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Contentid:
4786
Content Type: 1
Title: Kenyan Students Prefer Italian
Body: Primary and secondary students in Malindi, Kenya are more interested in learning Italian than English, primarily because Italian is more useful in the local tourism industry. Educators are particularly concerned because national exams are in English. Read the complete story from The Standard at http://www.eastandard.net/hm_news/news.php?articleid=1143954470 .
Source: The Standard
Inputdate: 2006-07-06 19:27:00
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Title: Kenyan Students Prefer Italian
Body: Primary and secondary students in Malindi, Kenya are more interested in learning Italian than English, primarily because Italian is more useful in the local tourism industry. Educators are particularly concerned because national exams are in English. Read the complete story from The Standard at http://www.eastandard.net/hm_news/news.php?articleid=1143954470 .
Source: The Standard
Inputdate: 2006-07-06 19:27:00
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Contentid:
4787
Content Type: 1
Title: Minority Language Instruction Proposed in China
Body: A Chinese lawmaker has proposed that minority children receive instruction in their native tongues before those languages disappear. Zhang Meilan, a member of the Standing Committee of the National People's Congress, or the top legislature, belongs to the Hani minority. It is estimated that 40 minority languages in China are nearing extinction. Read the complete article from The People's Daily at http://english.people.com.cn/200606/26/eng20060626_277350.html .
Source: The People's Daily Online
Inputdate: 2006-07-06 19:33:00
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Title: Minority Language Instruction Proposed in China
Body: A Chinese lawmaker has proposed that minority children receive instruction in their native tongues before those languages disappear. Zhang Meilan, a member of the Standing Committee of the National People's Congress, or the top legislature, belongs to the Hani minority. It is estimated that 40 minority languages in China are nearing extinction. Read the complete article from The People's Daily at http://english.people.com.cn/200606/26/eng20060626_277350.html .
Source: The People's Daily Online
Inputdate: 2006-07-06 19:33:00
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Contentid:
4788
Content Type: 1
Title: More on Using Target Language Names (Part 3)
Body: Here is the last installment in our mini-series on the use of target language names in the classroom. ---- I attended an AP Institute given by Mona Mulhair last summer, and one of her recommendations is to have the students choose adjectives as names. She provided us with a page full of faces that expressed each adjective. She said that in AP testing they find that students have difficulty expressing their emotions, so one way is to use them from the very beginning. I gave my French I and II classes adjective names this year. We played games with them so that they learned them and they had a quiz on them and became quite familiar with the names, so that when they wanted to express being overwhelmed, tired, ecstatic, etc., they could. They also learned the masculine and feminine forms very early, because everyone was called either Mademoiselle or Monsieur with the adjective. So, we had Mlle Épuisée, Monsieur Choqué, Monsieur Faché, etc. As we got further along in the semester they were able to understand them even better and use them. Walsh, C. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (22 June 2006). ---- I went to a workshop a few years ago (I'm sorry, I dont remember the name of the teacher, but he gave an excellent workshop!). He gave his class a list of flora and fauna and let them pick their names. I made up my own list of animas and plants (flowers, trees etc.) and let the students pick a word that began with the same letter of their first name. The kids love these names, a few complained that they wanted their names translated (John = Juan), but it was a lot of fun to call Mike Murciélago (bat) and Caitlin Cocotero (coconut tree). Also, the kids learn the animals and plants because of the constant repetition. Moore, D. Re: Target Language Names in the FL Classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (22 June 2006). ---- I think that the people who are concerned about the authenticity of TL names are taking it too seriously. Students know that if they meet a person from a TL country, of course they are going to use their real names. And as Marilyn said, what is more "inauthentic" than English-speaking students using the TL for communication? I actually had some students who incorporated that idea into a dialogue. I gave them the scenario: "You meet your partner in a café in Paris. Ask his/her name, age, and where he/she is from." After "finding out" that they were both from Missouri, one pair went on to ask, "Alors, pourquoi parlons-nous français??" (So, why are we speaking French??) That had the whole class cracking up! Gardner, 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: 2006-07-06 19:38:00
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Title: More on Using Target Language Names (Part 3)
Body: Here is the last installment in our mini-series on the use of target language names in the classroom. ---- I attended an AP Institute given by Mona Mulhair last summer, and one of her recommendations is to have the students choose adjectives as names. She provided us with a page full of faces that expressed each adjective. She said that in AP testing they find that students have difficulty expressing their emotions, so one way is to use them from the very beginning. I gave my French I and II classes adjective names this year. We played games with them so that they learned them and they had a quiz on them and became quite familiar with the names, so that when they wanted to express being overwhelmed, tired, ecstatic, etc., they could. They also learned the masculine and feminine forms very early, because everyone was called either Mademoiselle or Monsieur with the adjective. So, we had Mlle Épuisée, Monsieur Choqué, Monsieur Faché, etc. As we got further along in the semester they were able to understand them even better and use them. Walsh, C. Re: Using target language names in the FL classroom??? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (22 June 2006). ---- I went to a workshop a few years ago (I'm sorry, I dont remember the name of the teacher, but he gave an excellent workshop!). He gave his class a list of flora and fauna and let them pick their names. I made up my own list of animas and plants (flowers, trees etc.) and let the students pick a word that began with the same letter of their first name. The kids love these names, a few complained that they wanted their names translated (John = Juan), but it was a lot of fun to call Mike Murciélago (bat) and Caitlin Cocotero (coconut tree). Also, the kids learn the animals and plants because of the constant repetition. Moore, D. Re: Target Language Names in the FL Classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (22 June 2006). ---- I think that the people who are concerned about the authenticity of TL names are taking it too seriously. Students know that if they meet a person from a TL country, of course they are going to use their real names. And as Marilyn said, what is more "inauthentic" than English-speaking students using the TL for communication? I actually had some students who incorporated that idea into a dialogue. I gave them the scenario: "You meet your partner in a café in Paris. Ask his/her name, age, and where he/she is from." After "finding out" that they were both from Missouri, one pair went on to ask, "Alors, pourquoi parlons-nous français??" (So, why are we speaking French??) That had the whole class cracking up! Gardner, 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: 2006-07-06 19:38:00
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Publishdate: 2006-07-10 00:00:00
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Contentid:
4789
Content Type: 1
Title: Games and Songs for Young Learners of French
Body: Here are some song and game suggestions which you may find useful for teaching French to children. ---- Start with a song and pull the vocabulary out of it for games. Music is extremely effective for this age but it has to incorporate movement. Some good traditional songs are "Pomme de Reinette" (fruit/silly song), "123 je m'en vais au bois" (fruit again + counting to 12), "promenons nous dans les bois" (clothing + a wolf), "savez-vous planter les choux" (parts of the body), Jean Petit qui Danse (parts of the body) and "Tête Epaules Genoux Pieds" (parts of body). Each time you sing this last one, ask what you should skip, and everyone has to be quiet while you touch it -- continue until you do the whole song silently. Also try some music from Matt Maxwell (Comment Ca Va) , or Charlotte Diamond (especially Je Suis Une Pizza, La Belle Pieuvre), or Yadeeda.com. Songs about animals are fun, then you can use the animals in little made up stories or play charades with them. Do you know "y avait des gros crocodiles?" Or "les petits poissons" Charlotte Diamond has a cute one called "La belle Pieuvre" For clothing they love "Promenons-Nous dans les bois" about the wolf who is putting on the clothes. 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: 2006-07-06 19:40:00
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Publishdate: 2006-07-10 00:00:00
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Title: Games and Songs for Young Learners of French
Body: Here are some song and game suggestions which you may find useful for teaching French to children. ---- Start with a song and pull the vocabulary out of it for games. Music is extremely effective for this age but it has to incorporate movement. Some good traditional songs are "Pomme de Reinette" (fruit/silly song), "123 je m'en vais au bois" (fruit again + counting to 12), "promenons nous dans les bois" (clothing + a wolf), "savez-vous planter les choux" (parts of the body), Jean Petit qui Danse (parts of the body) and "Tête Epaules Genoux Pieds" (parts of body). Each time you sing this last one, ask what you should skip, and everyone has to be quiet while you touch it -- continue until you do the whole song silently. Also try some music from Matt Maxwell (Comment Ca Va) , or Charlotte Diamond (especially Je Suis Une Pizza, La Belle Pieuvre), or Yadeeda.com. Songs about animals are fun, then you can use the animals in little made up stories or play charades with them. Do you know "y avait des gros crocodiles?" Or "les petits poissons" Charlotte Diamond has a cute one called "La belle Pieuvre" For clothing they love "Promenons-Nous dans les bois" about the wolf who is putting on the clothes. 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: 2006-07-06 19:40:00
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Expdate:
Publishdate: 2006-07-10 00:00:00
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Contentid:
4790
Content Type: 1
Title: Metaphors about Materials Writing
Body: We include this recent post to the TESL listserv as a follow-up to our mini-series on metaphors for language teaching. Most teachers end up creating some (if not all) of their own materials. We hope you enjoy the following reflection on this process. ---- There's been an interesting thread on metaphors for teaching. From my teaching days, I can relate to all of them! They made me think of the metaphors I use as a materials writer. When someone, say at a cocktail party, should happen to ask me what I do, I tell them that I write grammar-based textbooks for adult students of English as a second or foreign language. Well, if that doesn't stop the conversation dead in its tracks and, lo, I catch a glimmer of interest, I often go on to compare my job to that of a carpenter. I say that I start with an empty lot and a pile of lumber and hardware -- and then I have to put it all together. I shape every piece of wood myself and pound in every nail, fitting everything together exactly where and how it should be. I know every square inch of that house inside and out. And it's a long, complicated, and deliberate as well as deliberative process. And in the end, I have created a solid and well-designed structure that will stand, I hope, the test of time. If I still haven't lost my audience, I might go on to explain that not only am I the carpenter, but I'm the architect and the contractor. As the architect, I have to know design and theory. I have know what the final product will look like before I start. I have to know the materials I work with and the specs for making them hold together. As the contractor, I'm like any small businessperson -- I need a knowledge of legal and financial issues in the publishing business and need negotiating skills. I also need to know when and to whom to subcontract when I don't have the necessary skills to accomplish something (for example, art). Another, albeit shorter, metaphor I sometimes use is to say I create a mosaic, a wonderful, beautiful, intricate, interlocking mosaic -- making thousands of small decisions along the way, but always knowing the final design I'm aiming for. To me, that metaphor expresses the joy of doing creative work -- which writing a textbook is -- and for me, especially a grammar-based text, because grammar is in and of itself a beautiful mosaic. And the last metaphor I use, depending on the audience, is that writing textbooks for a living is like being a perpetual graduate student with term papers perpetually hanging over your head, endlessly, weekends, evenings, holidays, middle of the night -- no matter. You never lose that feeling in the pit of your stomach of having a term paper due and that you're behind schedule. Azar. B. Metaphors for materials writing. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (7 June 2006).
Source: TESL-L
Inputdate: 2006-07-06 19:44:00
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Title: Metaphors about Materials Writing
Body: We include this recent post to the TESL listserv as a follow-up to our mini-series on metaphors for language teaching. Most teachers end up creating some (if not all) of their own materials. We hope you enjoy the following reflection on this process. ---- There's been an interesting thread on metaphors for teaching. From my teaching days, I can relate to all of them! They made me think of the metaphors I use as a materials writer. When someone, say at a cocktail party, should happen to ask me what I do, I tell them that I write grammar-based textbooks for adult students of English as a second or foreign language. Well, if that doesn't stop the conversation dead in its tracks and, lo, I catch a glimmer of interest, I often go on to compare my job to that of a carpenter. I say that I start with an empty lot and a pile of lumber and hardware -- and then I have to put it all together. I shape every piece of wood myself and pound in every nail, fitting everything together exactly where and how it should be. I know every square inch of that house inside and out. And it's a long, complicated, and deliberate as well as deliberative process. And in the end, I have created a solid and well-designed structure that will stand, I hope, the test of time. If I still haven't lost my audience, I might go on to explain that not only am I the carpenter, but I'm the architect and the contractor. As the architect, I have to know design and theory. I have know what the final product will look like before I start. I have to know the materials I work with and the specs for making them hold together. As the contractor, I'm like any small businessperson -- I need a knowledge of legal and financial issues in the publishing business and need negotiating skills. I also need to know when and to whom to subcontract when I don't have the necessary skills to accomplish something (for example, art). Another, albeit shorter, metaphor I sometimes use is to say I create a mosaic, a wonderful, beautiful, intricate, interlocking mosaic -- making thousands of small decisions along the way, but always knowing the final design I'm aiming for. To me, that metaphor expresses the joy of doing creative work -- which writing a textbook is -- and for me, especially a grammar-based text, because grammar is in and of itself a beautiful mosaic. And the last metaphor I use, depending on the audience, is that writing textbooks for a living is like being a perpetual graduate student with term papers perpetually hanging over your head, endlessly, weekends, evenings, holidays, middle of the night -- no matter. You never lose that feeling in the pit of your stomach of having a term paper due and that you're behind schedule. Azar. B. Metaphors for materials writing. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (7 June 2006).
Source: TESL-L
Inputdate: 2006-07-06 19:44:00
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Publishdate: 2006-07-10 00:00:00
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Contentid:
4791
Content Type: 1
Title: Toronto's Growing Heritage Language Media
Body: With radio and television programming as well as print media in over 100 languages (some ongoing for several decades), Canada has seen many changes in the linguistic preferences of its diverse population. This Toronto Star article describes some of the trends in that city. http://tinyurl.com/porcy
Source: Toronto Star
Inputdate: 2006-07-06 19:53:00
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Title: Toronto's Growing Heritage Language Media
Body: With radio and television programming as well as print media in over 100 languages (some ongoing for several decades), Canada has seen many changes in the linguistic preferences of its diverse population. This Toronto Star article describes some of the trends in that city. http://tinyurl.com/porcy
Source: Toronto Star
Inputdate: 2006-07-06 19:53:00
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Publishdate: 2006-07-10 00:00:00
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Contentid:
4792
Content Type: 1
Title: Resources for Self-Guided Learning
Body: This page from the National Capital Language Resource Center site directs you to a plethora of information about teaching yourself languages, including materials for learning and articles about the process. http://nclrc.org/readings/0606bq1annex.html
Source: NCLRC
Inputdate: 2006-07-06 20:08:00
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Content Type: 1
Title: Resources for Self-Guided Learning
Body: This page from the National Capital Language Resource Center site directs you to a plethora of information about teaching yourself languages, including materials for learning and articles about the process. http://nclrc.org/readings/0606bq1annex.html
Source: NCLRC
Inputdate: 2006-07-06 20:08:00
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Publishdate: 2006-07-10 00:00:00
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Contentid:
4793
Content Type: 1
Title: New Edition: Using Spanish
Body: From http://linguistlist.org/issues/17/17-1969.html Title: Using Spanish Subtitle: A Guide to Contemporary Usage Author: R. E. Batchelor, University of Nottingham Author: C. J. Pountain, Queen Mary, University of London Book URL: http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521004810 This is a guide to Spanish usage for those who have already acquired the basics of the language and wish to extend their knowledge. Unlike conventional grammars, it focuses on those areas of vocabulary and grammar which cause most difficulty to English speakers. It fully illustrates the differences between the Spanish of Spain and Latin America, and looks in detail at register variation. Complete with a full word index, this clear and easy-to-consult text guides students through the richness and diversity of this major world language. This new edition has been extensively revised and updated to take a fuller account of Latin-American (particularly Mexican) usage. The vocabulary sections have been significantly expanded, and now include examples which contextualize each word or expression. The presentation of many sections has been improved to make reference even easier than before, and some completely new material has been added on semi-technical vocabulary and Anglicisms. For more information, visit http://linguistlist.org/issues/17/17-1969.html or http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521004810 .
Source: LINGUIST List
Inputdate: 2006-07-07 12:35:00
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Title: New Edition: Using Spanish
Body: From http://linguistlist.org/issues/17/17-1969.html Title: Using Spanish Subtitle: A Guide to Contemporary Usage Author: R. E. Batchelor, University of Nottingham Author: C. J. Pountain, Queen Mary, University of London Book URL: http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521004810 This is a guide to Spanish usage for those who have already acquired the basics of the language and wish to extend their knowledge. Unlike conventional grammars, it focuses on those areas of vocabulary and grammar which cause most difficulty to English speakers. It fully illustrates the differences between the Spanish of Spain and Latin America, and looks in detail at register variation. Complete with a full word index, this clear and easy-to-consult text guides students through the richness and diversity of this major world language. This new edition has been extensively revised and updated to take a fuller account of Latin-American (particularly Mexican) usage. The vocabulary sections have been significantly expanded, and now include examples which contextualize each word or expression. The presentation of many sections has been improved to make reference even easier than before, and some completely new material has been added on semi-technical vocabulary and Anglicisms. For more information, visit http://linguistlist.org/issues/17/17-1969.html or http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=0521004810 .
Source: LINGUIST List
Inputdate: 2006-07-07 12:35:00
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Contentid:
4794
Content Type: 1
Title: Simplified Texts for Learners of German
Body: This is a great Web site if you are looking for simplified authentic texts on many different subjects. http://www.tivi.de/fernsehen/logo/lexikon/00807/index.html Williams, R. [AATG-L] simplified texts on many subjects. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (27 June 2006).
Source: AATG-L
Inputdate: 2006-07-07 12:47:00
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Title: Simplified Texts for Learners of German
Body: This is a great Web site if you are looking for simplified authentic texts on many different subjects. http://www.tivi.de/fernsehen/logo/lexikon/00807/index.html Williams, R. [AATG-L] simplified texts on many subjects. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (27 June 2006).
Source: AATG-L
Inputdate: 2006-07-07 12:47:00
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Contentid:
4795
Content Type: 1
Title: Web Site Provides German Teaching Resources
Body: This site was recently recommended on the AATG listserv (American Association of Teachers of German listserv. AATG@listserv.iupui.edu) as a good resource for clip art, worksheets, and more. http://www.vskrems-lerchenfeld.ac.at/index.html
Source: Various
Inputdate: 2006-07-07 13:12:00
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Title: Web Site Provides German Teaching Resources
Body: This site was recently recommended on the AATG listserv (American Association of Teachers of German listserv. AATG@listserv.iupui.edu) as a good resource for clip art, worksheets, and more. http://www.vskrems-lerchenfeld.ac.at/index.html
Source: Various
Inputdate: 2006-07-07 13:12:00
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