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Contentid:
4704
Content Type: 1
Title: Recommended Spanish-Language Recording Artists
Body: A recent request on the FLTEACH listserv for recommendations of Spanish-language popular music which would be appropriate for middle-school students received the following suggestions. Although these were recommended for younger learners, some may be appropriate for other ages as well. Sin Bandera Belanova Belinda David Bisbál Juanés the CD "Canta con Justo", composed by Justo Lamas Miranda Ozomatlí Selena Shakira Talia Alex Ubago Julieta Venegas Carlos Vive The sites below were recommended for viewing video clips of some of these artists. http://www.bmgmusic.com/acq/ct/bmg http://www.music.yahoo.com
Source: FLTEACH
Inputdate: 2006-06-16 19:35:00
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Title: Recommended Spanish-Language Recording Artists
Body: A recent request on the FLTEACH listserv for recommendations of Spanish-language popular music which would be appropriate for middle-school students received the following suggestions. Although these were recommended for younger learners, some may be appropriate for other ages as well. Sin Bandera Belanova Belinda David Bisbál Juanés the CD "Canta con Justo", composed by Justo Lamas Miranda Ozomatlí Selena Shakira Talia Alex Ubago Julieta Venegas Carlos Vive The sites below were recommended for viewing video clips of some of these artists. http://www.bmgmusic.com/acq/ct/bmg http://www.music.yahoo.com
Source: FLTEACH
Inputdate: 2006-06-16 19:35:00
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Contentid:
4705
Content Type: 1
Title: New Book: Developing Writing Skills in German
Body: From http://www.routledge.com/shopping_cart/products/product_detail.asp?sku=&isbn=0415397464&parent_id=&pc=/shopping_cart/search/search.asp?search%3Dwriting%2Bin%2Bgerman Developing Writing Skills in German Editor(s) - Uwe Baumann, Annette Duensing Publisher: Routledge Publication Date: 24/05/2006 About the Book Developing Writing Skills in German, is a unique course designed to improve the reading and writing skills of intermediate students of German. Presenting a wide range of authentic written materials, the book aims to develop reading strategies and the ability to write texts of various types (e.g. essays, articles, reviews) while imparting an understanding of important aspects of German society. From the environment to consumerism, each chapter focuses on a different theme and concentrates on the advancement of particular skills; all the chapters conclude with a task appropriate to the skills focus of the section. Summary writing, note-taking, the use of mind-maps to collect ideas, and other strategies for successful writing in German are presented here. This course is suitable both for classroom use and independent study, with feedback and answer key supplied at the back of the book. For more information, visit http://www.routledge.com/shopping_cart/products/product_detail.asp?sku=&isbn=0415397464&parent_id=&pc=/shopping_cart/search/search.asp?search%3Dwriting%2Bin%2Bgerman .
Source: Routledge
Inputdate: 2006-06-16 20:28:00
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Title: New Book: Developing Writing Skills in German
Body: From http://www.routledge.com/shopping_cart/products/product_detail.asp?sku=&isbn=0415397464&parent_id=&pc=/shopping_cart/search/search.asp?search%3Dwriting%2Bin%2Bgerman Developing Writing Skills in German Editor(s) - Uwe Baumann, Annette Duensing Publisher: Routledge Publication Date: 24/05/2006 About the Book Developing Writing Skills in German, is a unique course designed to improve the reading and writing skills of intermediate students of German. Presenting a wide range of authentic written materials, the book aims to develop reading strategies and the ability to write texts of various types (e.g. essays, articles, reviews) while imparting an understanding of important aspects of German society. From the environment to consumerism, each chapter focuses on a different theme and concentrates on the advancement of particular skills; all the chapters conclude with a task appropriate to the skills focus of the section. Summary writing, note-taking, the use of mind-maps to collect ideas, and other strategies for successful writing in German are presented here. This course is suitable both for classroom use and independent study, with feedback and answer key supplied at the back of the book. For more information, visit http://www.routledge.com/shopping_cart/products/product_detail.asp?sku=&isbn=0415397464&parent_id=&pc=/shopping_cart/search/search.asp?search%3Dwriting%2Bin%2Bgerman .
Source: Routledge
Inputdate: 2006-06-16 20:28:00
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4706
Content Type: 1
Title: Birthday Celebrations in Class
Body: I have my students write their birthday on my calendar in the fall. Then, I have a student write a happy birthday on the board every morning to the cumpleanero. I would like to step this up a little. What do you do for birthdays in your room? Does anybody out there give a bookmark in Spanish that says something about on the day that you were born, etc.? Sragovics, L. Birthday celebrations in class? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (6 June 2006). ---- I have always celebrated my students' birthdays. On their day, I ask them the date & ask why it's a special or important day for them. When they say it's their birthday, everyone in class claps & says "bon anniversaire". The birthday person stands up & I give him/her a pencil that says "bon anniversaire". I also have a stamp that is a cake & that says "bon anniversaire". I ask if the student wants the stamp on the hand; some don't but most do. Then I ask questions like How old are you? What are you doing to celebrate? Have you received any presents yet? What do you hope to receive? etc. In the beginning of level 1 this is done in English, but as soon as possible it's all done in French. At the end of the year, I give pencils to all the people with summer birthdays. They stand up & say their birthday & how old they will be. It's great & everyone in class enjoys it. Sometimes the next day we'll ask the birthday person a follow-up question based on something s/he said previously. One word of caution. Keep track of your birthdays! It is awful to forget someone's birthday. Howard, S. Birthday celebrations in class? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (6 June 2006).
Source: FLTEACH
Inputdate: 2006-06-17 18:52:00
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Title: Birthday Celebrations in Class
Body: I have my students write their birthday on my calendar in the fall. Then, I have a student write a happy birthday on the board every morning to the cumpleanero. I would like to step this up a little. What do you do for birthdays in your room? Does anybody out there give a bookmark in Spanish that says something about on the day that you were born, etc.? Sragovics, L. Birthday celebrations in class? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (6 June 2006). ---- I have always celebrated my students' birthdays. On their day, I ask them the date & ask why it's a special or important day for them. When they say it's their birthday, everyone in class claps & says "bon anniversaire". The birthday person stands up & I give him/her a pencil that says "bon anniversaire". I also have a stamp that is a cake & that says "bon anniversaire". I ask if the student wants the stamp on the hand; some don't but most do. Then I ask questions like How old are you? What are you doing to celebrate? Have you received any presents yet? What do you hope to receive? etc. In the beginning of level 1 this is done in English, but as soon as possible it's all done in French. At the end of the year, I give pencils to all the people with summer birthdays. They stand up & say their birthday & how old they will be. It's great & everyone in class enjoys it. Sometimes the next day we'll ask the birthday person a follow-up question based on something s/he said previously. One word of caution. Keep track of your birthdays! It is awful to forget someone's birthday. Howard, S. Birthday celebrations in class? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (6 June 2006).
Source: FLTEACH
Inputdate: 2006-06-17 18:52:00
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Contentid:
4707
Content Type: 1
Title: Self-Directed Language Learning Guide
Body: This Center for Applied Linguistics site lists dozens of resources, including Web sites, reading material, and listservs, designed to help self-directed language learners. Read about metacognition, motivation, and autonomy, join a special-interest group, or try out some of the links to online learning sites. http://www.cal.org/resources/faqs/rgos/selfdirected.html
Source: CAL
Inputdate: 2006-06-17 19:13:00
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Title: Self-Directed Language Learning Guide
Body: This Center for Applied Linguistics site lists dozens of resources, including Web sites, reading material, and listservs, designed to help self-directed language learners. Read about metacognition, motivation, and autonomy, join a special-interest group, or try out some of the links to online learning sites. http://www.cal.org/resources/faqs/rgos/selfdirected.html
Source: CAL
Inputdate: 2006-06-17 19:13:00
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Contentid:
4708
Content Type: 1
Title: New Book: Speech Production and Second Language Acquisition
Body: From http://tinyurl.com/z8n5b Speech Production and Second Language Acquisition by Judit Kormos Pub. Date: 2006 Series: Cognitive Science and Second Language Acquisition Series Description This extremely up-to-date book, Speech Production and Second Language Acquisition, is the first volume in the exciting new series, Cognitive Science and Second Language Acquisition. This new volume provides a thorough overview of the field and proposes a new integrative model of how L2 speech is produced. The study of speech production is its own subfield within cognitive science. One of the aims of this new book, as is true of the series, is to make cognitive science theory accessible to second language acquisition. Speech Production and Second Language Acquisition examines how research on second language and bilingual speech production can be grounded in L1 research conducted in cognitive science and in psycholinguistics. Highlighted is a coherent and straightforward introduction to the bilingual lexicon and its role in spoken language performance. Like the rest of the series, Speech Production and Second Language Acquisition is tutorial in style, intended as a supplementary textbook for undergraduates and graduate students in programs of cognitive science, second language acquisition, applied linguistics, and language pedagogy. For more information, visit http://tinyurl.com/z8n5b .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-06-17 19:37:00
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Title: New Book: Speech Production and Second Language Acquisition
Body: From http://tinyurl.com/z8n5b Speech Production and Second Language Acquisition by Judit Kormos Pub. Date: 2006 Series: Cognitive Science and Second Language Acquisition Series Description This extremely up-to-date book, Speech Production and Second Language Acquisition, is the first volume in the exciting new series, Cognitive Science and Second Language Acquisition. This new volume provides a thorough overview of the field and proposes a new integrative model of how L2 speech is produced. The study of speech production is its own subfield within cognitive science. One of the aims of this new book, as is true of the series, is to make cognitive science theory accessible to second language acquisition. Speech Production and Second Language Acquisition examines how research on second language and bilingual speech production can be grounded in L1 research conducted in cognitive science and in psycholinguistics. Highlighted is a coherent and straightforward introduction to the bilingual lexicon and its role in spoken language performance. Like the rest of the series, Speech Production and Second Language Acquisition is tutorial in style, intended as a supplementary textbook for undergraduates and graduate students in programs of cognitive science, second language acquisition, applied linguistics, and language pedagogy. For more information, visit http://tinyurl.com/z8n5b .
Source: Lawrence Erlbaum Associates
Inputdate: 2006-06-17 19:37:00
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Contentid:
4709
Content Type: 1
Title: Minnesota French Facts
Body: Did you know that over 16,000 Minnesota residents claim French, French Creole, French Patois or Cajun as their native language? For information about the history of French speakers in this region, including Web sites about French settlement and current information on international business connections and French curriculum in the state, download "Minnesota French Facts" (PDF format) from http://courseweb.stthomas.edu/mlwolsey/mnaatf/1d.htm .
Source: University of St. Thomas
Inputdate: 2006-06-17 19:53:00
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Title: Minnesota French Facts
Body: Did you know that over 16,000 Minnesota residents claim French, French Creole, French Patois or Cajun as their native language? For information about the history of French speakers in this region, including Web sites about French settlement and current information on international business connections and French curriculum in the state, download "Minnesota French Facts" (PDF format) from http://courseweb.stthomas.edu/mlwolsey/mnaatf/1d.htm .
Source: University of St. Thomas
Inputdate: 2006-06-17 19:53:00
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Contentid:
4710
Content Type: 1
Title: Suggestions for Teaching Young Learners
Body: Here are some ideas recently submitted to the FLTEACH listserv for a new teacher of 7- to 8-year-olds. Although these were intended for use with young learners of French, they can be used with any language, and some might be appropriate for enlivening classrooms with learners of all ages. Look for more of these next week. ---- Get an old suitcase (or large box) and fill it with different pieces of clothing (it's spring cleaning time!). Teach the students the names of the clothing little by little. Start with three items, and add only two items each class session. Teach the students the words for carpet and floor. After two sessions of going over the words for the clothing in the suitcase, throw (yes, throw!) each on the carpet or the floor (all in French). Call up a student to pick up each piece either on the floor or on the carpet. My students love throwing clothing around! When you teach "carpet" and "floor", have a student jump back between the carpet and the floor: floor, floor, carpet, floor, carpet, floor, carpet, carpet..... Wow! My students love to see if they can keep me from tricking them! Be sure to teach PREPOSITIONS: sur, dans, devant, derrière. You need to have your students engaged, active, up and about. Have a handful of something: pencils, flags, pieces of colored paper. Call on a student to take an item. Tell the student to put that item somewhere: behind the suitcase, in front of the desk, in the backpack, on top of the box or whatever you have in your room. All hands are in the air to volunteer. All students are on task and eager to participate. Of course they want to move! After you have sung a song, choose one student to stand up in your place and lead the others. The rest of your students will die to do it! Let up on reading books to them. Get a cheap microphone. Interview a few of them (not all): Qui es-tu? Quel âge as-tu? (Who are you? How old are you?) My students actually talk into the microphone! Number game: Buy some index cards and a few markers. Pair up the kids. Call out a number and have them write it on the card; the first pair to show you the number is the "winner". Moyer, C. Re: teaching French to 7-8 year olds. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-06-18 13:35:00
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Title: Suggestions for Teaching Young Learners
Body: Here are some ideas recently submitted to the FLTEACH listserv for a new teacher of 7- to 8-year-olds. Although these were intended for use with young learners of French, they can be used with any language, and some might be appropriate for enlivening classrooms with learners of all ages. Look for more of these next week. ---- Get an old suitcase (or large box) and fill it with different pieces of clothing (it's spring cleaning time!). Teach the students the names of the clothing little by little. Start with three items, and add only two items each class session. Teach the students the words for carpet and floor. After two sessions of going over the words for the clothing in the suitcase, throw (yes, throw!) each on the carpet or the floor (all in French). Call up a student to pick up each piece either on the floor or on the carpet. My students love throwing clothing around! When you teach "carpet" and "floor", have a student jump back between the carpet and the floor: floor, floor, carpet, floor, carpet, floor, carpet, carpet..... Wow! My students love to see if they can keep me from tricking them! Be sure to teach PREPOSITIONS: sur, dans, devant, derrière. You need to have your students engaged, active, up and about. Have a handful of something: pencils, flags, pieces of colored paper. Call on a student to take an item. Tell the student to put that item somewhere: behind the suitcase, in front of the desk, in the backpack, on top of the box or whatever you have in your room. All hands are in the air to volunteer. All students are on task and eager to participate. Of course they want to move! After you have sung a song, choose one student to stand up in your place and lead the others. The rest of your students will die to do it! Let up on reading books to them. Get a cheap microphone. Interview a few of them (not all): Qui es-tu? Quel âge as-tu? (Who are you? How old are you?) My students actually talk into the microphone! Number game: Buy some index cards and a few markers. Pair up the kids. Call out a number and have them write it on the card; the first pair to show you the number is the "winner". Moyer, C. Re: teaching French to 7-8 year olds. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-06-18 13:35:00
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Contentid:
4711
Content Type: 1
Title: More Metaphors for Language Teaching
Body: Here are some more thoughts from language teachers about how they characterize their role(s) in the classroom. ---- Mine are much shorter. I think of myself as 1. turning on lights 2. opening doors What students see in the light, or which doors they pass through and what they do in the rooms, is their choice. I might also look at the role of the teacher as similar to that of a maitre d' or waiter offering the menu, making suggestions, serving the food. What entrees, desserts and drinks the customers order and how much they eat is, again, their choice. Owens, T. Re: Metaphors. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (2 June 2006). ---- I feel that my role is that of catalyst, always trying to open the door of opportunity just a crack so that my students can catch a glimpse of what is on the other side. The difficult part for us teachers is that we hardly ever know whether or not we have made any difference to the quality of their lives in the long run. Gwatkin, C. Metaphors. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (2 June 2006). ---- And I think of myself as a salesperson/motivator...I have to present the material and create the right atmosphere in order for the students to "buy-into" the learning concept...no one wants to hear a boring salesperson... And also as an actress on stage...but with a captive audience. Teaching in public schools eliminates the students' abilities to just get up and walk out on a bad performance! Kaback, J. Re: Metaphors. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (3 June 2006).
Source: FLTEACH
Inputdate: 2006-06-18 13:38:00
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Title: More Metaphors for Language Teaching
Body: Here are some more thoughts from language teachers about how they characterize their role(s) in the classroom. ---- Mine are much shorter. I think of myself as 1. turning on lights 2. opening doors What students see in the light, or which doors they pass through and what they do in the rooms, is their choice. I might also look at the role of the teacher as similar to that of a maitre d' or waiter offering the menu, making suggestions, serving the food. What entrees, desserts and drinks the customers order and how much they eat is, again, their choice. Owens, T. Re: Metaphors. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (2 June 2006). ---- I feel that my role is that of catalyst, always trying to open the door of opportunity just a crack so that my students can catch a glimpse of what is on the other side. The difficult part for us teachers is that we hardly ever know whether or not we have made any difference to the quality of their lives in the long run. Gwatkin, C. Metaphors. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (2 June 2006). ---- And I think of myself as a salesperson/motivator...I have to present the material and create the right atmosphere in order for the students to "buy-into" the learning concept...no one wants to hear a boring salesperson... And also as an actress on stage...but with a captive audience. Teaching in public schools eliminates the students' abilities to just get up and walk out on a bad performance! Kaback, J. Re: Metaphors. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (3 June 2006).
Source: FLTEACH
Inputdate: 2006-06-18 13:38:00
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Contentid:
4712
Content Type: 1
Title: Songs to Teach 'Aller'
Body: To the tune of For He's a Jolly Good Fellow: Je ne vais pas a la maison Tu ne vas pas a la maison Il ne va pas a la maison Jusqu'a la pointe du jour. Jusqu'a la pointe du jour, Jusqu'a la pointe du jour, Nous n'allons pas a la maison Vous n'allez pas a la maison Ils ne vont pas a la maison Jusqu'a la pointe du jour. We (college students in France) actually used to sing a version of this on the bus on the way to ski. It was only Nous n'allons pas a la maison each time. I adapted it to practice all the forms of aller. We use gestures -- je (point at self), tu (point at friend), il (point at boy), nous (circular gesture to include self and those sitting nearby), vous (point at kids across from them with both hands to show it's the plural "you"), ils (point out in the hall, toward the rest of the school). Blaz, D. Re: song to teach aller?? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Feb. 2006). ---- I've been using a song this year for aller. Its roughly to the tune of Particle Man by They Might Be Giants. We sing,"Je vais au cafe, Tu vas au cafe, Il va au cafe, Elle va au cafe, Nous allons au cafe... You get the idea. There is a little connecting tune with no words to which we stick our fingers in the air and do "finger exercises". Bend your fingers, stick them out to the side, then bend them and stick them out to the other side, while singing "Dou dou dou dou..." Here's a link to the tune: www.retrojunk.com/details_commercial/461 We replace "au cafe" with different places and even different means of transportation. "En toboggan" is the fave of one of my classes. That is how they go anywhere they need to go in any given story. That song sneaks into stories all the time when we are going somewhere. This whole thing sounds very complicated, but really it's not. I make up little ditties all the time. This is the fave this year. Mollard, C. Re: song to teach aller?? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-06-18 14:14:00
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Title: Songs to Teach 'Aller'
Body: To the tune of For He's a Jolly Good Fellow: Je ne vais pas a la maison Tu ne vas pas a la maison Il ne va pas a la maison Jusqu'a la pointe du jour. Jusqu'a la pointe du jour, Jusqu'a la pointe du jour, Nous n'allons pas a la maison Vous n'allez pas a la maison Ils ne vont pas a la maison Jusqu'a la pointe du jour. We (college students in France) actually used to sing a version of this on the bus on the way to ski. It was only Nous n'allons pas a la maison each time. I adapted it to practice all the forms of aller. We use gestures -- je (point at self), tu (point at friend), il (point at boy), nous (circular gesture to include self and those sitting nearby), vous (point at kids across from them with both hands to show it's the plural "you"), ils (point out in the hall, toward the rest of the school). Blaz, D. Re: song to teach aller?? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Feb. 2006). ---- I've been using a song this year for aller. Its roughly to the tune of Particle Man by They Might Be Giants. We sing,"Je vais au cafe, Tu vas au cafe, Il va au cafe, Elle va au cafe, Nous allons au cafe... You get the idea. There is a little connecting tune with no words to which we stick our fingers in the air and do "finger exercises". Bend your fingers, stick them out to the side, then bend them and stick them out to the other side, while singing "Dou dou dou dou..." Here's a link to the tune: www.retrojunk.com/details_commercial/461 We replace "au cafe" with different places and even different means of transportation. "En toboggan" is the fave of one of my classes. That is how they go anywhere they need to go in any given story. That song sneaks into stories all the time when we are going somewhere. This whole thing sounds very complicated, but really it's not. I make up little ditties all the time. This is the fave this year. Mollard, C. Re: song to teach aller?? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-06-18 14:14:00
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Contentid:
4713
Content Type: 1
Title: Reserve Your Place Now for Summer School of Serbian Language and Culture
Body: Dear friends, I wish to call you once again to join Serbian Language and Culture Summer School organized in Valjevo (Serbia) from August 5th, 2006 by the Serbian Language and Culture Workshop (unfortunately there is no more room for July 15, 2006). This program is designed for all people wishing to improve their Serbian or learn it from the beginning. The total fee is 490 Euro and it includes 60 language classes, 60 culture classes, 3 week home stay, full board (3 meals), 3 excursions, free course materials and some surprises. If you are interested in participating in our project, please visit www.srpskijezik.edu.yu for additional info and an application. I hope to see you this summer in Serbia. Regards, Predrag Obucina Project Director SLC Workshop www.srpskijezik.edu.yu Radionica za srpski jezik. [LCTL-T] 5th Summer School of Serbian Language and Culture - 3rd call. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (18 June 2006).
Source: LCTL-T
Inputdate: 2006-06-18 14:19:00
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Expdate: 2006-08-01 00:00:00
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Content Type: 1
Title: Reserve Your Place Now for Summer School of Serbian Language and Culture
Body: Dear friends, I wish to call you once again to join Serbian Language and Culture Summer School organized in Valjevo (Serbia) from August 5th, 2006 by the Serbian Language and Culture Workshop (unfortunately there is no more room for July 15, 2006). This program is designed for all people wishing to improve their Serbian or learn it from the beginning. The total fee is 490 Euro and it includes 60 language classes, 60 culture classes, 3 week home stay, full board (3 meals), 3 excursions, free course materials and some surprises. If you are interested in participating in our project, please visit www.srpskijezik.edu.yu for additional info and an application. I hope to see you this summer in Serbia. Regards, Predrag Obucina Project Director SLC Workshop www.srpskijezik.edu.yu Radionica za srpski jezik. [LCTL-T] 5th Summer School of Serbian Language and Culture - 3rd call. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (18 June 2006).
Source: LCTL-T
Inputdate: 2006-06-18 14:19:00
Lastmodifieddate: 2006-06-18 14:19:00
Expdate: 2006-08-01 00:00:00
Publishdate: 2006-06-19 00:00:00
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