11 19:42:00
Lastmodifieddate: 2006-04-11 19:42:00
Expdate: 2006-08-03 00:00:00
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Summer Intensive Quechua Course
Body: From http://www.clacs.uiuc.edu/academics/summerlanguagecourses.html SUMMER INTENSIVE QUECHUA COURSE Where: University of Illinois at Urbana-Champaign When: June 12-August 2 For Whom: graduates students and undergraduates from any institution. Description: An eight-week intensive course of Quechua. The student will cover the equivalent of beginning and intermediate levels. Six credits will be awarded upon successful completion of the course. Summer FLAS awards from any US university may be used to pay for this course. Courses will be four hours a day, five days a week with Instructor Clodoaldo Soto, a native speaker of Ayacucho Quechua from Peru and a linguist with vast experience in teaching and author of well-recognized teaching materials. The course will combine classroom work and computer assisted practice. The communicative function of language and the preparation of the student to successfully interact within a Quechua-speaking community will be emphasized. Visual aids, songs, and passages of real speech will be used to set up an adequate context of language use. For more information, visit http://www.clacs.uiuc.edu/academics/summerlanguagecourses.html .
Source: Center for Latin American and Caribbean Studies at the University of Illinois at Urbana-Champaign
Inputdate: 2006-04-11 19:42:00
Lastmodifieddate: 2006-04-11 19:42:00
Expdate: 2006-08-03 00:00:00
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4428
Content Type: 1
Title: Online Kids' Games in French
Body: This site features question-and-answer games for speakers of French about popular Disney characters such as the Incredibles and Cinderella. These are most likely to be popular with young speakers, but anyone who enjoys these movies might like this kind of practice. http://www.disney.fr/DisneyOnline/Jeux/toptrumps/index.html
Source: www.disney.fr
Inputdate: 2006-04-11 19:48:00
Lastmodifieddate: 2006-04-11 19:48:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Online Kids' Games in French
Body: This site features question-and-answer games for speakers of French about popular Disney characters such as the Incredibles and Cinderella. These are most likely to be popular with young speakers, but anyone who enjoys these movies might like this kind of practice. http://www.disney.fr/DisneyOnline/Jeux/toptrumps/index.html
Source: www.disney.fr
Inputdate: 2006-04-11 19:48:00
Lastmodifieddate: 2006-04-11 19:48:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4430
Content Type: 1
Title: Video Suggestions for Middle-School French
Body: Here are some recommendations for films appropriate for adolescent learners. Two films ("Les Choristes," "La Haine") are recommended at http://www.ltscotland.org.uk/mfle/cinemaandmedia/dvds/index.asp , and lesson plans are also available there. ---- A really nice movie that my eighth graders enjoyed was "La guerre des tuques" from Quebec. Although the kids speak with quite a heavy Quebec accent, the plot makes the film succeed. It has been shown on HBO dubbed into English. Another cute one is "La Misterieuse Mademoiselle C", about an unorthodox substitute teacher who takes over a class after the regular teacher has a nervous breakdown while teaching the agreement of direct object pronouns in the passé composé. Graham, D. Re: French video ideas. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Mar. 2006). ---- I teach 8th graders, and "Les Choristes"--"The Chorus" is one of the movies I let students borrow to watch at home, if they get parent permission first. The students who have watched it have all loved it. Universally. Boys and girls. It is rated PG-13. I think the reason is that there is some questionable language in the French (although the English subtitles are milder), and some fairly veiled references to possible or past sexual abuse. It's pretty subtle, and I'm not sure my students pick it up. "Etre et Avoir"--"To be and to have" is another recent possibility. I have showed scenes from that to my classes, and they enjoy the scenes. I'm not sure how they'd be about sitting through the whole thing. Both of these titles are readily available in the US. Rauschenberg, J. Re: French video ideas. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Mar. 2006).
Source: Various
Inputdate: 2006-04-11 20:07:00
Lastmodifieddate: 2006-04-11 20:07:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Video Suggestions for Middle-School French
Body: Here are some recommendations for films appropriate for adolescent learners. Two films ("Les Choristes," "La Haine") are recommended at http://www.ltscotland.org.uk/mfle/cinemaandmedia/dvds/index.asp , and lesson plans are also available there. ---- A really nice movie that my eighth graders enjoyed was "La guerre des tuques" from Quebec. Although the kids speak with quite a heavy Quebec accent, the plot makes the film succeed. It has been shown on HBO dubbed into English. Another cute one is "La Misterieuse Mademoiselle C", about an unorthodox substitute teacher who takes over a class after the regular teacher has a nervous breakdown while teaching the agreement of direct object pronouns in the passé composé. Graham, D. Re: French video ideas. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Mar. 2006). ---- I teach 8th graders, and "Les Choristes"--"The Chorus" is one of the movies I let students borrow to watch at home, if they get parent permission first. The students who have watched it have all loved it. Universally. Boys and girls. It is rated PG-13. I think the reason is that there is some questionable language in the French (although the English subtitles are milder), and some fairly veiled references to possible or past sexual abuse. It's pretty subtle, and I'm not sure my students pick it up. "Etre et Avoir"--"To be and to have" is another recent possibility. I have showed scenes from that to my classes, and they enjoy the scenes. I'm not sure how they'd be about sitting through the whole thing. Both of these titles are readily available in the US. Rauschenberg, J. Re: French video ideas. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Mar. 2006).
Source: Various
Inputdate: 2006-04-11 20:07:00
Lastmodifieddate: 2006-04-11 20:07:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4431
Content Type: 1
Title: German Game for Young Learners
Body: Editor's note: If you need lyrics or music for this activity, a Web search for "Ringlein, Ringlein, du musst wandern" yielded many hits. ---- I have never taught preschoolers, but I do work with Kindergarteners. Just before our Spring break, we sang the "Ringlein, Ringlein, du musst wandern" song (except we played with an Osterei). After learning the song, we sat around in a circle, one person in the middle. The outside circle passed the ring/egg around behind their backs, keeping it hidden from the person in the middle. They also tried to trick the person in the middle by passing "fake" eggs--just pretending. At the end of the song, everyone stops and keeps their hand behind their backs. The person in the middle gets 3 guesses to find out who has the ring/egg. The kids loved this game, and really got into it. Draheim, S. Re: [AATG-L] Pre-Schoolers? American Association of Teachers of German listserv. AATG@listserv.iupui.edu (12 Apr. 2006).
Source: AATG-L
Inputdate: 2006-04-12 12:22:00
Lastmodifieddate: 2006-04-12 12:22:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: German Game for Young Learners
Body: Editor's note: If you need lyrics or music for this activity, a Web search for "Ringlein, Ringlein, du musst wandern" yielded many hits. ---- I have never taught preschoolers, but I do work with Kindergarteners. Just before our Spring break, we sang the "Ringlein, Ringlein, du musst wandern" song (except we played with an Osterei). After learning the song, we sat around in a circle, one person in the middle. The outside circle passed the ring/egg around behind their backs, keeping it hidden from the person in the middle. They also tried to trick the person in the middle by passing "fake" eggs--just pretending. At the end of the song, everyone stops and keeps their hand behind their backs. The person in the middle gets 3 guesses to find out who has the ring/egg. The kids loved this game, and really got into it. Draheim, S. Re: [AATG-L] Pre-Schoolers? American Association of Teachers of German listserv. AATG@listserv.iupui.edu (12 Apr. 2006).
Source: AATG-L
Inputdate: 2006-04-12 12:22:00
Lastmodifieddate: 2006-04-12 12:22:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4432
Content Type: 1
Title: Distance Ed Team Scores Big
Body: Yesterday 12 schools attended our small high-school foreign language day in the beanfields of Northwest Tennessee. We stage a language and culture bowl contest with questions geared to Tennessee and national standards. This year, the number 2 team in the competition was a distance ed. team, engaged in remote learning under supervision of a local assistant. Not only were they distance ed., but they were from the county hardest hit by tornados this spring. All the teams performed well, and the scores were close. I am happy to say, we seem to draw the best teachers in the area to this contest. I think that this, which, I admit, is anecdotal, along with lots of solid research should encourage even the most recalcitrant among us to reconsider the what technology can do to help our students learn better, and perhaps to admit that distance learning of foreign language material is not an outrageous idea. Robert D. Peckham, Ph.D Professor of French Vice President, American Association of Teachers of French Director, Muriel Tomlinson Language Resource Center Director, Globe-Gate Intercultural Web Project Director, Andy Holt Virtual Library Department of Modern Foreign Languages Univ. of Tennessee at Martin / Martin TN 38238 Email: bobp@utm.edu Peckham, R. Distance ed in FL learning. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (11 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-04-12 12:25:00
Lastmodifieddate: 2006-04-12 12:25:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Distance Ed Team Scores Big
Body: Yesterday 12 schools attended our small high-school foreign language day in the beanfields of Northwest Tennessee. We stage a language and culture bowl contest with questions geared to Tennessee and national standards. This year, the number 2 team in the competition was a distance ed. team, engaged in remote learning under supervision of a local assistant. Not only were they distance ed., but they were from the county hardest hit by tornados this spring. All the teams performed well, and the scores were close. I am happy to say, we seem to draw the best teachers in the area to this contest. I think that this, which, I admit, is anecdotal, along with lots of solid research should encourage even the most recalcitrant among us to reconsider the what technology can do to help our students learn better, and perhaps to admit that distance learning of foreign language material is not an outrageous idea. Robert D. Peckham, Ph.D Professor of French Vice President, American Association of Teachers of French Director, Muriel Tomlinson Language Resource Center Director, Globe-Gate Intercultural Web Project Director, Andy Holt Virtual Library Department of Modern Foreign Languages Univ. of Tennessee at Martin / Martin TN 38238 Email: bobp@utm.edu Peckham, R. Distance ed in FL learning. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (11 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-04-12 12:25:00
Lastmodifieddate: 2006-04-12 12:25:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4433
Content Type: 1
Title: Spanish Video Series Recommended for Heritage Learners
Body: Teach Spanish with Sabor Latino! Ruth Kunstadter, a Spanish teacher in Montclair, NJ, has just released the first in a series of videos that teach Spanish through the celebration of the Latino cultures in the US. The videos are ideal for heritage language learners. They feature native speakers speaking at an unscripted, conversational pace. And rather than showing people and places in other Spanish-speaking countries, they celebrate the richness and diversity of Latino cultures here. It's wonderful for heritage language learners to see themselves represented on screen, and heralded as an ideal resource for learning Spanish! The first DVD is entitled "La Chispa del Béísbol," and features four charismatic young peloteros from the minor league team, the New Jersey Jackals. Two are Dominican, one is Venezuelan, one is Puerto Rican and the coach is Cuban! They talk (at a native, unscripted pace!) about where they're from, how old they are, how many brothers and sisters they have, who their favorite players are, what their favorite music is, etc. They also show the parts of the uniform, the bases, the equipment, etc. And they give a brief background on the history of baseball in Latin American countries, what it's like to grow up playing baseball there (often without shoes or gloves, as one player noted), and speak straight from their hearts about the Latino legacy in baseball and what Latinos bring to baseball in the United States (key word here: sabor). The DVD comes with a 12-page Teacher's Guide that includes activity sheets, listening comprehension activities, enrichment suggestions, and many other teaching ideas for before, during and after watching the video. A complete transcript is also provided great for reading activities and to assist in lesson planning. For more information, visit www.ChispaProductions.com or contact Ruth Kunstadter at info@chispaproductions.com. Scott McGinnis Academic Advisor & Associate Professor Defense Language Institute, Washington Office 201 12th Street S., Suite 507 Arlington, VA 22202-4306 phone: 703-604-0464 fax: 703-604-0466 e-mail: Scott.McGinnis@belvoir.army.mil OR smcginni@umd.edu McGinnis, S. Video resource: Spanish language video series. Heritage List. heritage-list@Majordomo.umd.edu (8 Apr. 2006).
Source: Heritage List
Inputdate: 2006-04-12 12:51:00
Lastmodifieddate: 2006-04-12 12:51:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Spanish Video Series Recommended for Heritage Learners
Body: Teach Spanish with Sabor Latino! Ruth Kunstadter, a Spanish teacher in Montclair, NJ, has just released the first in a series of videos that teach Spanish through the celebration of the Latino cultures in the US. The videos are ideal for heritage language learners. They feature native speakers speaking at an unscripted, conversational pace. And rather than showing people and places in other Spanish-speaking countries, they celebrate the richness and diversity of Latino cultures here. It's wonderful for heritage language learners to see themselves represented on screen, and heralded as an ideal resource for learning Spanish! The first DVD is entitled "La Chispa del Béísbol," and features four charismatic young peloteros from the minor league team, the New Jersey Jackals. Two are Dominican, one is Venezuelan, one is Puerto Rican and the coach is Cuban! They talk (at a native, unscripted pace!) about where they're from, how old they are, how many brothers and sisters they have, who their favorite players are, what their favorite music is, etc. They also show the parts of the uniform, the bases, the equipment, etc. And they give a brief background on the history of baseball in Latin American countries, what it's like to grow up playing baseball there (often without shoes or gloves, as one player noted), and speak straight from their hearts about the Latino legacy in baseball and what Latinos bring to baseball in the United States (key word here: sabor). The DVD comes with a 12-page Teacher's Guide that includes activity sheets, listening comprehension activities, enrichment suggestions, and many other teaching ideas for before, during and after watching the video. A complete transcript is also provided great for reading activities and to assist in lesson planning. For more information, visit www.ChispaProductions.com or contact Ruth Kunstadter at info@chispaproductions.com. Scott McGinnis Academic Advisor & Associate Professor Defense Language Institute, Washington Office 201 12th Street S., Suite 507 Arlington, VA 22202-4306 phone: 703-604-0464 fax: 703-604-0466 e-mail: Scott.McGinnis@belvoir.army.mil OR smcginni@umd.edu McGinnis, S. Video resource: Spanish language video series. Heritage List. heritage-list@Majordomo.umd.edu (8 Apr. 2006).
Source: Heritage List
Inputdate: 2006-04-12 12:51:00
Lastmodifieddate: 2006-04-12 12:51:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4434
Content Type: 1
Title: More Animal Activities
Body: Here are some more suggested activities for lessons about animals. These should be appropriate for a wide range of languages and abilities. ---- With apologies for not remembering who posted this first on FLTEACH, I'd like to remind you all of a great animal "project. Create your own animal, i.e. half lion, half rhino. Name it: a lino? a rhion? Draw it, put up the picture and have the class guess its name. Then have the person who drew it do a brief show-and-tell. It's a great way to teach or review body parts as well. The pictures turn out SOOOO cute, and even my high school kids think this is fun. Blaz, D. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (5 Apr. 2006). ---- How about giving the kids clues about "famous" animals? Ex: Un león famoso en una película de Disney....(Simba) - Garfield - Bambi - Snoopy - etc. Charades? Have kids bring in pictures and talk about their pets. (Mi ______ se llama _________. Mi _________ es (color). Mi_________ es grande/pequeño/mediano..... Mi _________ es especial porque ______________. etc...) Cut out animal pictures from a magazine. Post the pictures up on a bulletin board or the chalk board. Have the kids choose an animal (maybe you could number each picture), and write and read a description. The class has to choose the "right" animal picture. This could also be done with a word bank. Get a tape/cd with animal sounds and have the kids identify the animal. Read a book like: Polar Bear Polar Bear What do you Hear? Brown Bear, Brown Bear What do You See? (Both by Eric Carle) You can also tie in where the animals live/climate/what they eat, etc.... Clark, V. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-04-12 13:09:00
Lastmodifieddate: 2006-04-12 13:09:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: More Animal Activities
Body: Here are some more suggested activities for lessons about animals. These should be appropriate for a wide range of languages and abilities. ---- With apologies for not remembering who posted this first on FLTEACH, I'd like to remind you all of a great animal "project. Create your own animal, i.e. half lion, half rhino. Name it: a lino? a rhion? Draw it, put up the picture and have the class guess its name. Then have the person who drew it do a brief show-and-tell. It's a great way to teach or review body parts as well. The pictures turn out SOOOO cute, and even my high school kids think this is fun. Blaz, D. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (5 Apr. 2006). ---- How about giving the kids clues about "famous" animals? Ex: Un león famoso en una película de Disney....(Simba) - Garfield - Bambi - Snoopy - etc. Charades? Have kids bring in pictures and talk about their pets. (Mi ______ se llama _________. Mi _________ es (color). Mi_________ es grande/pequeño/mediano..... Mi _________ es especial porque ______________. etc...) Cut out animal pictures from a magazine. Post the pictures up on a bulletin board or the chalk board. Have the kids choose an animal (maybe you could number each picture), and write and read a description. The class has to choose the "right" animal picture. This could also be done with a word bank. Get a tape/cd with animal sounds and have the kids identify the animal. Read a book like: Polar Bear Polar Bear What do you Hear? Brown Bear, Brown Bear What do You See? (Both by Eric Carle) You can also tie in where the animals live/climate/what they eat, etc.... Clark, V. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-04-12 13:09:00
Lastmodifieddate: 2006-04-12 13:09:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4435
Content Type: 1
Title: Call for Papers for New Journal: International Applied Linguistics
Body: From http://linguistlist.org/issues/17/17-1102.html Call Deadline: 30-Jul-2006 The inaugural issue of Journal IAL is scheduled to appear in October 2006. Contributions and correspondence on all editorial matters should be addressed to Prof. Lianrui Yang, Foreign Languages College, Ocean University of China, 23 Hongkong East Road, Qingdao, China. Contributors are invited to submit their manuscripts electronically to: ial2006136.com. International Applied Linguistics, a professional, refereed journal, is published bimonthly. The primary aim of the new journal is to fulfill the need for a publication forum devoted to the discussion of topics and issues in Applied Linguistics in the world, with a strong preference for contributions relating to second language acquisition, foreign/second language teaching, computer-assisted learning, curriculum design and development, teaching and research methodology, testing and evaluation, educational linguistics and the like. Two issues every year will be special ones organized thematically and regionally, which will be devoted to China (including Hong Kong and Taiwan), Japan, Korea and other EFL/ESL fast-developing areas in the Asian region. These issues will be guest-edited by advisory board members or other scholars. Read more about this new journal at http://linguistlist.org/issues/17/17-1103.html .
Source: LINGUIST List
Inputdate: 2006-04-12 13:27:00
Lastmodifieddate: 2006-04-12 13:27:00
Expdate: 2006-08-01 00:00:00
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Papers for New Journal: International Applied Linguistics
Body: From http://linguistlist.org/issues/17/17-1102.html Call Deadline: 30-Jul-2006 The inaugural issue of Journal IAL is scheduled to appear in October 2006. Contributions and correspondence on all editorial matters should be addressed to Prof. Lianrui Yang, Foreign Languages College, Ocean University of China, 23 Hongkong East Road, Qingdao, China. Contributors are invited to submit their manuscripts electronically to: ial2006136.com. International Applied Linguistics, a professional, refereed journal, is published bimonthly. The primary aim of the new journal is to fulfill the need for a publication forum devoted to the discussion of topics and issues in Applied Linguistics in the world, with a strong preference for contributions relating to second language acquisition, foreign/second language teaching, computer-assisted learning, curriculum design and development, teaching and research methodology, testing and evaluation, educational linguistics and the like. Two issues every year will be special ones organized thematically and regionally, which will be devoted to China (including Hong Kong and Taiwan), Japan, Korea and other EFL/ESL fast-developing areas in the Asian region. These issues will be guest-edited by advisory board members or other scholars. Read more about this new journal at http://linguistlist.org/issues/17/17-1103.html .
Source: LINGUIST List
Inputdate: 2006-04-12 13:27:00
Lastmodifieddate: 2006-04-12 13:27:00
Expdate: 2006-08-01 00:00:00
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4436
Content Type: 1
Title: Request for Participants: Critical Languages Teacher Exchange
Body: Opportunity for U.S. Schools-Teachers of Critical Languages Program The Bureau of Educational and Cultural Affairs of the United States Department of State is pleased to announce the Teachers of Critical Languages Program, an international educational exchange program under the new National Security Language Initiative. This program seeks to strengthen the teaching of Chinese and Arabic at U.S. schools, while also providing the international teachers the opportunity to learn about U.S. teaching methodologies, culture and society. For the 2006-2007 academic year, U.S. primary or secondary schools may apply for the opportunity to host a teacher from China or Jordan to teach Mandarin Chinese or Arabic, respectively, and also to serve as cultural resources in the school and community. The Department of State will provide J-1 visa sponsorship, airfare, accident and illness insurance, and a living allowance for the teacher. U.S. schools must provide a mentor teacher and must demonstrate a plan for how both the U.S. school and the international teacher will benefit from the program. The deadline for applications is Wednesday, May 31, 2006. For more information, or to request an application, e-mail tclp@state.gov. Zimmer-Loew, H. [AATG-L] FW: RFP for K-12 teachers of critical languages. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (12 Apr. 2006).
Source: AATG-L
Inputdate: 2006-04-12 16:28:00
Lastmodifieddate: 2006-04-12 16:28:00
Expdate: 2006-06-01 00:00:00
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Request for Participants: Critical Languages Teacher Exchange
Body: Opportunity for U.S. Schools-Teachers of Critical Languages Program The Bureau of Educational and Cultural Affairs of the United States Department of State is pleased to announce the Teachers of Critical Languages Program, an international educational exchange program under the new National Security Language Initiative. This program seeks to strengthen the teaching of Chinese and Arabic at U.S. schools, while also providing the international teachers the opportunity to learn about U.S. teaching methodologies, culture and society. For the 2006-2007 academic year, U.S. primary or secondary schools may apply for the opportunity to host a teacher from China or Jordan to teach Mandarin Chinese or Arabic, respectively, and also to serve as cultural resources in the school and community. The Department of State will provide J-1 visa sponsorship, airfare, accident and illness insurance, and a living allowance for the teacher. U.S. schools must provide a mentor teacher and must demonstrate a plan for how both the U.S. school and the international teacher will benefit from the program. The deadline for applications is Wednesday, May 31, 2006. For more information, or to request an application, e-mail tclp@state.gov. Zimmer-Loew, H. [AATG-L] FW: RFP for K-12 teachers of critical languages. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (12 Apr. 2006).
Source: AATG-L
Inputdate: 2006-04-12 16:28:00
Lastmodifieddate: 2006-04-12 16:28:00
Expdate: 2006-06-01 00:00:00
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4437
Content Type: 1
Title: New Spanish-Language History Text
Body: From http://www.hispanidades.info HISPANIDADES Spanish Language Course Materials A WORD FROM THE AUTHORS HISPANIDADES is an exciting multi-media course designed to provide students with the background to understand the heritage of the Hispanic worldits history, culture, art and literature. The two texts: ESPAÑA, LA PRIMERA HISPANIDAD and HISPANIDADES: LATINOAMÉRICA, are based on the film series by Carlos Fuentes, EL ESPEJO ENTERRADO, a unique documentary co-produced by SOGEPAQ (Spain) in collaboration with the SMITHSONIAN INSTITUTION. Carlos Fuentes, Mexico s renowned novelist and social commentator, provides a personal interpretation of the dramatic scenes recreated visually from the past. In order to enter advanced study of Spanish language and Hispanic literature, students need a fundamental knowledge of the geography, history and culture of the Spanish-speaking peoples. HISPANIDADES is intended to serve as a resource to provide this background while preserving instructors flexibility to shape their own courses. Chapter themes relate to video segments from the Fuentes documentary, now available for the first time in DVD format. Each of the two texts contains the related programs from the original series. The DVD menu allows the student immediate access to the appropriate video segment. HISPANIDADES: LATINOAMÉRICA Y LOS EE.UU. contains a strong emphasis on the culture and literature of the growing Hispanic population of the United States, giving advanced students and those of Hispanic origin, an important introduction to their own background. Latin America now begins north of the border, as Fuentes comments. Teachers will find that these texts, modestly priced to allow for the purchase of supplementary literary readings, fill a widely-felt void in intermediate and advanced Spanish-language courses. For more information, visit http://www.hispanidades.info .
Source: Hispanidades
Inputdate: 2006-04-13 11:57:00
Lastmodifieddate: 2006-04-13 11:57:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: New Spanish-Language History Text
Body: From http://www.hispanidades.info HISPANIDADES Spanish Language Course Materials A WORD FROM THE AUTHORS HISPANIDADES is an exciting multi-media course designed to provide students with the background to understand the heritage of the Hispanic worldits history, culture, art and literature. The two texts: ESPAÑA, LA PRIMERA HISPANIDAD and HISPANIDADES: LATINOAMÉRICA, are based on the film series by Carlos Fuentes, EL ESPEJO ENTERRADO, a unique documentary co-produced by SOGEPAQ (Spain) in collaboration with the SMITHSONIAN INSTITUTION. Carlos Fuentes, Mexico s renowned novelist and social commentator, provides a personal interpretation of the dramatic scenes recreated visually from the past. In order to enter advanced study of Spanish language and Hispanic literature, students need a fundamental knowledge of the geography, history and culture of the Spanish-speaking peoples. HISPANIDADES is intended to serve as a resource to provide this background while preserving instructors flexibility to shape their own courses. Chapter themes relate to video segments from the Fuentes documentary, now available for the first time in DVD format. Each of the two texts contains the related programs from the original series. The DVD menu allows the student immediate access to the appropriate video segment. HISPANIDADES: LATINOAMÉRICA Y LOS EE.UU. contains a strong emphasis on the culture and literature of the growing Hispanic population of the United States, giving advanced students and those of Hispanic origin, an important introduction to their own background. Latin America now begins north of the border, as Fuentes comments. Teachers will find that these texts, modestly priced to allow for the purchase of supplementary literary readings, fill a widely-felt void in intermediate and advanced Spanish-language courses. For more information, visit http://www.hispanidades.info .
Source: Hispanidades
Inputdate: 2006-04-13 11:57:00
Lastmodifieddate: 2006-04-13 11:57:00
Expdate:
Publishdate: 2006-04-17 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
