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Displaying 4551-4560 of 28843 results.
Contentid:
4724
Content Type: 1
Title: Request for Assistance: Survey of Heritage Language Programs
Body: Dear Heritage Language Colleagues: My name is Ted Jenkins, and I am working with Dr. Joy Peyton at the Center for Applied Linguistics. As part of the Alliance for the Advancement of Heritage Languages, we are creating an online collection of heritage language schools and programs in the United States in order to provide information about program features to staff of programs like yours. We are seeking to expand our collection of program profiles by asking programs to complete one of our surveys, which will provide basic information about a program's student and teacher population, curricula, assessments, and support. Would you or someone in your program be willing to take a few minutes to complete the program survey? - If you visit our Web site at http://www.cal.org/heritage/programs , you can view our program collection and complete the survey online. - I could mail you a hard copy that you would fill out and return to me. - I would also be willing to interview you on the phone and complete the survey. Can you please let me know which would be most convenient for you? I look forward to hearing from you soon. Thank you very much. Sincerely yours, Ted Jenkins Theodore@cal.org 202-362-0700, ext. 596 Scott McGinnis Academic Advisor & Associate Professor McGinnis, S. [HERITAGE-LIST] Request for assistance: Survey of HL programs. Heritage List. heritage-list@Majordomo.umd.edu (21 June 2006).
Source: Heritage List
Inputdate: 2006-06-21 13:08:00
Lastmodifieddate: 2006-06-21 13:08:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Request for Assistance: Survey of Heritage Language Programs
Body: Dear Heritage Language Colleagues: My name is Ted Jenkins, and I am working with Dr. Joy Peyton at the Center for Applied Linguistics. As part of the Alliance for the Advancement of Heritage Languages, we are creating an online collection of heritage language schools and programs in the United States in order to provide information about program features to staff of programs like yours. We are seeking to expand our collection of program profiles by asking programs to complete one of our surveys, which will provide basic information about a program's student and teacher population, curricula, assessments, and support. Would you or someone in your program be willing to take a few minutes to complete the program survey? - If you visit our Web site at http://www.cal.org/heritage/programs , you can view our program collection and complete the survey online. - I could mail you a hard copy that you would fill out and return to me. - I would also be willing to interview you on the phone and complete the survey. Can you please let me know which would be most convenient for you? I look forward to hearing from you soon. Thank you very much. Sincerely yours, Ted Jenkins Theodore@cal.org 202-362-0700, ext. 596 Scott McGinnis Academic Advisor & Associate Professor McGinnis, S. [HERITAGE-LIST] Request for assistance: Survey of HL programs. Heritage List. heritage-list@Majordomo.umd.edu (21 June 2006).
Source: Heritage List
Inputdate: 2006-06-21 13:08:00
Lastmodifieddate: 2006-06-21 13:08:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-06-26 00:00:00
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Active: 1
Emailed: 1
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Contentid:
4725
Content Type: 1
Title: International E-mail Project
Body: Hi everybody, I would like to develop an international e-mail project for students of higher education institutions. My students study TOURISM MANAGEMENT and are of intermediate level. I am thinking of e-mail exchange among people preferably of similar faculties to e-talk about common interests. The project's outputs can be some common e-materials like an e-newspaper with news of the participants, their countries, their schools etc. Our fall semester starts in October and ends in late January. Those interested visit our site at: http://www.teithe.gr for information about our school and our department. Roula Kartali. MA. BA. ESP Tourism Alexander Technological Educational Institute Thessaloniki, Greece Tel: + 30 2310 791 218 + 30 2310 267 412 (home) Fax:+ 30 2310 267 412 Kartali, R. [NETEACH-L] FROM GREECE! Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU (21 June 2006).
Source: NETEACH-L
Inputdate: 2006-06-21 18:48:00
Lastmodifieddate: 2006-06-21 18:48:00
Expdate:
Publishdate: 2006-06-26 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: International E-mail Project
Body: Hi everybody, I would like to develop an international e-mail project for students of higher education institutions. My students study TOURISM MANAGEMENT and are of intermediate level. I am thinking of e-mail exchange among people preferably of similar faculties to e-talk about common interests. The project's outputs can be some common e-materials like an e-newspaper with news of the participants, their countries, their schools etc. Our fall semester starts in October and ends in late January. Those interested visit our site at: http://www.teithe.gr for information about our school and our department. Roula Kartali. MA. BA. ESP Tourism Alexander Technological Educational Institute Thessaloniki, Greece Tel: + 30 2310 791 218 + 30 2310 267 412 (home) Fax:+ 30 2310 267 412 Kartali, R. [NETEACH-L] FROM GREECE! Neteach-L listserv. NETEACH-L@HUNTER.LISTSERV.CUNY.EDU (21 June 2006).
Source: NETEACH-L
Inputdate: 2006-06-21 18:48:00
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Expdate:
Publishdate: 2006-06-26 00:00:00
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Contentid:
4726
Content Type: 1
Title: Funding Opportunity: Scholarships for FUBiS Summer Programs
Body: SCHOLARSHIPS FOR FUBIS FREIE UNIVERSITAET BERLIN INTERNATIONAL SUMMER UNIVERSITY July 22 August 19, 2006 The official U.S. alumni organization Friends of Freie Universitaet Berlin (FFUB) has the pleasure to award 10 scholarships of 750 Euros each for selected courses at the Freie Universitaet Berlin International Summer University (FUBiS). THE COURSES - Architecture in Berlin in the Course of History - Berlin: East meets West - Metropolis Berlin in Literature and Culture - Europes Economic Future: European Markets and the Monetary Union Each course is comprised of 48 contact hours and is worth 4 credits. Courses are taught in English except for Metropolis Berlin in Literature and Culture (a literature course taught in German). In addition to one of the selected courses, students are welcome to choose German language courses or other academic courses offered by FUBiS. APPLICATION The application deadline is July 3, 2006. Please download the registration form from the FUBiS Homepage www.fubis.org, print it out and fax it to +49 (0) 30-838 73442. The registration form should be accompanied by a letter of intent, which can also be submitted by fax or as an attachment via email to: fubis@fubis.org. The selection committee will be held on July 5 and FUBiS will inform all applicants by July 7. FEES The scholarship consists of a lump sum which may be used to cover any of the following program or housing fees: Registration fee: 200 EUR Course tuition: 750 EUR Accommodation (single room in student dorm): 310 EUR The awarded amount will be distributed in one installment at the beginning of the program in Berlin. For more information on the program and for registration please visit www.fubis.org or contact:o fubis@fubis.org. Sina, E. [AATG-L] Scholarships for Freie Universitaet Berlin International Summer University (FUBiS). American Association of Teachers of German listserv. AATG@listserv.iupui.edu (21 June 2006).
Source: AATG-L
Inputdate: 2006-06-21 18:55:00
Lastmodifieddate: 2006-06-21 18:55:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-06-26 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Funding Opportunity: Scholarships for FUBiS Summer Programs
Body: SCHOLARSHIPS FOR FUBIS FREIE UNIVERSITAET BERLIN INTERNATIONAL SUMMER UNIVERSITY July 22 August 19, 2006 The official U.S. alumni organization Friends of Freie Universitaet Berlin (FFUB) has the pleasure to award 10 scholarships of 750 Euros each for selected courses at the Freie Universitaet Berlin International Summer University (FUBiS). THE COURSES - Architecture in Berlin in the Course of History - Berlin: East meets West - Metropolis Berlin in Literature and Culture - Europes Economic Future: European Markets and the Monetary Union Each course is comprised of 48 contact hours and is worth 4 credits. Courses are taught in English except for Metropolis Berlin in Literature and Culture (a literature course taught in German). In addition to one of the selected courses, students are welcome to choose German language courses or other academic courses offered by FUBiS. APPLICATION The application deadline is July 3, 2006. Please download the registration form from the FUBiS Homepage www.fubis.org, print it out and fax it to +49 (0) 30-838 73442. The registration form should be accompanied by a letter of intent, which can also be submitted by fax or as an attachment via email to: fubis@fubis.org. The selection committee will be held on July 5 and FUBiS will inform all applicants by July 7. FEES The scholarship consists of a lump sum which may be used to cover any of the following program or housing fees: Registration fee: 200 EUR Course tuition: 750 EUR Accommodation (single room in student dorm): 310 EUR The awarded amount will be distributed in one installment at the beginning of the program in Berlin. For more information on the program and for registration please visit www.fubis.org or contact:o fubis@fubis.org. Sina, E. [AATG-L] Scholarships for Freie Universitaet Berlin International Summer University (FUBiS). American Association of Teachers of German listserv. AATG@listserv.iupui.edu (21 June 2006).
Source: AATG-L
Inputdate: 2006-06-21 18:55:00
Lastmodifieddate: 2006-06-21 18:55:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-06-26 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4727
Content Type: 1
Title: New Book: Teaching Young Language Learners
Body: From http://www.oup.com/uk/catalogue/?ci=9780194422079 Teaching Young Language Learners Annamaria Pinter Integrates theory and practice in an accessible way, filling a gap between theoretical books and resource books. Provides information on background issues as well as classroom techniques, with an emphasis on practical advice and guidance. Clear examples, tasks, and recommended further reading. Illustrates the differences between teaching different age groups. Suggests ways to undertake small-scale action research in primary language classrooms. Recommended for training courses and Diploma/MA courses, and suitable for practising teachers. For more information, visit http://www.oup.com/uk/catalogue/?ci=9780194422079
Source: Oxford University Press
Inputdate: 2006-06-21 20:55:00
Lastmodifieddate: 2006-06-21 20:55:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: New Book: Teaching Young Language Learners
Body: From http://www.oup.com/uk/catalogue/?ci=9780194422079 Teaching Young Language Learners Annamaria Pinter Integrates theory and practice in an accessible way, filling a gap between theoretical books and resource books. Provides information on background issues as well as classroom techniques, with an emphasis on practical advice and guidance. Clear examples, tasks, and recommended further reading. Illustrates the differences between teaching different age groups. Suggests ways to undertake small-scale action research in primary language classrooms. Recommended for training courses and Diploma/MA courses, and suitable for practising teachers. For more information, visit http://www.oup.com/uk/catalogue/?ci=9780194422079
Source: Oxford University Press
Inputdate: 2006-06-21 20:55:00
Lastmodifieddate: 2006-06-21 20:55:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4728
Content Type: 1
Title: Using Target Language Names in Class
Body: Do you give your students the option of choosing target language names to use in class, or do they use their own names? Here are a few comments on this practice from a recent discussion on the FLTEACH listserv. Look for more on this topic next week. ---- It _is_ a chore remembering 2 names for each student. Not everyone's name 'translates' - so when they ask "What's my name in French?" I usually respond: "Same as it is in English/American." Unless it has a direct equivalent like Jean or Michel. You don't change your name when you visit another country, do you? If they really want to assume another identity, I let them. I had a boy a few years ago who decided his French name would be Raphael Rigadeau. If I called him Brian, he would respond: "Qui est Brian?" At the awards ceremony I used his French name when presenting his fourth year pin. He loved it. Freeman, M.A. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006). ---- What I like to do is keep the original name and add a nickname. EX: Nigel el atlético Kids pick out their nicknames and sometimes they will change or evolve as the year goes on. This year, for example, I had Kaitlyn who had picked Kaitlyn la Princesa. She ended up known affectionately by all in class (and outside of class) as La Rubia. Clark, V. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006).
Source: FLTEACH
Inputdate: 2006-06-22 13:48:00
Lastmodifieddate: 2006-06-22 13:48:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Using Target Language Names in Class
Body: Do you give your students the option of choosing target language names to use in class, or do they use their own names? Here are a few comments on this practice from a recent discussion on the FLTEACH listserv. Look for more on this topic next week. ---- It _is_ a chore remembering 2 names for each student. Not everyone's name 'translates' - so when they ask "What's my name in French?" I usually respond: "Same as it is in English/American." Unless it has a direct equivalent like Jean or Michel. You don't change your name when you visit another country, do you? If they really want to assume another identity, I let them. I had a boy a few years ago who decided his French name would be Raphael Rigadeau. If I called him Brian, he would respond: "Qui est Brian?" At the awards ceremony I used his French name when presenting his fourth year pin. He loved it. Freeman, M.A. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006). ---- What I like to do is keep the original name and add a nickname. EX: Nigel el atlético Kids pick out their nicknames and sometimes they will change or evolve as the year goes on. This year, for example, I had Kaitlyn who had picked Kaitlyn la Princesa. She ended up known affectionately by all in class (and outside of class) as La Rubia. Clark, V. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006).
Source: FLTEACH
Inputdate: 2006-06-22 13:48:00
Lastmodifieddate: 2006-06-22 13:48:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4729
Content Type: 1
Title: Presentation/Discussion Activity Ideas
Body: A recent question about how to manage oral exercises in which students present and discuss information received the following useful suggestions. These should be applicable to classes of any language and a wide range of levels and ages. ---- For me, it works well to make the other students take notes and give them points for saying what the other groups talked about OR to have them ask a question in the TL. It also seems to help if I choose the pairs either randomly or purposefully with an eye toward splitting up friend groups. That way all of them want to listen to the other groups. Pickles, J. Re: Managing Dialogue presentations (was: Oral evaluation). Re: Managing Dialogue presentations - long. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- My colleague and I did a project where the students refined an oral presentation by doing "round robin" presentations. They had done a travel project on a Spanish-speaking country and created a poster with info about that country and an itinerary. On presentation day, I had set up 12-14 stations of 4 desks. At each station, two of the desks had pink Post-Its on them and the other two didn't. Two pairs of students sat at each station with their posters. When I rang a bell, one pair from each station (12 groups at the same time!) presented their country only to the other pair of students at their station, not to the whole class. They explained their poster for 2 minutes. Then the rest of the pairs did the same. There was one minute for asking clarifying questions and taking notes (I didn't specify English or Spanish, but many just did it in Spanish). Then I rang a bell and all pairs sitting at the desks with pink Post-Its rotated clockwise to sit with different pairs of students. Then we did the same process. By the end, they were explaining things really well and pretty fluently because they had done it 6 times and listened 6 times. As they were presenting, I went around with my rubric and listened to everyone, just to make sure they were doing what they were supposed to be doing. When it was all over, they had 10 minutes to write as much as they could in Spanish, using their notes, about their own country and the countries they had heard about. That made them accountable. They really pay attention because it's right in front of them. I realized that this "round robin" process would be great for doing individual presentations, too, maybe in groups of 3-4. It forces them to practice and refine. When the presentation is due on a certain day and they practice on their own, I don't think many really do it enough to be able to present fluently without reading from their paper. Plus, during the round robin presentations, it does not get boring because they're presenting themselves half the time to different people and there is movement! Hooker, M. Re: Managing Dialogue presentations - long. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006).
Source: FLTEACH
Inputdate: 2006-06-22 18:56:00
Lastmodifieddate: 2006-06-22 18:56:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Presentation/Discussion Activity Ideas
Body: A recent question about how to manage oral exercises in which students present and discuss information received the following useful suggestions. These should be applicable to classes of any language and a wide range of levels and ages. ---- For me, it works well to make the other students take notes and give them points for saying what the other groups talked about OR to have them ask a question in the TL. It also seems to help if I choose the pairs either randomly or purposefully with an eye toward splitting up friend groups. That way all of them want to listen to the other groups. Pickles, J. Re: Managing Dialogue presentations (was: Oral evaluation). Re: Managing Dialogue presentations - long. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- My colleague and I did a project where the students refined an oral presentation by doing "round robin" presentations. They had done a travel project on a Spanish-speaking country and created a poster with info about that country and an itinerary. On presentation day, I had set up 12-14 stations of 4 desks. At each station, two of the desks had pink Post-Its on them and the other two didn't. Two pairs of students sat at each station with their posters. When I rang a bell, one pair from each station (12 groups at the same time!) presented their country only to the other pair of students at their station, not to the whole class. They explained their poster for 2 minutes. Then the rest of the pairs did the same. There was one minute for asking clarifying questions and taking notes (I didn't specify English or Spanish, but many just did it in Spanish). Then I rang a bell and all pairs sitting at the desks with pink Post-Its rotated clockwise to sit with different pairs of students. Then we did the same process. By the end, they were explaining things really well and pretty fluently because they had done it 6 times and listened 6 times. As they were presenting, I went around with my rubric and listened to everyone, just to make sure they were doing what they were supposed to be doing. When it was all over, they had 10 minutes to write as much as they could in Spanish, using their notes, about their own country and the countries they had heard about. That made them accountable. They really pay attention because it's right in front of them. I realized that this "round robin" process would be great for doing individual presentations, too, maybe in groups of 3-4. It forces them to practice and refine. When the presentation is due on a certain day and they practice on their own, I don't think many really do it enough to be able to present fluently without reading from their paper. Plus, during the round robin presentations, it does not get boring because they're presenting themselves half the time to different people and there is movement! Hooker, M. Re: Managing Dialogue presentations - long. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006).
Source: FLTEACH
Inputdate: 2006-06-22 18:56:00
Lastmodifieddate: 2006-06-22 18:56:00
Expdate:
Publishdate: 2006-06-26 00:00:00
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Active: 1
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Contentid:
4730
Content Type: 1
Title: Funding Opportunity: German Teacher Seminar
Body: This years Deutsche Woche in Bar Harbor (August 6-12) has received a generous grant from the Marga and Kurt Möllgard-Stiftung. The grant will fund ten partial scholarships for new teachers and help defray costs of running the seminar. The application deadline has been extended until July 21st to accommodate fellowship applicants. Please spread the word as widely as possible, especially to graduate students in German and to new German teachers (those with 3 years of teaching experience or less). There is also still space available for experienced teachers. Contact Peter W. Nutting at for a brochure and a stipend application.
Pokorny, M. [AATG-L] Deutsche Woche in Bar Harbor grant. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (23 June 2006).
For more information, visit http://www.aatg.org/programs/profdev/non-aatg-prog.htm and scroll down to the August 6-12 event.
Source: AATG-L
Inputdate: 2006-06-23 13:13:00
Lastmodifieddate: 2006-06-23 13:13:00
Expdate: 2006-08-12 00:00:00
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Funding Opportunity: German Teacher Seminar
Body: This years Deutsche Woche in Bar Harbor (August 6-12) has received a generous grant from the Marga and Kurt Möllgard-Stiftung. The grant will fund ten partial scholarships for new teachers and help defray costs of running the seminar. The application deadline has been extended until July 21st to accommodate fellowship applicants. Please spread the word as widely as possible, especially to graduate students in German and to new German teachers (those with 3 years of teaching experience or less). There is also still space available for experienced teachers. Contact Peter W. Nutting at
Source: AATG-L
Inputdate: 2006-06-23 13:13:00
Lastmodifieddate: 2006-06-23 13:13:00
Expdate: 2006-08-12 00:00:00
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4731
Content Type: 1
Title: Chinese Curriculum Links
Body: A recent request on the FLTEACH listserv for Chinese text recommendations at the community college level received the following replies. ---- Although not a Chinese teacher, I do look at Chinese materials. I would recommend considering the following series from Yale University Press: Communicating in Chinese: Listening and Speaking Students Book for Listening and Speaking http://yalepress.yale.edu/yupbooks/book.asp?isbn=0887101755) Cynthia Ning Go to Yale Univ. Press's world languages page at http://yalepress.yale.edu/yupbooks/language_home.asp and enter "Chinese" as the keyword. Scroll down till you come to these books. I think this series may be the most accessible for community college and high school. If I am not mistaken, it was used in Philadelphia in the small HS Chinese program. I got a kick out of the Chinese listings - some of the classic texbooks of the 40s and 50s are still in print. Stillman, D. Re: Chinese (Mandarin) textbook? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (14 June 2006). ---- Chinese has been taught in the Springfield MA schools since the late 1980's, and has flourished under the expertise of Dr. Mei Ju Hwang, the lead teacher. We teach foreign languages to ALL learners, and have done so for at least 15 years. Mei Ju recommends the following as options for you to consider. - Ni Hao 1 for Chinese 1 classes - Ni Hao 2 - Ni Hao 3 In addition, she supplements her courses with sections of: - Integrated Chinese - An Introduction to Chinese (simplified version) - Communicating in Chinese (Listening and Speaking) by Cynthia Ning - Communicating in Chinese (Reading and Writing) by Cynthia Ning http://www.cheng-tsui.com/ is where we buy our books. Gadbois, N. Chinese textbooks 6-12. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 June 2006).
Source: Various
Inputdate: 2006-06-23 16:56:00
Lastmodifieddate: 2006-06-23 16:56:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Chinese Curriculum Links
Body: A recent request on the FLTEACH listserv for Chinese text recommendations at the community college level received the following replies. ---- Although not a Chinese teacher, I do look at Chinese materials. I would recommend considering the following series from Yale University Press: Communicating in Chinese: Listening and Speaking Students Book for Listening and Speaking http://yalepress.yale.edu/yupbooks/book.asp?isbn=0887101755) Cynthia Ning Go to Yale Univ. Press's world languages page at http://yalepress.yale.edu/yupbooks/language_home.asp and enter "Chinese" as the keyword. Scroll down till you come to these books. I think this series may be the most accessible for community college and high school. If I am not mistaken, it was used in Philadelphia in the small HS Chinese program. I got a kick out of the Chinese listings - some of the classic texbooks of the 40s and 50s are still in print. Stillman, D. Re: Chinese (Mandarin) textbook? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (14 June 2006). ---- Chinese has been taught in the Springfield MA schools since the late 1980's, and has flourished under the expertise of Dr. Mei Ju Hwang, the lead teacher. We teach foreign languages to ALL learners, and have done so for at least 15 years. Mei Ju recommends the following as options for you to consider. - Ni Hao 1 for Chinese 1 classes - Ni Hao 2 - Ni Hao 3 In addition, she supplements her courses with sections of: - Integrated Chinese - An Introduction to Chinese (simplified version) - Communicating in Chinese (Listening and Speaking) by Cynthia Ning - Communicating in Chinese (Reading and Writing) by Cynthia Ning http://www.cheng-tsui.com/ is where we buy our books. Gadbois, N. Chinese textbooks 6-12. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 June 2006).
Source: Various
Inputdate: 2006-06-23 16:56:00
Lastmodifieddate: 2006-06-23 16:56:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4732
Content Type: 1
Title: German Language Games Online
Body: If you are looking for fun activities, then check out the Goethe-Institut online project jund:de at www.goethe.de/jung that provides a glimpse into the way German teens live and how they speak. There is a number of online language games under the category "Spiele", from which you can learn, for instance, what a Neep Neep or Vanilla Ninja is. My personal favorites are "Simsen" and "Rätsel" (both under Jugendsprache) as well as "Kreuzworträtsel" (under Lifestyle). Liamkina, O. [AATG-L] GI online project Jung:de. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (15 May 2006).
Source: AATG-L
Inputdate: 2006-06-23 17:09:00
Lastmodifieddate: 2006-06-23 17:09:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: German Language Games Online
Body: If you are looking for fun activities, then check out the Goethe-Institut online project jund:de at www.goethe.de/jung that provides a glimpse into the way German teens live and how they speak. There is a number of online language games under the category "Spiele", from which you can learn, for instance, what a Neep Neep or Vanilla Ninja is. My personal favorites are "Simsen" and "Rätsel" (both under Jugendsprache) as well as "Kreuzworträtsel" (under Lifestyle). Liamkina, O. [AATG-L] GI online project Jung:de. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (15 May 2006).
Source: AATG-L
Inputdate: 2006-06-23 17:09:00
Lastmodifieddate: 2006-06-23 17:09:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4733
Content Type: 1
Title: Call for Participation: Research Project on Spanish L2 Writing
Body: From http://linguistlist.org/issues/17/17-1841.html#?CFID=6304645&CFTOKEN=37934324 CEDEL2 (Corpus Escrito del Español L2) is a research project at the Universidad Autónoma de Madrid (Spain). It is funded by the Ministerio de Educación y Ciencia (MEC), the Comunidad Autónoma de Madrid (CAM) and the Universidad Autónoma de Madrid (UAM). We are investigating how English-speaking people learn Spanish. We are collecting a large database (corpus) of written compositions by learners of Spanish. WHO CAN PARTICIPATE? Learners of Spanish who have English as their mother tongue: any level (beginner, intermediate, advanced). HOW CAN YOU PARTICIPATE? You are requested to fill in three online and anonymous forms at: http://www.uam.es/woslac/cedel2.htm - First form: your learning background. - Second form: a brief composition in Spanish. We are interested in REAL and SPONTANEOUS language, so don't worry about making mistakes or being assessed. Please DON'T use any dictionaries or grammar books. You can choose between several compositions topics. - Third form: questions about Spanish language. This is NOT an exam, but simply a short test to check your level of Spanish. WHAT CAN YOU GET FROM IT? We will email you the Spanish grammar test results, so you can know your level of Spanish grammar. We will send you by post a certificate (stamped by the Universidad Autónoma de Madrid) stating that you have participated in our project. WHO HAS ALREADY PARTICIPATED? So far, we have received data from different institutions all over the world, e.g.: - USA: University of Wisconsin at Madison, Boston University, Skidmore Collegue, Rutgers University, George Washington University. - UK: Open University, Cambridge University UK, Essex University, University of Hertfordshire, St Paul's School London. - SPAIN: Universidad Autonoma de Madrid, St Louis University at Madrid, Fundacion Ortega y Gasset at Madrid and Toledo, Escuela Oficial de Idiomas, British Council Spain, Universidad de Cantabria. REMEMBER: This is NOT an exam. You will NOT be assessed. We are simply interested in your SPONTANEOUS written Spanish language. All information is ANONYMOUS and CONFIDENTIAL. PARTICIPATE NOW in CEDEL2: http://www.uam.es/woslac/start.htm If you (or your institution) are interested in collaborating in the research project, please visit: http://www.uam.es/woslac , then click on 'institutional information'. Thank you. Cristóbal Lozano and Amaya Mendikoetxea More info: http://www.uam.es/woslac WOSLAC research group Word Order in Second Language Acquisition Corpora Universidad Autónoma de Madrid, Spain
Source: LINGUIST List
Inputdate: 2006-06-23 17:23:00
Lastmodifieddate: 2006-06-23 17:23:00
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Publishdate: 2006-06-26 00:00:00
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Content Type: 1
Title: Call for Participation: Research Project on Spanish L2 Writing
Body: From http://linguistlist.org/issues/17/17-1841.html#?CFID=6304645&CFTOKEN=37934324 CEDEL2 (Corpus Escrito del Español L2) is a research project at the Universidad Autónoma de Madrid (Spain). It is funded by the Ministerio de Educación y Ciencia (MEC), the Comunidad Autónoma de Madrid (CAM) and the Universidad Autónoma de Madrid (UAM). We are investigating how English-speaking people learn Spanish. We are collecting a large database (corpus) of written compositions by learners of Spanish. WHO CAN PARTICIPATE? Learners of Spanish who have English as their mother tongue: any level (beginner, intermediate, advanced). HOW CAN YOU PARTICIPATE? You are requested to fill in three online and anonymous forms at: http://www.uam.es/woslac/cedel2.htm - First form: your learning background. - Second form: a brief composition in Spanish. We are interested in REAL and SPONTANEOUS language, so don't worry about making mistakes or being assessed. Please DON'T use any dictionaries or grammar books. You can choose between several compositions topics. - Third form: questions about Spanish language. This is NOT an exam, but simply a short test to check your level of Spanish. WHAT CAN YOU GET FROM IT? We will email you the Spanish grammar test results, so you can know your level of Spanish grammar. We will send you by post a certificate (stamped by the Universidad Autónoma de Madrid) stating that you have participated in our project. WHO HAS ALREADY PARTICIPATED? So far, we have received data from different institutions all over the world, e.g.: - USA: University of Wisconsin at Madison, Boston University, Skidmore Collegue, Rutgers University, George Washington University. - UK: Open University, Cambridge University UK, Essex University, University of Hertfordshire, St Paul's School London. - SPAIN: Universidad Autonoma de Madrid, St Louis University at Madrid, Fundacion Ortega y Gasset at Madrid and Toledo, Escuela Oficial de Idiomas, British Council Spain, Universidad de Cantabria. REMEMBER: This is NOT an exam. You will NOT be assessed. We are simply interested in your SPONTANEOUS written Spanish language. All information is ANONYMOUS and CONFIDENTIAL. PARTICIPATE NOW in CEDEL2: http://www.uam.es/woslac/start.htm If you (or your institution) are interested in collaborating in the research project, please visit: http://www.uam.es/woslac , then click on 'institutional information'. Thank you. Cristóbal Lozano and Amaya Mendikoetxea More info: http://www.uam.es/woslac WOSLAC research group Word Order in Second Language Acquisition Corpora Universidad Autónoma de Madrid, Spain
Source: LINGUIST List
Inputdate: 2006-06-23 17:23:00
Lastmodifieddate: 2006-06-23 17:23:00
Expdate:
Publishdate: 2006-06-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
