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Contentid:
4663
Content Type: 1
Title: AP Workshop Space Still Available
Body: There is still time for teachers of Chinese, English, French, German, Italian, Japanese, Latin, and Spanish to register for AP workshops. To search for workshops by subject, date, and state, visit http://apps.apcentral.collegeboard.com/EventSearchParams.jsp .
Source: CollegeBoard AP Central
Inputdate: 2006-06-08 13:12:00
Lastmodifieddate: 2006-06-08 13:12:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-06-12 00:00:00
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Title: AP Workshop Space Still Available
Body: There is still time for teachers of Chinese, English, French, German, Italian, Japanese, Latin, and Spanish to register for AP workshops. To search for workshops by subject, date, and state, visit http://apps.apcentral.collegeboard.com/EventSearchParams.jsp .
Source: CollegeBoard AP Central
Inputdate: 2006-06-08 13:12:00
Lastmodifieddate: 2006-06-08 13:12:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-06-12 00:00:00
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Contentid:
4664
Content Type: 1
Title: Card Game for Practicing Numbers
Body: These are the rules I received courtesy of Dr. Ruben Garza: "Noventa y nueve" (99) "Noventa y nueve" is a very quick paced counting game that the students can play after they have mastered their numbers from 1-99 in the target language. The object of the game is simple. Calculate orally the values of the hand trying NOT to reach the magic number of 99. When they do reach 99, the game is over. The team to have the least number of cards in their hand and in the facedown pile when 99 is reached, is the winner. (Obviously, it is impossible NOT to reach 99. But there is a definite strategy in making the game last as long as possible.) Here are the rules: 1. Each person is dealt 3 playing cards. Keeping the cards hidden from the team is not vital. Kids may be encouraged to help one another. Cooperative learning, right? 2. When it's your turn, lay down a card and compute its value out loud in the target language. Here are the playing card values during the game: - Ace - 8 = add the face value to the total - 9 = no change, but reverse the direction of the game - 10 = subtract 10 from total - Jack, Queen, King = add 10 to the total 3. Always make sure to draw a new card after you discard. You should have 3 cards in your hand at all times. Hints: Make sure that you have full decks of cards! I only use 4 decks of cards at one time so it's not as rowdy. I ask the kids who aren't playing to act as the "judges" so they can make sure that there is no cheating. Yes, our kids will cheat if not monitored closely! Heathington, L. 99 game. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-06-08 13:19:00
Lastmodifieddate: 2006-06-08 13:19:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Active: 1
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Content Type: 1
Title: Card Game for Practicing Numbers
Body: These are the rules I received courtesy of Dr. Ruben Garza: "Noventa y nueve" (99) "Noventa y nueve" is a very quick paced counting game that the students can play after they have mastered their numbers from 1-99 in the target language. The object of the game is simple. Calculate orally the values of the hand trying NOT to reach the magic number of 99. When they do reach 99, the game is over. The team to have the least number of cards in their hand and in the facedown pile when 99 is reached, is the winner. (Obviously, it is impossible NOT to reach 99. But there is a definite strategy in making the game last as long as possible.) Here are the rules: 1. Each person is dealt 3 playing cards. Keeping the cards hidden from the team is not vital. Kids may be encouraged to help one another. Cooperative learning, right? 2. When it's your turn, lay down a card and compute its value out loud in the target language. Here are the playing card values during the game: - Ace - 8 = add the face value to the total - 9 = no change, but reverse the direction of the game - 10 = subtract 10 from total - Jack, Queen, King = add 10 to the total 3. Always make sure to draw a new card after you discard. You should have 3 cards in your hand at all times. Hints: Make sure that you have full decks of cards! I only use 4 decks of cards at one time so it's not as rowdy. I ask the kids who aren't playing to act as the "judges" so they can make sure that there is no cheating. Yes, our kids will cheat if not monitored closely! Heathington, L. 99 game. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-06-08 13:19:00
Lastmodifieddate: 2006-06-08 13:19:00
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Publishdate: 2006-06-12 00:00:00
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Contentid:
4665
Content Type: 1
Title: French Teaching Resources
Body: From http://www.france-synergies.org FRANCE Synergies The French Resource Center @ UW-Madison Cooperer et reussir en francais France Synergies sponsors and organizes a wide range of projects to support learning and access to the French language and francophone cultures. Frenchresources.info - The French Educational Portal in the United States Frenchresources.info is a free educational portal offered to teachers and students of all levels by the French Embassy in the United States. This project involves several French Embassy Departments and the Delegation of Alliance Française, as well as the University of Wisconsin-Madison. It aims to facilitate access to resources on all aspects of French language education. France Synergies Pedagogical Forums The material created in the context of our second pedagogical forum is now available online. Our previous pedagogical forum, "Teaching French using comics" is also available from this section. For more information, visit http://www.france-synergies.org .
Source: University of Wisconsin-Madison
Inputdate: 2006-06-08 13:28:00
Lastmodifieddate: 2006-06-08 13:28:00
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Publishdate: 2006-06-12 00:00:00
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Content Type: 1
Title: French Teaching Resources
Body: From http://www.france-synergies.org FRANCE Synergies The French Resource Center @ UW-Madison Cooperer et reussir en francais France Synergies sponsors and organizes a wide range of projects to support learning and access to the French language and francophone cultures. Frenchresources.info - The French Educational Portal in the United States Frenchresources.info is a free educational portal offered to teachers and students of all levels by the French Embassy in the United States. This project involves several French Embassy Departments and the Delegation of Alliance Française, as well as the University of Wisconsin-Madison. It aims to facilitate access to resources on all aspects of French language education. France Synergies Pedagogical Forums The material created in the context of our second pedagogical forum is now available online. Our previous pedagogical forum, "Teaching French using comics" is also available from this section. For more information, visit http://www.france-synergies.org .
Source: University of Wisconsin-Madison
Inputdate: 2006-06-08 13:28:00
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Publishdate: 2006-06-12 00:00:00
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Contentid:
4666
Content Type: 1
Title: How to Praise a Child in English and Spanish
Body: This site provides 100 expressions in English and in Spanish that may be used to encourage and praise children. http://parentinginformation.org/101Ways.htm .
Source: parentinginformation.org
Inputdate: 2006-06-08 13:32:00
Lastmodifieddate: 2006-06-08 13:32:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Content Type: 1
Title: How to Praise a Child in English and Spanish
Body: This site provides 100 expressions in English and in Spanish that may be used to encourage and praise children. http://parentinginformation.org/101Ways.htm .
Source: parentinginformation.org
Inputdate: 2006-06-08 13:32:00
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Publishdate: 2006-06-12 00:00:00
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Contentid:
4667
Content Type: 1
Title: Metaphors for Language Teaching
Body: A recent request on the TESL listserv for metaphors that teachers use to describe the process of teaching language received some interesting examples. Here are two of them; look for more of these in the coming weeks. ---- Depending on the day, there are different metaphors that I think of when teaching. On some days, the teacher is like a border collie. There is a lot of herding and guiding, and the occasional nipping of heels when necessary. But mostly the border collie keeps the group moving constantly in the right direction, safe from harm and secure in its direction. Then at other times it seems that the teacher is like a bird. The bird flies hither and yon to gather what the nestlings need, but checks constantly to monitor their progress. The bird is always on the look-out for problems, although every day it bursts into song as the nestlings chirp haltingly in imitation. Then at the end of the season, after the long summer of nurturance, the nestlings leave the security of the nest, well prepared to function on their own. Barr, L. Metaphors. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (2 June 2006). ---- I often tell my advanced students that I am not their teacher, but their guide through the jungle that is English. As such, I can warn them about the wild animals and dangers, but it is their responsibility to stay out of the quicksand. Tierney, C. Re: Metaphors we teach by... Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (2 June 2006).
Source: TESL-L
Inputdate: 2006-06-08 18:15:00
Lastmodifieddate: 2006-06-08 18:15:00
Expdate:
Publishdate: 2006-06-12 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Metaphors for Language Teaching
Body: A recent request on the TESL listserv for metaphors that teachers use to describe the process of teaching language received some interesting examples. Here are two of them; look for more of these in the coming weeks. ---- Depending on the day, there are different metaphors that I think of when teaching. On some days, the teacher is like a border collie. There is a lot of herding and guiding, and the occasional nipping of heels when necessary. But mostly the border collie keeps the group moving constantly in the right direction, safe from harm and secure in its direction. Then at other times it seems that the teacher is like a bird. The bird flies hither and yon to gather what the nestlings need, but checks constantly to monitor their progress. The bird is always on the look-out for problems, although every day it bursts into song as the nestlings chirp haltingly in imitation. Then at the end of the season, after the long summer of nurturance, the nestlings leave the security of the nest, well prepared to function on their own. Barr, L. Metaphors. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (2 June 2006). ---- I often tell my advanced students that I am not their teacher, but their guide through the jungle that is English. As such, I can warn them about the wild animals and dangers, but it is their responsibility to stay out of the quicksand. Tierney, C. Re: Metaphors we teach by... Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (2 June 2006).
Source: TESL-L
Inputdate: 2006-06-08 18:15:00
Lastmodifieddate: 2006-06-08 18:15:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Contentid:
4668
Content Type: 1
Title: Italian Web Sites for Children
Body: A recent post to the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) recommended the following Web sites for young learners of Italian. Mama Lisa's World: Italy: Children's Songs and Rhymes http://www.mamalisa.com/world/italy.html About.com: Italian Language: Children's Conversational Italian http://italian.about.com/library/children/blconversationindex.htm Italian sites for children http://www.angelfire.com/il2/sito/bambini.html
Source: Various
Inputdate: 2006-06-08 20:35:00
Lastmodifieddate: 2006-06-08 20:35:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Italian Web Sites for Children
Body: A recent post to the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) recommended the following Web sites for young learners of Italian. Mama Lisa's World: Italy: Children's Songs and Rhymes http://www.mamalisa.com/world/italy.html About.com: Italian Language: Children's Conversational Italian http://italian.about.com/library/children/blconversationindex.htm Italian sites for children http://www.angelfire.com/il2/sito/bambini.html
Source: Various
Inputdate: 2006-06-08 20:35:00
Lastmodifieddate: 2006-06-08 20:35:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Contentid:
4669
Content Type: 1
Title: New Book: (Re-)Locating TESOL in an Age of Empire
Body: From http://www.palgrave.com/products/Catalogue.aspx?is=1403985308 (Re-)Locating TESOL in an Age of Empire Julian Edge April 2006 Description Are TESOL professionals now fairly seen as agents of a new English-speaking empire? Or, if they wish to distance themselves from this role, are there ways of working and living that would make this differentiation clear? An international group of authors put forward their differing proposals for the development of TESOL in a world where military invasion and occupation have been added to the previous mix of globalized economic hegemony and cultural influence exercised by the USA and its allies. For more information, visit http://www.palgrave.com/products/Catalogue.aspx?is=1403985308 .
Source: Palgrave MacMillan
Inputdate: 2006-06-08 20:40:00
Lastmodifieddate: 2006-06-08 20:40:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Active: 1
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Content Type: 1
Title: New Book: (Re-)Locating TESOL in an Age of Empire
Body: From http://www.palgrave.com/products/Catalogue.aspx?is=1403985308 (Re-)Locating TESOL in an Age of Empire Julian Edge April 2006 Description Are TESOL professionals now fairly seen as agents of a new English-speaking empire? Or, if they wish to distance themselves from this role, are there ways of working and living that would make this differentiation clear? An international group of authors put forward their differing proposals for the development of TESOL in a world where military invasion and occupation have been added to the previous mix of globalized economic hegemony and cultural influence exercised by the USA and its allies. For more information, visit http://www.palgrave.com/products/Catalogue.aspx?is=1403985308 .
Source: Palgrave MacMillan
Inputdate: 2006-06-08 20:40:00
Lastmodifieddate: 2006-06-08 20:40:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Active: 1
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Contentid:
4670
Content Type: 1
Title: New Book: Sociocultural Theory and the Genesis of Second Language Development
Body: From http://linguistlist.org/issues/17/17-1710.html Title: Sociocultural Theory and the Genesis of Second Language Development Published: 2006 Publisher: Oxford University Press Author: James P Lantolf Author: Steve Thorne, Pennsylvania State University Abstract: Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education. For more information, visit http://linguistlist.org/issues/17/17-1710.html .
Source: LINGUIST List
Inputdate: 2006-06-08 20:46:00
Lastmodifieddate: 2006-06-08 20:46:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Content Type: 1
Title: New Book: Sociocultural Theory and the Genesis of Second Language Development
Body: From http://linguistlist.org/issues/17/17-1710.html Title: Sociocultural Theory and the Genesis of Second Language Development Published: 2006 Publisher: Oxford University Press Author: James P Lantolf Author: Steve Thorne, Pennsylvania State University Abstract: Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education. For more information, visit http://linguistlist.org/issues/17/17-1710.html .
Source: LINGUIST List
Inputdate: 2006-06-08 20:46:00
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Publishdate: 2006-06-12 00:00:00
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Contentid:
4671
Content Type: 1
Title: Recommended Books for Spanish Teachers
Body: In a recent discussion on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU), several teachers highly recommended the following books and Web site for Spanish teaching guides. "A Frequency Dictionary of Spanish" by Mark Davies "Breaking Out of Beginner's Spanish" by Joseph J. Keenan http://www.studyspanish.com/featuredbooks.htm
Source: FLTEACH
Inputdate: 2006-06-08 20:57:00
Lastmodifieddate: 2006-06-08 20:57:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Title: Recommended Books for Spanish Teachers
Body: In a recent discussion on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU), several teachers highly recommended the following books and Web site for Spanish teaching guides. "A Frequency Dictionary of Spanish" by Mark Davies "Breaking Out of Beginner's Spanish" by Joseph J. Keenan http://www.studyspanish.com/featuredbooks.htm
Source: FLTEACH
Inputdate: 2006-06-08 20:57:00
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Publishdate: 2006-06-12 00:00:00
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Contentid:
4673
Content Type: 1
Title: Book Review: Analysing Academic Writing
Body: From http://linguistlist.org/issues/17/17-1310.html EDITORS: Ravelli, Louise J.; Ellis, Robert A. TITLE: Analysing Academic Writing SUBTITLE: Contextualized Frameworks PUBLISHER: Continuum International Publishing Group Ltd YEAR: 2005 Federico D. Navarro, MAEC-AECI PhD Grant Holder; Universidad de Buenos Aires; Universidad de Valladolid INTRODUCTION Another illuminating title of the Open Linguistics Series, Analysing Academic Writing, first published in 2004, was released in 2005 in a paperback edition, certainly more accessible to scholars. The editors, Louise A. Ravelli and Robert A. Ellis, put together a collection of 14 articles covering 280 pages. OVERVIEW All the articles contain common threads that give thick theoretical cohesion to the volume. There is, firstly, a common debt to the Systemic Functional framework, although this varies in centrality in each individual author and article. That the overwhelming number of contributions are from the United Kingdom and Australia is no doubt due to the lively position of this tradition in those areas. Regardless of the theoretical framework and methodology, all articles assume and explore the unavoidable bidirectional relation between text and context. Read the complete review at http://linguistlist.org/issues/17/17-1310.html .
Source: LINGUIST List
Inputdate: 2006-06-08 21:01:00
Lastmodifieddate: 2006-06-08 21:01:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Content Type: 1
Title: Book Review: Analysing Academic Writing
Body: From http://linguistlist.org/issues/17/17-1310.html EDITORS: Ravelli, Louise J.; Ellis, Robert A. TITLE: Analysing Academic Writing SUBTITLE: Contextualized Frameworks PUBLISHER: Continuum International Publishing Group Ltd YEAR: 2005 Federico D. Navarro, MAEC-AECI PhD Grant Holder; Universidad de Buenos Aires; Universidad de Valladolid INTRODUCTION Another illuminating title of the Open Linguistics Series, Analysing Academic Writing, first published in 2004, was released in 2005 in a paperback edition, certainly more accessible to scholars. The editors, Louise A. Ravelli and Robert A. Ellis, put together a collection of 14 articles covering 280 pages. OVERVIEW All the articles contain common threads that give thick theoretical cohesion to the volume. There is, firstly, a common debt to the Systemic Functional framework, although this varies in centrality in each individual author and article. That the overwhelming number of contributions are from the United Kingdom and Australia is no doubt due to the lively position of this tradition in those areas. Regardless of the theoretical framework and methodology, all articles assume and explore the unavoidable bidirectional relation between text and context. Read the complete review at http://linguistlist.org/issues/17/17-1310.html .
Source: LINGUIST List
Inputdate: 2006-06-08 21:01:00
Lastmodifieddate: 2006-06-08 21:01:00
Expdate:
Publishdate: 2006-06-12 00:00:00
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Active: 1
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