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Contentid:
4926
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Title: Call for Authors: Kurdish, Ukrainian, and Turkish Courseware
Body: From http://clp.arizona.edu/docs/callforauthors.htm Call for Courseware Authors Critical Languages Program University of Arizona 1717 E. Speedway, Suite 3312 Tucson, AZ 85721-0151 A consortium of the University of Arizona Critical Languages Program (UACLP), Computer Aided Language Instruction Group (UACALI), and the National Association of Self-Instructional Language Programs (NASILP) has been awarded a three year grant from the US Department of Education to create language-teaching courseware for three less commonly taught languages: Beginning Kurdish (Kurmanji dialect), Intermediate Ukrainian, and Advanced Turkish. The Application Deadline is September 15, 2006. For more information, visit http://clp.arizona.edu/docs/callforauthors.htm .
Source: University of Arizona
Inputdate: 2006-08-10 12:30:00
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Title: Call for Authors: Kurdish, Ukrainian, and Turkish Courseware
Body: From http://clp.arizona.edu/docs/callforauthors.htm Call for Courseware Authors Critical Languages Program University of Arizona 1717 E. Speedway, Suite 3312 Tucson, AZ 85721-0151 A consortium of the University of Arizona Critical Languages Program (UACLP), Computer Aided Language Instruction Group (UACALI), and the National Association of Self-Instructional Language Programs (NASILP) has been awarded a three year grant from the US Department of Education to create language-teaching courseware for three less commonly taught languages: Beginning Kurdish (Kurmanji dialect), Intermediate Ukrainian, and Advanced Turkish. The Application Deadline is September 15, 2006. For more information, visit http://clp.arizona.edu/docs/callforauthors.htm .
Source: University of Arizona
Inputdate: 2006-08-10 12:30:00
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4927
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Title: Vocabulary Support for Independent Online Reading
Body: ON THE NET: Vocabulary Support for Independent Online Reading Jean W. LeLoup SUNY Cortland Robert Ponterio SUNY Cortland Language Learning & Technology Vol. 9, No. 2, May 2005, pp. 3-7 This article describes several online dictionaries which offer a number of ways to assist language learners understand articles on the Web. These aids include links to dictionary definitions in the student's choice of language, verb conjugations, and grammar help. Read the complete article at http://llt.msu.edu/vol9num2/net .
Source: Language Learning & Technology
Inputdate: 2006-08-10 14:10:00
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Title: Vocabulary Support for Independent Online Reading
Body: ON THE NET: Vocabulary Support for Independent Online Reading Jean W. LeLoup SUNY Cortland Robert Ponterio SUNY Cortland Language Learning & Technology Vol. 9, No. 2, May 2005, pp. 3-7 This article describes several online dictionaries which offer a number of ways to assist language learners understand articles on the Web. These aids include links to dictionary definitions in the student's choice of language, verb conjugations, and grammar help. Read the complete article at http://llt.msu.edu/vol9num2/net .
Source: Language Learning & Technology
Inputdate: 2006-08-10 14:10:00
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4928
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Title: Classroom Quieters (Part 2)
Body: Here are a few more ideas for using the target language to re-focus your students attention. ---- I never thought of it as a classroom quieter before, but I will THIS year: I teach them "Tin marin de dos pingues; cucara, macara, titere fue" (sort of like eeny meeny miny mo in English) when it comes up in our book, and they love it. However, THIS year I think I'll teach it the first day to Sp. 1 and use it as a quieter/attention-getter. Usually all I have to say is TIN MARIN DE DOS PINGUES, and they respond with the rest (there is more to it of course)! There's another little saying that one of our Cuban teachers uses with her toddler daughter: "Pu PU cha cha; el tren se va." Pu PU cha cha is supposed to be like the sound of a steam engine (accent on the second PU)........My students like that one too! Taylor, D. classroom "quieters" in TL. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Aug 2006). ---- I often use what I used to hear in France when adults in any situation were trying to get the attention of a group of children, "Un peu de silence, s'il vous plaît". Chester, D. classroom "quieters" in TL. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Aug 2006).
Source: FLTEACH
Inputdate: 2006-08-10 14:14:00
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Title: Classroom Quieters (Part 2)
Body: Here are a few more ideas for using the target language to re-focus your students attention. ---- I never thought of it as a classroom quieter before, but I will THIS year: I teach them "Tin marin de dos pingues; cucara, macara, titere fue" (sort of like eeny meeny miny mo in English) when it comes up in our book, and they love it. However, THIS year I think I'll teach it the first day to Sp. 1 and use it as a quieter/attention-getter. Usually all I have to say is TIN MARIN DE DOS PINGUES, and they respond with the rest (there is more to it of course)! There's another little saying that one of our Cuban teachers uses with her toddler daughter: "Pu PU cha cha; el tren se va." Pu PU cha cha is supposed to be like the sound of a steam engine (accent on the second PU)........My students like that one too! Taylor, D. classroom "quieters" in TL. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Aug 2006). ---- I often use what I used to hear in France when adults in any situation were trying to get the attention of a group of children, "Un peu de silence, s'il vous plaît". Chester, D. classroom "quieters" in TL. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Aug 2006).
Source: FLTEACH
Inputdate: 2006-08-10 14:14:00
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4929
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Title: Short Plays for Spanish Speakers
Body: A recent request on the FLTEACH listserv for recommended plays for native Spanish speakers received the following suggestions. These might be useful for advanced learners as well. ---- The Wizard of Oz in Spanish is great (my daughter performed it 4 months ago). It lasts about 15 minutes when all is said and done, and you can do some wonderful props and have excellent costumes. Urbina, P. Re: Ideas for short plays/one-act plays in Spanish? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 July 2006). ---- How about El delantal blanco? McDonald, W.K. Re: Ideas for short plays/one-act plays in Spanish? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 July 2006). ---- Heinle and Heinle have a book by Dauster and Lyday called "En un acto". Most of the plays are fairly straightfoward and easy for advanced students or native speakers to read. They have, however fairly interesting themes. Smith, N. Re: Ideas for short plays/one-act plays in Spanish? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 July 2006). ---- A few weeks ago I mentioned that I would send the name of a book of mini-plays. The book is called MIGHTY MINI-PLAYS FOR THE SPANISH CLASSROOM by Patti Lozano. I used some of them with my Spanish-speaker classes a few years ago. The book contains 12 short humorous plays that range from 3 to 8 participants. The website given in the back is http://www.dololanguages.com - ISBN #0-9650980-2-8. Taylor, D. Book of mini-plays for Sp. classes. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (10 Aug 2006).
Source: FLTEACH
Inputdate: 2006-08-10 16:51:00
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Title: Short Plays for Spanish Speakers
Body: A recent request on the FLTEACH listserv for recommended plays for native Spanish speakers received the following suggestions. These might be useful for advanced learners as well. ---- The Wizard of Oz in Spanish is great (my daughter performed it 4 months ago). It lasts about 15 minutes when all is said and done, and you can do some wonderful props and have excellent costumes. Urbina, P. Re: Ideas for short plays/one-act plays in Spanish? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 July 2006). ---- How about El delantal blanco? McDonald, W.K. Re: Ideas for short plays/one-act plays in Spanish? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 July 2006). ---- Heinle and Heinle have a book by Dauster and Lyday called "En un acto". Most of the plays are fairly straightfoward and easy for advanced students or native speakers to read. They have, however fairly interesting themes. Smith, N. Re: Ideas for short plays/one-act plays in Spanish? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 July 2006). ---- A few weeks ago I mentioned that I would send the name of a book of mini-plays. The book is called MIGHTY MINI-PLAYS FOR THE SPANISH CLASSROOM by Patti Lozano. I used some of them with my Spanish-speaker classes a few years ago. The book contains 12 short humorous plays that range from 3 to 8 participants. The website given in the back is http://www.dololanguages.com - ISBN #0-9650980-2-8. Taylor, D. Book of mini-plays for Sp. classes. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (10 Aug 2006).
Source: FLTEACH
Inputdate: 2006-08-10 16:51:00
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Contentid:
4930
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Title: Review Activities for the Beginning of the Year
Body: A recent request on the AATG listserv for good first-week-of-school activities received several interesting suggestions. Here are three submitted by one generous teacher. Note: Some parts of this post have been translated from German into English. ---- Three things come to mind right away. I design a grid, five by five, and each square has a different question. For example, Do you like pizza? Do you have a red car? The students wander around the classroom asking these questions until they find someone who can answer "yes." Then the question, "Will you sign my paper?" When all boxes have been signed, the students turns it in and sits down. You can set up your own rules, but I don't allow the same signature more than twice and I allow them to sign their own name to one square. They can also ask me. You have to walk around and listen, though, to make sure all the questions are being asked in German. And there are always some who just point to a square or hand a kid the paper and let him sign without even saying a word. I have a form that they fill out and at the top is a place for their picture. I let them know ahead of time that on a certain day, they will have to bring a picture of themselves. It doesn't have to be current, and if they don't have one, they can cut out a picture of someone they would like to look like and glue it onto the space provided. The contents vary for each level. It always includes their name and where they live. Other topics are: My favorite music group is ____. I dont like studying ____. If I were rich, I would ____. You can gear the content to class ability. I let the kids decorate them to add color and then I hang them around the room. The principal always seems pleased to see what the kids can do with these. The last thing I can think of at the moment has to do with a box of "stuff" that I use to get conversation going. I have a collection of toys that come in McDonald's Happy Meals, little plastic animals, toy cars, etc. I pull things out one at a time and we talk about them. Again, you can gear this to the ability level of the students. Where did this gorilla go over the summer? What does he look like? What is his favorite food? Sometimes I pass them out and each kid has to stand up and talk about his item in German for one minute or they have to have a conversation with their neighbor about their objects. The all-time class favorite, though, has to be my Steve Irwin (Crocodile Hunter) doll that my own kids found at the beach. He has no arms. I have a toy crocodile that I bought to go with him, so the two have yielded some wonderful conversations. And invariably, I'll find that someone has stuffed our miniature Barbie inside the crocodile... another source of creative articulation. McQueen, B. Re: [AATG-L] Review activities. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (3 Aug. 2006).
Source: AATG-L
Inputdate: 2006-08-10 19:36:00
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Title: Review Activities for the Beginning of the Year
Body: A recent request on the AATG listserv for good first-week-of-school activities received several interesting suggestions. Here are three submitted by one generous teacher. Note: Some parts of this post have been translated from German into English. ---- Three things come to mind right away. I design a grid, five by five, and each square has a different question. For example, Do you like pizza? Do you have a red car? The students wander around the classroom asking these questions until they find someone who can answer "yes." Then the question, "Will you sign my paper?" When all boxes have been signed, the students turns it in and sits down. You can set up your own rules, but I don't allow the same signature more than twice and I allow them to sign their own name to one square. They can also ask me. You have to walk around and listen, though, to make sure all the questions are being asked in German. And there are always some who just point to a square or hand a kid the paper and let him sign without even saying a word. I have a form that they fill out and at the top is a place for their picture. I let them know ahead of time that on a certain day, they will have to bring a picture of themselves. It doesn't have to be current, and if they don't have one, they can cut out a picture of someone they would like to look like and glue it onto the space provided. The contents vary for each level. It always includes their name and where they live. Other topics are: My favorite music group is ____. I dont like studying ____. If I were rich, I would ____. You can gear the content to class ability. I let the kids decorate them to add color and then I hang them around the room. The principal always seems pleased to see what the kids can do with these. The last thing I can think of at the moment has to do with a box of "stuff" that I use to get conversation going. I have a collection of toys that come in McDonald's Happy Meals, little plastic animals, toy cars, etc. I pull things out one at a time and we talk about them. Again, you can gear this to the ability level of the students. Where did this gorilla go over the summer? What does he look like? What is his favorite food? Sometimes I pass them out and each kid has to stand up and talk about his item in German for one minute or they have to have a conversation with their neighbor about their objects. The all-time class favorite, though, has to be my Steve Irwin (Crocodile Hunter) doll that my own kids found at the beach. He has no arms. I have a toy crocodile that I bought to go with him, so the two have yielded some wonderful conversations. And invariably, I'll find that someone has stuffed our miniature Barbie inside the crocodile... another source of creative articulation. McQueen, B. Re: [AATG-L] Review activities. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (3 Aug. 2006).
Source: AATG-L
Inputdate: 2006-08-10 19:36:00
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4931
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Title: Graded Readers for Students of English
Body: A recent request on the TESL listserv for graded reader suggestions for English learners recieved many recommendations. Here are several of them; look for more of these in the coming weeks. ---- Students in Fluency First ESL courses at CCNY enjoyed reading novels and seeing movie versions of them, including Flowers for Algernon (movie "Charlie"), The Karate Kid, Rebecca, Uncle Tom's Cabin, Malcolm X, The Godfather, Iron and Silk, The Great Gatsby, To Kill a Mockingbird, and Outbreak. Gilhooly, A. Re: ESL library readers - recommendations. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (15 June 2006). ---- readinga-z.com offers about 30 free leveled readers. I've been a member of readinga-z.com for several years now and am quite happy with the membership. Starfall.com has very low-level readers, and you can order beautiful colored booklets with little books to assemble at VERY reasonable prices. I think I ordered about 20 booklets (each with about 15 books to assemble) at 50 cents apiece. Pfeifer, J. Re: Graded readers. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (14 June 2006).
Source: TESL-L
Inputdate: 2006-08-10 19:41:00
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Title: Graded Readers for Students of English
Body: A recent request on the TESL listserv for graded reader suggestions for English learners recieved many recommendations. Here are several of them; look for more of these in the coming weeks. ---- Students in Fluency First ESL courses at CCNY enjoyed reading novels and seeing movie versions of them, including Flowers for Algernon (movie "Charlie"), The Karate Kid, Rebecca, Uncle Tom's Cabin, Malcolm X, The Godfather, Iron and Silk, The Great Gatsby, To Kill a Mockingbird, and Outbreak. Gilhooly, A. Re: ESL library readers - recommendations. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (15 June 2006). ---- readinga-z.com offers about 30 free leveled readers. I've been a member of readinga-z.com for several years now and am quite happy with the membership. Starfall.com has very low-level readers, and you can order beautiful colored booklets with little books to assemble at VERY reasonable prices. I think I ordered about 20 booklets (each with about 15 books to assemble) at 50 cents apiece. Pfeifer, J. Re: Graded readers. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (14 June 2006).
Source: TESL-L
Inputdate: 2006-08-10 19:41:00
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4932
Content Type: 1
Title: Plays for Learners of Japanese
Body: This site, hosted by the Japan Foundation, Sydney, features play versions of Japanese folk tales, compiled and edited for native English-speaking learners. Along with lines in Japanese and narration in Japanese and English, each one features a story overview, cultural notes, Web links, language concepts, and more. http://jpplays.jpf-sydney.org/jf/1.htm
Source: The Japan Foundation
Inputdate: 2006-08-10 20:05:00
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Title: Plays for Learners of Japanese
Body: This site, hosted by the Japan Foundation, Sydney, features play versions of Japanese folk tales, compiled and edited for native English-speaking learners. Along with lines in Japanese and narration in Japanese and English, each one features a story overview, cultural notes, Web links, language concepts, and more. http://jpplays.jpf-sydney.org/jf/1.htm
Source: The Japan Foundation
Inputdate: 2006-08-10 20:05:00
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Contentid:
4933
Content Type: 1
Title: Training Videos for Teachers of ELLs
Body: A recent request on the TESLK-12 listserv for recommended teacher training videos received the following suggestions. ---- I have a video set called "Helping Students of Limited English Skills in the Regular Classroom: Secondary Edition". There is an elementary one too. It is by LPD Video Journal of Education and the website is http://www.videojournal.com . It features Virginia Rojas and there are 2 videos: 1 - Mainstreaming English Language Learning Students and 2 - Effective Teaching and Assessment Strategies for ELLs. It is not perfect, but can be helpful, especially if you want a second opinion on working with ELLs. Mathews, C. Re: teacher training video. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (26 June 2006). ---- "Good Morning Miss Toliver" is a video we've used for teacher training. She teaches in Harlem in a culturally diverse classroom and uses many methods that can be pulled out and discussed. You can purchase the video online. Just Google "Miss Toliver". Morgan, K. Re: teacher training video. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (26 June 2006).
Source: TESLK-12
Inputdate: 2006-08-10 20:21:00
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Title: Training Videos for Teachers of ELLs
Body: A recent request on the TESLK-12 listserv for recommended teacher training videos received the following suggestions. ---- I have a video set called "Helping Students of Limited English Skills in the Regular Classroom: Secondary Edition". There is an elementary one too. It is by LPD Video Journal of Education and the website is http://www.videojournal.com . It features Virginia Rojas and there are 2 videos: 1 - Mainstreaming English Language Learning Students and 2 - Effective Teaching and Assessment Strategies for ELLs. It is not perfect, but can be helpful, especially if you want a second opinion on working with ELLs. Mathews, C. Re: teacher training video. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (26 June 2006). ---- "Good Morning Miss Toliver" is a video we've used for teacher training. She teaches in Harlem in a culturally diverse classroom and uses many methods that can be pulled out and discussed. You can purchase the video online. Just Google "Miss Toliver". Morgan, K. Re: teacher training video. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (26 June 2006).
Source: TESLK-12
Inputdate: 2006-08-10 20:21:00
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4934
Content Type: 1
Title: Directory of Clip Art for Language Teaching
Body: This site provides links to nine different sites offering clip art for foreign language teachers. Also provided are brief descriptions of the various image formats. http://www.specialeducationalneeds.com/accents/clipart.html
Source: specialeducationalneeds.com
Inputdate: 2006-08-11 13:33:00
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Title: Directory of Clip Art for Language Teaching
Body: This site provides links to nine different sites offering clip art for foreign language teachers. Also provided are brief descriptions of the various image formats. http://www.specialeducationalneeds.com/accents/clipart.html
Source: specialeducationalneeds.com
Inputdate: 2006-08-11 13:33:00
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4935
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Title: New Edition: Introduction to Japanese Linguistics
Body: From http://www.blackwellpublishing.com/book.asp?ref=1405110651&site=1 An Introduction to Japanese Linguistics Second Edition By: NATSUKO TSUJIMURA (Indiana University) Series: Blackwell Textbooks in Linguistics The new edition of An Introduction to Japanese Linguistics gives an updated, comprehensive account of Japanese linguistics, covering phonetics, phonology, morphology, syntax, semantics, language change, dialect variation, and gender differences. - Changes in the new edition include a new chapter on language acquisition, which includes experimental research and its implications for phonological, syntactic, and semantic issues. - Introduces linguistic notions and terminology and discusses theoretical analyses of linguistic phenomena in the Japanese language. - Focuses primarily on phonology and syntax, and adopts a generative grammar framework. - Includes exercises exploring descriptive and theoretical issues and reading lists which introduce students to the research literature. For more information, visit http://www.blackwellpublishing.com/book.asp?ref=1405110651&site=1 .
Source: Blackwell Publishing
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Title: New Edition: Introduction to Japanese Linguistics
Body: From http://www.blackwellpublishing.com/book.asp?ref=1405110651&site=1 An Introduction to Japanese Linguistics Second Edition By: NATSUKO TSUJIMURA (Indiana University) Series: Blackwell Textbooks in Linguistics The new edition of An Introduction to Japanese Linguistics gives an updated, comprehensive account of Japanese linguistics, covering phonetics, phonology, morphology, syntax, semantics, language change, dialect variation, and gender differences. - Changes in the new edition include a new chapter on language acquisition, which includes experimental research and its implications for phonological, syntactic, and semantic issues. - Introduces linguistic notions and terminology and discusses theoretical analyses of linguistic phenomena in the Japanese language. - Focuses primarily on phonology and syntax, and adopts a generative grammar framework. - Includes exercises exploring descriptive and theoretical issues and reading lists which introduce students to the research literature. For more information, visit http://www.blackwellpublishing.com/book.asp?ref=1405110651&site=1 .
Source: Blackwell Publishing
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