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Contentid:
4600
Content Type: 1
Title: Online English, French, and Spanish Games
Body: These sites, recently recommended by teachers on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU), feature a variety of games appropriate for learners of English, French, and Spanish. LCF Clubs: The fun way to learn a language. http://www.lcfclubs.com Yahoo! France: Jeux. http://fr.games.yahoo.com Yahoo! Espana: Juegos. http://es.games.yahoo.com
Source: Various
Inputdate: 2006-05-23 12:35:00
Lastmodifieddate: 2006-05-23 12:35:00
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Publishdate: 2006-05-29 00:00:00
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Content Type: 1
Title: Online English, French, and Spanish Games
Body: These sites, recently recommended by teachers on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU), feature a variety of games appropriate for learners of English, French, and Spanish. LCF Clubs: The fun way to learn a language. http://www.lcfclubs.com Yahoo! France: Jeux. http://fr.games.yahoo.com Yahoo! Espana: Juegos. http://es.games.yahoo.com
Source: Various
Inputdate: 2006-05-23 12:35:00
Lastmodifieddate: 2006-05-23 12:35:00
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Publishdate: 2006-05-29 00:00:00
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Contentid:
4601
Content Type: 1
Title: New Report: National Indian Education Study
Body: From http://nces.ed.gov/nationsreportcard/nies/l0001.asphttp://nces.ed.gov/nationsreportcard/NIES Overview of the National Indian Education Study The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian/Alaska Native students in the United States. The study was conducted by the National Center for Education Statistics (NCES) for the U.S. Department of Education, with the support of the Office of Indian Education (OIE). The study was designed in consultation with a Technical Review Panel whose members include American Indian and Alaska Native educators and researchers from across the country. Part I of the study presents the performance results of American Indian/Alaska Native students at grades 4 and 8 on the 2005 National Assessment of Educational Progress (NAEP) in reading and mathematics. Part II, the survey portion of the report, presents findings on the educational experiences of American Indian/Alaska Native students, based on responses to a combination of student, teacher, and school questionnaires. The questionnaires used in the Part II survey are not linked to the NAEP student performance results. Part II will be released on this website in the summer of 2006. To read all of the study results, download a copy of the report. View or download the complete report at http://nces.ed.gov/nationsreportcard/NIES .
Source: US Department of Education
Inputdate: 2006-05-23 12:43:00
Lastmodifieddate: 2006-05-23 12:43:00
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Publishdate: 2006-05-29 00:00:00
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Title: New Report: National Indian Education Study
Body: From http://nces.ed.gov/nationsreportcard/nies/l0001.asphttp://nces.ed.gov/nationsreportcard/NIES Overview of the National Indian Education Study The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian/Alaska Native students in the United States. The study was conducted by the National Center for Education Statistics (NCES) for the U.S. Department of Education, with the support of the Office of Indian Education (OIE). The study was designed in consultation with a Technical Review Panel whose members include American Indian and Alaska Native educators and researchers from across the country. Part I of the study presents the performance results of American Indian/Alaska Native students at grades 4 and 8 on the 2005 National Assessment of Educational Progress (NAEP) in reading and mathematics. Part II, the survey portion of the report, presents findings on the educational experiences of American Indian/Alaska Native students, based on responses to a combination of student, teacher, and school questionnaires. The questionnaires used in the Part II survey are not linked to the NAEP student performance results. Part II will be released on this website in the summer of 2006. To read all of the study results, download a copy of the report. View or download the complete report at http://nces.ed.gov/nationsreportcard/NIES .
Source: US Department of Education
Inputdate: 2006-05-23 12:43:00
Lastmodifieddate: 2006-05-23 12:43:00
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Publishdate: 2006-05-29 00:00:00
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Contentid:
4602
Content Type: 1
Title: 2006 Summer Institutes Update
Body: From http://nclrc.org/profdev/si2006.html Summer Institutes 2006 - Chinese: Teaching Techniques for Effective Classroom Interaction - Chinese Language & Culture: Technology to Create Effective Learning Activities - How to Write Proposals to get Funding for Foreign Language Projects - Spanish for Low-Literacy Native Speakers - Spain: Language and Culture, 3-Day Immersion Program - Understanding Assessment: Applications for Foreign Language Teachers - Task-Based Instruction for Advanced Language Acquisition - How Struggling Students can become Good Language Learners: The Path to Independent Learning - Francophone Culture: 3-Day Immersion Program - Creating the Career e-Portfolio - Chinese Language & Culture: Utilizing Technology in Teaching - Developing an Action Plan for Reading - Developing Listening Comprehension Skills - Blogging Our Way to Cultural Understanding - Diversification of Instruction in the Foreign Language Classroom - Brain & Language - Video Production for Teachers of Foreign Languages - Teaching Arabic K-12 Hands-on Workshop - Arabic K-12: Assessment - Arabic: Teaching Students with Learning Disabilities For dates, location, fees, and other information, visit http://nclrc.org/profdev/si2006.html .
Source: NCLRC
Inputdate: 2006-05-23 13:53:00
Lastmodifieddate: 2006-05-23 13:53:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-05-29 00:00:00
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Active: 1
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Content Type: 1
Title: 2006 Summer Institutes Update
Body: From http://nclrc.org/profdev/si2006.html Summer Institutes 2006 - Chinese: Teaching Techniques for Effective Classroom Interaction - Chinese Language & Culture: Technology to Create Effective Learning Activities - How to Write Proposals to get Funding for Foreign Language Projects - Spanish for Low-Literacy Native Speakers - Spain: Language and Culture, 3-Day Immersion Program - Understanding Assessment: Applications for Foreign Language Teachers - Task-Based Instruction for Advanced Language Acquisition - How Struggling Students can become Good Language Learners: The Path to Independent Learning - Francophone Culture: 3-Day Immersion Program - Creating the Career e-Portfolio - Chinese Language & Culture: Utilizing Technology in Teaching - Developing an Action Plan for Reading - Developing Listening Comprehension Skills - Blogging Our Way to Cultural Understanding - Diversification of Instruction in the Foreign Language Classroom - Brain & Language - Video Production for Teachers of Foreign Languages - Teaching Arabic K-12 Hands-on Workshop - Arabic K-12: Assessment - Arabic: Teaching Students with Learning Disabilities For dates, location, fees, and other information, visit http://nclrc.org/profdev/si2006.html .
Source: NCLRC
Inputdate: 2006-05-23 13:53:00
Lastmodifieddate: 2006-05-23 13:53:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-05-29 00:00:00
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Contentid:
4603
Content Type: 1
Title: Funding Opportunity: Foreign Language Assistance Program Grants
Body: From http://www.ed.gov/legislation/FedRegister/announcements/2006-2/051906e.html Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students Notice Inviting Applications for New Awards for Fiscal Year Purpose of Program: This program provides grants to LEAs for innovative model programs providing for the establishment, improvement, or expansion of foreign language study for elementary and secondary school students. An LEA that receives a grant under this program must use the funds to support programs that show the promise of being continued beyond the grant period, demonstrate approaches that can be disseminated and duplicated in other LEAs, and may include a professional development component. Applications Available: May 19, 2006. Deadline for Notice of Intent to Apply: June 16, 2006. Deadline for Transmittal of Applications: June 30, 2006 For more information, visit http://www.ed.gov/legislation/FedRegister/announcements/2006-2/051906e.html .
Source: US Department of Education
Inputdate: 2006-05-23 17:10:00
Lastmodifieddate: 2006-05-23 17:10:00
Expdate: 2006-06-16 00:00:00
Publishdate: 2006-05-29 00:00:00
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Active: 1
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Content Type: 1
Title: Funding Opportunity: Foreign Language Assistance Program Grants
Body: From http://www.ed.gov/legislation/FedRegister/announcements/2006-2/051906e.html Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students Notice Inviting Applications for New Awards for Fiscal Year Purpose of Program: This program provides grants to LEAs for innovative model programs providing for the establishment, improvement, or expansion of foreign language study for elementary and secondary school students. An LEA that receives a grant under this program must use the funds to support programs that show the promise of being continued beyond the grant period, demonstrate approaches that can be disseminated and duplicated in other LEAs, and may include a professional development component. Applications Available: May 19, 2006. Deadline for Notice of Intent to Apply: June 16, 2006. Deadline for Transmittal of Applications: June 30, 2006 For more information, visit http://www.ed.gov/legislation/FedRegister/announcements/2006-2/051906e.html .
Source: US Department of Education
Inputdate: 2006-05-23 17:10:00
Lastmodifieddate: 2006-05-23 17:10:00
Expdate: 2006-06-16 00:00:00
Publishdate: 2006-05-29 00:00:00
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Active: 1
Emailed: 1
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Contentid:
4604
Content Type: 1
Title: New Article: High-Stakes Testing and English Language Learners
Body: From http://epaa.asu.edu/epaa/v14n13 EDUCATION POLICY ANALYSIS ARCHIVES Volume 14 Number 13 May 22, 2006 The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona Wayne E. Wright University of Texas, San Antonio Daniel Choi Arizona State University Abstract This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policiesProposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the states high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teachers views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona. Download the complete article from http://epaa.asu.edu/epaa/v14n13 .
Source: Arizona State University
Inputdate: 2006-05-23 17:16:00
Lastmodifieddate: 2006-05-23 17:16:00
Expdate:
Publishdate: 2006-05-29 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: New Article: High-Stakes Testing and English Language Learners
Body: From http://epaa.asu.edu/epaa/v14n13 EDUCATION POLICY ANALYSIS ARCHIVES Volume 14 Number 13 May 22, 2006 The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona Wayne E. Wright University of Texas, San Antonio Daniel Choi Arizona State University Abstract This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policiesProposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the states high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teachers views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona. Download the complete article from http://epaa.asu.edu/epaa/v14n13 .
Source: Arizona State University
Inputdate: 2006-05-23 17:16:00
Lastmodifieddate: 2006-05-23 17:16:00
Expdate:
Publishdate: 2006-05-29 00:00:00
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Contentid:
4605
Content Type: 1
Title: Ask an Expert
Body: From http://schools.becta.org.uk/index.php?section=ae&theme=101 Ask an Expert: ICT activities, resources and approaches for inclusive MFL (Modern Foreigh Language) teaching Are you looking for ways of reaching and teaching such diverse MFL learners as those with special needs, English as an additional language, or gifted and talented students? Do you want to use creative, engaging and differentiated ICT activities, resources and approaches for inclusive MFL teaching and learning? Visit Ask an Expert during May to find out how. Post your questions at http://schools.becta.org.uk/index.php?section=ae&theme=101 .
Source: Becta Schools
Inputdate: 2006-05-23 17:24:00
Lastmodifieddate: 2006-05-23 17:24:00
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Publishdate: 2006-05-29 00:00:00
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Active: 1
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Content Type: 1
Title: Ask an Expert
Body: From http://schools.becta.org.uk/index.php?section=ae&theme=101 Ask an Expert: ICT activities, resources and approaches for inclusive MFL (Modern Foreigh Language) teaching Are you looking for ways of reaching and teaching such diverse MFL learners as those with special needs, English as an additional language, or gifted and talented students? Do you want to use creative, engaging and differentiated ICT activities, resources and approaches for inclusive MFL teaching and learning? Visit Ask an Expert during May to find out how. Post your questions at http://schools.becta.org.uk/index.php?section=ae&theme=101 .
Source: Becta Schools
Inputdate: 2006-05-23 17:24:00
Lastmodifieddate: 2006-05-23 17:24:00
Expdate:
Publishdate: 2006-05-29 00:00:00
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Active: 1
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Contentid:
4606
Content Type: 1
Title: Multilingual and Multicultural Materials Source
Body: Culture for Kids was recently recommended on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) as a good source of texts on a broad variety of foreign languages and cultures, including books and audiovisual resources about languages and lifestyles in many countries around the world. Browse or search the catalog to find materials for a wide range of levels. http://www.cultureforkids.com
Source: Culture for Kids
Inputdate: 2006-05-24 13:04:00
Lastmodifieddate: 2006-05-24 13:04:00
Expdate:
Publishdate: 2006-05-29 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Multilingual and Multicultural Materials Source
Body: Culture for Kids was recently recommended on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) as a good source of texts on a broad variety of foreign languages and cultures, including books and audiovisual resources about languages and lifestyles in many countries around the world. Browse or search the catalog to find materials for a wide range of levels. http://www.cultureforkids.com
Source: Culture for Kids
Inputdate: 2006-05-24 13:04:00
Lastmodifieddate: 2006-05-24 13:04:00
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Publishdate: 2006-05-29 00:00:00
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Active: 1
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Contentid:
4607
Content Type: 1
Title: Call for Papers: Panel on Creative Writing in the Foreign Language Classroom
Body: Please find a CFP for a panel on Creative Writing in the Foreign Language Classroom to take place at the 2007 NEMLA conference in Baltimore, MD. (Although the deadline is September 15, 2006, earlier receipt of proposals (esp. by June 15th) is encouraged!) Creative Writing in the Foreign Language Classroom (CFP short version) Intended to put various approaches and points of view into dialogue, this panel will ask whether activities used in creative writing programs and writing workshops (both in and outside academia) can be productively incorporated into the foreign language classroom in order to provide written activities suitable for both a general audience and students particularly interested in literature. Papers are sought that address related questions from theoretical and practical perspectives. Send 1 page proposal and CV by September 15, 2006 to Dr. Phillip John Usher. Email: pusher@barnard.edu, or: Dr. Phillip John Usher, French Department, Barnard College (Columbia University), 3009 Broadway, New York, NY 10027. Radiominuit. NEMLA 2007 CFP: Creative Writing and Language Teaching. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 May 2006).
Source: FLTEACH
Inputdate: 2006-05-24 13:20:00
Lastmodifieddate: 2006-05-24 13:20:00
Expdate: 2006-09-16 00:00:00
Publishdate: 2006-05-29 00:00:00
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Content Type: 1
Title: Call for Papers: Panel on Creative Writing in the Foreign Language Classroom
Body: Please find a CFP for a panel on Creative Writing in the Foreign Language Classroom to take place at the 2007 NEMLA conference in Baltimore, MD. (Although the deadline is September 15, 2006, earlier receipt of proposals (esp. by June 15th) is encouraged!) Creative Writing in the Foreign Language Classroom (CFP short version) Intended to put various approaches and points of view into dialogue, this panel will ask whether activities used in creative writing programs and writing workshops (both in and outside academia) can be productively incorporated into the foreign language classroom in order to provide written activities suitable for both a general audience and students particularly interested in literature. Papers are sought that address related questions from theoretical and practical perspectives. Send 1 page proposal and CV by September 15, 2006 to Dr. Phillip John Usher. Email: pusher@barnard.edu, or: Dr. Phillip John Usher, French Department, Barnard College (Columbia University), 3009 Broadway, New York, NY 10027. Radiominuit. NEMLA 2007 CFP: Creative Writing and Language Teaching. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 May 2006).
Source: FLTEACH
Inputdate: 2006-05-24 13:20:00
Lastmodifieddate: 2006-05-24 13:20:00
Expdate: 2006-09-16 00:00:00
Publishdate: 2006-05-29 00:00:00
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Active: 1
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Contentid:
4608
Content Type: 1
Title: Call for Papers: Cultures and Languages Across the Curriculum
Body: From http://www.clas.pdx.edu/clac Cultures and Languages Across the Curriculum: Building New Connections October 11-13, 2006 Portland, Oregon Hosted by Portland State University in collaboration with Baldwin-Wallace College, Binghamton University, The University of Iowa & the American Council on Education (ACE) Internationalization Collaborative Papers are solicited concerning, but not limited to the following areas: 1. CLAC and K-16 Articulation 2. Content-Based Language Learning 3. Culture and Cross-Cultural Communication 4. Business and Government Models of Internationalization 5. CLAC in the Context of Comparative, Cultural, and Area Studies 6. CLAC and International Service Learning 7. CLAC and Study Abroad Programs 8. CLAC and Assessment 9. CLAC and Heritage Learner Programs Proposals must be submitted by July 14, 2006. For more information, visit http://www.clas.pdx.edu/clac .
Source: Portland State University
Inputdate: 2006-05-24 14:44:00
Lastmodifieddate: 2006-05-24 14:44:00
Expdate: 2006-07-20 00:00:00
Publishdate: 2006-05-29 00:00:00
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Active: 1
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Content Type: 1
Title: Call for Papers: Cultures and Languages Across the Curriculum
Body: From http://www.clas.pdx.edu/clac Cultures and Languages Across the Curriculum: Building New Connections October 11-13, 2006 Portland, Oregon Hosted by Portland State University in collaboration with Baldwin-Wallace College, Binghamton University, The University of Iowa & the American Council on Education (ACE) Internationalization Collaborative Papers are solicited concerning, but not limited to the following areas: 1. CLAC and K-16 Articulation 2. Content-Based Language Learning 3. Culture and Cross-Cultural Communication 4. Business and Government Models of Internationalization 5. CLAC in the Context of Comparative, Cultural, and Area Studies 6. CLAC and International Service Learning 7. CLAC and Study Abroad Programs 8. CLAC and Assessment 9. CLAC and Heritage Learner Programs Proposals must be submitted by July 14, 2006. For more information, visit http://www.clas.pdx.edu/clac .
Source: Portland State University
Inputdate: 2006-05-24 14:44:00
Lastmodifieddate: 2006-05-24 14:44:00
Expdate: 2006-07-20 00:00:00
Publishdate: 2006-05-29 00:00:00
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Active: 1
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Contentid:
4609
Content Type: 1
Title: International Conference on Second Language Acquisition and Teaching
Body: From http://www.groupelca.org/index2.html International Conference Research on second and foreign language acquisition and teaching Paris, September 6-8th, 2006 Organized by Groupe "Langues en contacts et appropriations", DILTEC, Paris III For more information, visit http://www.groupelca.org/index2.html .
Source: DILTEC, Paris III
Inputdate: 2006-05-24 18:02:00
Lastmodifieddate: 2006-05-24 18:02:00
Expdate: 2006-09-09 00:00:00
Publishdate: 2006-05-29 00:00:00
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Active: 1
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Content Type: 1
Title: International Conference on Second Language Acquisition and Teaching
Body: From http://www.groupelca.org/index2.html International Conference Research on second and foreign language acquisition and teaching Paris, September 6-8th, 2006 Organized by Groupe "Langues en contacts et appropriations", DILTEC, Paris III For more information, visit http://www.groupelca.org/index2.html .
Source: DILTEC, Paris III
Inputdate: 2006-05-24 18:02:00
Lastmodifieddate: 2006-05-24 18:02:00
Expdate: 2006-09-09 00:00:00
Publishdate: 2006-05-29 00:00:00
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Active: 1
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