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Contentid:
4746
Content Type: 1
Title: EuroSLA 16
Body: From http://www.eurosla2006.boun.edu.tr 'The Theories of Second Language Acquisition and Their Implications' organized by Bogazici University, Department of Foreign Language Education 13-16 September 2006 Resort Dedeman Hotel Antalya, Turkey For more information about the conference, visit http://www.eurosla2006.boun.edu.tr .
Source: Bogazici University
Inputdate: 2006-06-24 18:38:00
Lastmodifieddate: 2006-06-24 18:38:00
Expdate: 2006-09-17 00:00:00
Publishdate: 2006-06-26 00:00:00
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Content Type: 1
Title: EuroSLA 16
Body: From http://www.eurosla2006.boun.edu.tr 'The Theories of Second Language Acquisition and Their Implications' organized by Bogazici University, Department of Foreign Language Education 13-16 September 2006 Resort Dedeman Hotel Antalya, Turkey For more information about the conference, visit http://www.eurosla2006.boun.edu.tr .
Source: Bogazici University
Inputdate: 2006-06-24 18:38:00
Lastmodifieddate: 2006-06-24 18:38:00
Expdate: 2006-09-17 00:00:00
Publishdate: 2006-06-26 00:00:00
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Contentid:
4747
Content Type: 1
Title: Links for Teachers of Japanese
Body: This site, maintained by a professor of Japanese, provides links to a wide variety of online resources for Japanese teachers. These include teaching resources such as orthography, listening, and discourse, as well as professional organizations and search enginges which you may find helpful. http://tell.fll.purdue.edu/hatasa/kurosio/JLResources.htm
Source: Purdue University
Inputdate: 2006-06-24 18:54:00
Lastmodifieddate: 2006-06-24 18:54:00
Expdate:
Publishdate: 2006-06-26 00:00:00
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Active: 1
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Isarchived: 1
Content Type: 1
Title: Links for Teachers of Japanese
Body: This site, maintained by a professor of Japanese, provides links to a wide variety of online resources for Japanese teachers. These include teaching resources such as orthography, listening, and discourse, as well as professional organizations and search enginges which you may find helpful. http://tell.fll.purdue.edu/hatasa/kurosio/JLResources.htm
Source: Purdue University
Inputdate: 2006-06-24 18:54:00
Lastmodifieddate: 2006-06-24 18:54:00
Expdate:
Publishdate: 2006-06-26 00:00:00
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Contentid:
4748
Content Type: 1
Title: Welsh Thrives in Popular Culture
Body: This article from The Guardian describes the rebound of Welsh since the Welsh Language Act of 1993, when it was given equal footing in the public sector. In Wales, Welsh is now taught in schools, read on signs, and heard on the streets and in the mass media. Read the complete article at http://www.guardian.co.uk/britain/article/0,,1803166,00.html .
Source: The Guardian
Inputdate: 2006-06-24 19:00:00
Lastmodifieddate: 2006-06-24 19:00:00
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Publishdate: 2006-06-26 00:00:00
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Content Type: 1
Title: Welsh Thrives in Popular Culture
Body: This article from The Guardian describes the rebound of Welsh since the Welsh Language Act of 1993, when it was given equal footing in the public sector. In Wales, Welsh is now taught in schools, read on signs, and heard on the streets and in the mass media. Read the complete article at http://www.guardian.co.uk/britain/article/0,,1803166,00.html .
Source: The Guardian
Inputdate: 2006-06-24 19:00:00
Lastmodifieddate: 2006-06-24 19:00:00
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Publishdate: 2006-06-26 00:00:00
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Contentid:
4749
Content Type: 1
Title: New Guide: Teaching Languages in the Primary School
Body: "Teaching Languages in the Primary School: Examples from current practice" is designed to inform teachers and administrators about effective planning, implementation, and maintenance of elementary-level language programs. The 73-page document describes thirteen research-based approaches which focus on curriculum, learners and languages, and organization and support. Although it was written for programs in Australia, this guide may provide new perspectives on our programs in the US and abroad. Download this free resource at (PDF format) at http://www.asiaeducation.edu.au/pdf/teachinglanguages.pdf .
Source: Australian Government: Department of Education, Science and Training
Inputdate: 2006-06-24 19:09:00
Lastmodifieddate: 2006-06-24 19:09:00
Expdate:
Publishdate: 2006-06-26 00:00:00
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Content Type: 1
Title: New Guide: Teaching Languages in the Primary School
Body: "Teaching Languages in the Primary School: Examples from current practice" is designed to inform teachers and administrators about effective planning, implementation, and maintenance of elementary-level language programs. The 73-page document describes thirteen research-based approaches which focus on curriculum, learners and languages, and organization and support. Although it was written for programs in Australia, this guide may provide new perspectives on our programs in the US and abroad. Download this free resource at (PDF format) at http://www.asiaeducation.edu.au/pdf/teachinglanguages.pdf .
Source: Australian Government: Department of Education, Science and Training
Inputdate: 2006-06-24 19:09:00
Lastmodifieddate: 2006-06-24 19:09:00
Expdate:
Publishdate: 2006-06-26 00:00:00
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Contentid:
4750
Content Type: 1
Title: Spanish Sports Poem
Body: A recent post to the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) recommended this poem for practicing sports vocabulary. EL DEPORTE AL REVÉS por Antonio de Benito Monge Juego al fútbol sin balón y al tenis sin mi raqueta, al baloncesto en chaqueta, con patines al ping-pong. La piscina es el frontón donde nado en camiseta, en el ring toco trompeta y en el estadio el trombón. Practico salto de altura por encima del larguero, caigo encima del portero, son seis puntos de sutura. Meto en la canasta un remo y un balón en la canoa, palos de golf en la proa, velas para el golf, ¡qué memo! En el estadio, esquiando en la nieve juego a hockey, un caballo hace de yokey y el jinete va trotando.
Source: FLTEACH
Inputdate: 2006-06-27 13:41:00
Lastmodifieddate: 2006-06-27 13:41:00
Expdate:
Publishdate: 2006-07-03 00:00:00
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Active: 1
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Content Type: 1
Title: Spanish Sports Poem
Body: A recent post to the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) recommended this poem for practicing sports vocabulary. EL DEPORTE AL REVÉS por Antonio de Benito Monge Juego al fútbol sin balón y al tenis sin mi raqueta, al baloncesto en chaqueta, con patines al ping-pong. La piscina es el frontón donde nado en camiseta, en el ring toco trompeta y en el estadio el trombón. Practico salto de altura por encima del larguero, caigo encima del portero, son seis puntos de sutura. Meto en la canasta un remo y un balón en la canoa, palos de golf en la proa, velas para el golf, ¡qué memo! En el estadio, esquiando en la nieve juego a hockey, un caballo hace de yokey y el jinete va trotando.
Source: FLTEACH
Inputdate: 2006-06-27 13:41:00
Lastmodifieddate: 2006-06-27 13:41:00
Expdate:
Publishdate: 2006-07-03 00:00:00
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Contentid:
4751
Content Type: 1
Title: Call for Multimedia Linguistics Teaching Materials
Body: From http://linguistlist.org/issues/17/17-1866.html#2 The linguistics department at the University of Maryland is changing much of its introduction to linguistics course. The course is taken entirely by non-linguistics majors (though, we hope some of them become intrigued enough to go on to majoring in linguistics). We are asking for your help in acquiring digital multi-media teaching demonstrations and tools in an effort to make the course more engaging for these kinds of students. I know that there have been several requests for this type of material before on the LINGUISTList. But seeing as how fast technology changes, and how fast websites come and go, I thought it was time for another try. I will, of course, make the information that I receive available in a summary (in fact, I might put together a website with links, downloads, etc.) We are looking for pictures, sound and video files that deal with any aspect of linguistics that you use in your linguistics courses, i.e., phonetics, phonology, morphology, syntax. But, we are especially interested in examples that demonstrate principles in sociolinguistics, animal communication, sign language, pragmatics, writing systems, acquisition, and psycholinguistics. We are not asking for your teaching materials, i.e., slides, class notes, etc. Just the multimedia examples or demonstrations that you might use to help teach a particular point. For instance, we are looking for things like: audio/video clips of babies cooing, babbling, etc., video of ASL or Nicaraguan Sign Language that demonstrates a particular grammatical example, audio of Hawaiian Creole, or the stimuli used in a famous experiment, etc. If you have multi-media materials that you would like to share with us, please send an email to me at: swfwam.umd.edu. Please include the following along with the email: 1) the file or a link to the file 2) your name and affiliation 3) whether there are any copyright restrictions on the material 4) whether or not you would like the file to be freely available on our website 5) any other comments or instructions that you think are relevant Thank you, Scott Fults University of Maryland, College Park
Source: LINGUIST List
Inputdate: 2006-06-27 13:44:00
Lastmodifieddate: 2006-06-27 13:44:00
Expdate:
Publishdate: 2006-07-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Multimedia Linguistics Teaching Materials
Body: From http://linguistlist.org/issues/17/17-1866.html#2 The linguistics department at the University of Maryland is changing much of its introduction to linguistics course. The course is taken entirely by non-linguistics majors (though, we hope some of them become intrigued enough to go on to majoring in linguistics). We are asking for your help in acquiring digital multi-media teaching demonstrations and tools in an effort to make the course more engaging for these kinds of students. I know that there have been several requests for this type of material before on the LINGUISTList. But seeing as how fast technology changes, and how fast websites come and go, I thought it was time for another try. I will, of course, make the information that I receive available in a summary (in fact, I might put together a website with links, downloads, etc.) We are looking for pictures, sound and video files that deal with any aspect of linguistics that you use in your linguistics courses, i.e., phonetics, phonology, morphology, syntax. But, we are especially interested in examples that demonstrate principles in sociolinguistics, animal communication, sign language, pragmatics, writing systems, acquisition, and psycholinguistics. We are not asking for your teaching materials, i.e., slides, class notes, etc. Just the multimedia examples or demonstrations that you might use to help teach a particular point. For instance, we are looking for things like: audio/video clips of babies cooing, babbling, etc., video of ASL or Nicaraguan Sign Language that demonstrates a particular grammatical example, audio of Hawaiian Creole, or the stimuli used in a famous experiment, etc. If you have multi-media materials that you would like to share with us, please send an email to me at: swfwam.umd.edu. Please include the following along with the email: 1) the file or a link to the file 2) your name and affiliation 3) whether there are any copyright restrictions on the material 4) whether or not you would like the file to be freely available on our website 5) any other comments or instructions that you think are relevant Thank you, Scott Fults University of Maryland, College Park
Source: LINGUIST List
Inputdate: 2006-06-27 13:44:00
Lastmodifieddate: 2006-06-27 13:44:00
Expdate:
Publishdate: 2006-07-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
4752
Content Type: 1
Title: Artificial Speech Listening Tests
Body: From http://linguistlist.org/issues/17/17-1885.html The Blizzard Challenge 2006: Evaluating corpus-based speech synthesis on common data http://www.festvox.org/blizzard LISTENING TESTS: In order to investigate corpus-based speech synthesis techniques we have devised a large experiment in which research laboratories around the world used the same speech databases to build synthetic voices. Year two of the Blizzard Challenge is upon us, and once again, we would like to have as many people take part as possible. We also feel that diverse bodies of participants (i.e. those who are knowledgeable about speech, those knowledgeable about technology, and lay people) allow for interesting comparisons. In the web-based listening tests, various waveform files are played to the listener who then is asked to score them on a 1-5 scale or in some tests, to type in what they hear. To participate in the listening tests please go to http://www.speech.cs.cmu.edu/blizzard2006/register-R.html You will be asked to register, then listen to and evaluate a set of sentences. It takes around 30-60 minutes to complete all the tests. It is best if the tests are completed in a single session, but it is possible to leave and return later, continuing from where you left off. When you have finished, please give us as much feedback (via the exit questionnaire) as you are willing. Native language information, etc. will be especially useful. Thanks for helping to improve the quality of spoken output! Tina Bennett Ph.D. student, Speech group Language Technologies Institute Carnegie Mellon University
Source: LINGUIST List
Inputdate: 2006-06-27 13:49:00
Lastmodifieddate: 2006-06-27 13:49:00
Expdate: 2006-12-01 00:00:00
Publishdate: 2006-07-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Artificial Speech Listening Tests
Body: From http://linguistlist.org/issues/17/17-1885.html The Blizzard Challenge 2006: Evaluating corpus-based speech synthesis on common data http://www.festvox.org/blizzard LISTENING TESTS: In order to investigate corpus-based speech synthesis techniques we have devised a large experiment in which research laboratories around the world used the same speech databases to build synthetic voices. Year two of the Blizzard Challenge is upon us, and once again, we would like to have as many people take part as possible. We also feel that diverse bodies of participants (i.e. those who are knowledgeable about speech, those knowledgeable about technology, and lay people) allow for interesting comparisons. In the web-based listening tests, various waveform files are played to the listener who then is asked to score them on a 1-5 scale or in some tests, to type in what they hear. To participate in the listening tests please go to http://www.speech.cs.cmu.edu/blizzard2006/register-R.html You will be asked to register, then listen to and evaluate a set of sentences. It takes around 30-60 minutes to complete all the tests. It is best if the tests are completed in a single session, but it is possible to leave and return later, continuing from where you left off. When you have finished, please give us as much feedback (via the exit questionnaire) as you are willing. Native language information, etc. will be especially useful. Thanks for helping to improve the quality of spoken output! Tina Bennett Ph.D. student, Speech group Language Technologies Institute Carnegie Mellon University
Source: LINGUIST List
Inputdate: 2006-06-27 13:49:00
Lastmodifieddate: 2006-06-27 13:49:00
Expdate: 2006-12-01 00:00:00
Publishdate: 2006-07-03 00:00:00
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Active: 1
Emailed: 1
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Contentid:
4753
Content Type: 1
Title: SIOP Resources Online
Body: These SIOP (Sheltered Instruction Observation Protocol) sites provide lots of help for teachers of English language learners, from lesson plans and teaching tips to information about research and professional development. http://www.siopinstitute.net/index.html http://www.everythingesl.net/inservices/using_siop_model_08621.php.php
Source: Various
Inputdate: 2006-06-27 13:54:00
Lastmodifieddate: 2006-06-27 13:54:00
Expdate:
Publishdate: 2006-07-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: SIOP Resources Online
Body: These SIOP (Sheltered Instruction Observation Protocol) sites provide lots of help for teachers of English language learners, from lesson plans and teaching tips to information about research and professional development. http://www.siopinstitute.net/index.html http://www.everythingesl.net/inservices/using_siop_model_08621.php.php
Source: Various
Inputdate: 2006-06-27 13:54:00
Lastmodifieddate: 2006-06-27 13:54:00
Expdate:
Publishdate: 2006-07-03 00:00:00
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Contentid:
4754
Content Type: 1
Title: More on Using Target Language Names (Part 2)
Body: Here are a few more comments and tips from the FLTEACH listserv about students' use of target language names in class. ---- My solution is to teach them to say their own names in the early levels. They learn to pronounce each others' as well. I also have them adopt a persona - complete with first and last name, home town, province or country, siblings, parents, interests and hobbies, etc. They research and become experts on that part of France (or Francophone country). They write as if they were this fictitious person which allows more creativity. Lawrence, B. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006). ---- Personally, I think using target language names creates a sort of "alter identity" in which it is OK to make mistakes, to be more willing to try to create language, etc. When a student has his/her foreign language identity, I think some of that fear affect goes away. Tarvin, L. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 June 2006). ---- I like to have them use an Italian name because they learn to say that first and their pronunciation is pretty accurate. When they are learning to pronounce other words, if they forget how to pronounce the vowels, I remind them to say their names (which usually has the vowel in it) and they are able to reproduce the sounds. It also helps with the concept of masculine and feminine since most names in Italian end in -a for feminine and -o for masculine. They are able to figure out that rule before they even formally learn it. The only drawback is when the parents come in and asking about Johnny, I only know him as Giovanni! But they get into it too and start calling them by their Italian names! So it's fun and educational. L. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (22 June 2006).
Source: FLTEACH
Inputdate: 2006-06-27 13:59:00
Lastmodifieddate: 2006-06-27 13:59:00
Expdate:
Publishdate: 2006-07-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: More on Using Target Language Names (Part 2)
Body: Here are a few more comments and tips from the FLTEACH listserv about students' use of target language names in class. ---- My solution is to teach them to say their own names in the early levels. They learn to pronounce each others' as well. I also have them adopt a persona - complete with first and last name, home town, province or country, siblings, parents, interests and hobbies, etc. They research and become experts on that part of France (or Francophone country). They write as if they were this fictitious person which allows more creativity. Lawrence, B. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006). ---- Personally, I think using target language names creates a sort of "alter identity" in which it is OK to make mistakes, to be more willing to try to create language, etc. When a student has his/her foreign language identity, I think some of that fear affect goes away. Tarvin, L. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 June 2006). ---- I like to have them use an Italian name because they learn to say that first and their pronunciation is pretty accurate. When they are learning to pronounce other words, if they forget how to pronounce the vowels, I remind them to say their names (which usually has the vowel in it) and they are able to reproduce the sounds. It also helps with the concept of masculine and feminine since most names in Italian end in -a for feminine and -o for masculine. They are able to figure out that rule before they even formally learn it. The only drawback is when the parents come in and asking about Johnny, I only know him as Giovanni! But they get into it too and start calling them by their Italian names! So it's fun and educational. L. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (22 June 2006).
Source: FLTEACH
Inputdate: 2006-06-27 13:59:00
Lastmodifieddate: 2006-06-27 13:59:00
Expdate:
Publishdate: 2006-07-03 00:00:00
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Contentid:
4755
Content Type: 1
Title: More Suggestions for Teaching Young Learners (Part 3)
Body: These activity ideas came from a French teacher of children, but you might find useful ideas to liven up classes of any age, level or language. ---- Do a memory matching game - pictures on one side, numbers on the other side (I do it on my calendar - hidden pictures behind the calendar numbers). Set a timer for 5 minutes. They raise their hand and you call a student to say a number. You reveal the picture behind it and SAY the word (they listen). A DIFFERENT student raises hand to say another number to try to make the match. When they get a match, ring a bell or yell a special word. See how many matches they can make in 5 minutes. The kids like making the matching game by drawing the pictures themselves. Then they get to see their own funny artwork. (I did this for Halloween, fruits, etc.) Do Freeze dancing to French music. When the music stops they freeze. Try different actions like nagez, volez, rampez, sautez, sautez sur un pied. Kids this age love "loto" (Bingo). It's easy to make the games - or they can make them themselves (like with colors or numbers) and then take them home. For family stuff, try finding pictures of the Incredibles and using them to describe this family. Sing the song "J'aime papa." When they know certain words, put little pictures or manipulatives out in a row and tell them to close their eyes, then take one away and see who can tell you which one is missing, until none are left. Keep repeating the words each time. A scarf to wave and pick up one in is good for mystery effect. Try Mystery Number. Put a set of number cards (like playing cards) in a hat and have them close their eyes when you pull one out (hidden) They try to guess the number. You tell them "plus haut" and point up or "plus bas" and point down. When they get the hang of it, let them pick the mystery number. Try searching on Nandu at http://www.cal.org/earlylang for more ideas, or check out Anacleta.com (it's Spanish but has a lot of ideas for Elementary FL) Have fun! Margaret Kohler, M.J. Re: teaching French to 7-8 year olds. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-06-27 14:06:00
Lastmodifieddate: 2006-06-27 14:06:00
Expdate:
Publishdate: 2006-07-03 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: More Suggestions for Teaching Young Learners (Part 3)
Body: These activity ideas came from a French teacher of children, but you might find useful ideas to liven up classes of any age, level or language. ---- Do a memory matching game - pictures on one side, numbers on the other side (I do it on my calendar - hidden pictures behind the calendar numbers). Set a timer for 5 minutes. They raise their hand and you call a student to say a number. You reveal the picture behind it and SAY the word (they listen). A DIFFERENT student raises hand to say another number to try to make the match. When they get a match, ring a bell or yell a special word. See how many matches they can make in 5 minutes. The kids like making the matching game by drawing the pictures themselves. Then they get to see their own funny artwork. (I did this for Halloween, fruits, etc.) Do Freeze dancing to French music. When the music stops they freeze. Try different actions like nagez, volez, rampez, sautez, sautez sur un pied. Kids this age love "loto" (Bingo). It's easy to make the games - or they can make them themselves (like with colors or numbers) and then take them home. For family stuff, try finding pictures of the Incredibles and using them to describe this family. Sing the song "J'aime papa." When they know certain words, put little pictures or manipulatives out in a row and tell them to close their eyes, then take one away and see who can tell you which one is missing, until none are left. Keep repeating the words each time. A scarf to wave and pick up one in is good for mystery effect. Try Mystery Number. Put a set of number cards (like playing cards) in a hat and have them close their eyes when you pull one out (hidden) They try to guess the number. You tell them "plus haut" and point up or "plus bas" and point down. When they get the hang of it, let them pick the mystery number. Try searching on Nandu at http://www.cal.org/earlylang for more ideas, or check out Anacleta.com (it's Spanish but has a lot of ideas for Elementary FL) Have fun! Margaret Kohler, M.J. Re: teaching French to 7-8 year olds. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-06-27 14:06:00
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Expdate:
Publishdate: 2006-07-03 00:00:00
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Active: 1
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