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4936
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Title: Arabian Folktale Transcription and Translation
Body: From http://linguistlist.org/issues/17/17-2287.html Soqotri Modern Standard Arabic Language folktale text in Qalansiya dialect published in California Linguistic Notes, Vol. XXX, No 1 Spring, 2006 California Linguistic Notes just published in its Vol. XXX , No 1 Spring, 2006 a Soqotran folk tale BISMILLA recorded in the dialect of Qalansiya, the second main town of the island of Soqotra (Republic of Yemen). The publication consists of a phonemic transcription (similar to classical D.H. Mueller transcriptions) of the Soqotri tale text as well as its word for word and free literated translations into English. The file is freely available in PDF format, at http://hss.fullerton.edu/linguistics/cln For those interested in unwritten, Afrasian, Semitic, South Arabian languages, traditional folklore, world heritage issues.
Source: LINGUIST List
Inputdate: 2006-08-11 13:56:00
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Title: Arabian Folktale Transcription and Translation
Body: From http://linguistlist.org/issues/17/17-2287.html Soqotri Modern Standard Arabic Language folktale text in Qalansiya dialect published in California Linguistic Notes, Vol. XXX, No 1 Spring, 2006 California Linguistic Notes just published in its Vol. XXX , No 1 Spring, 2006 a Soqotran folk tale BISMILLA recorded in the dialect of Qalansiya, the second main town of the island of Soqotra (Republic of Yemen). The publication consists of a phonemic transcription (similar to classical D.H. Mueller transcriptions) of the Soqotri tale text as well as its word for word and free literated translations into English. The file is freely available in PDF format, at http://hss.fullerton.edu/linguistics/cln For those interested in unwritten, Afrasian, Semitic, South Arabian languages, traditional folklore, world heritage issues.
Source: LINGUIST List
Inputdate: 2006-08-11 13:56:00
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4937
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Title: Call for Papers: Working Papers in Athabascan/Dene Linguistics
Body: From http://linguistlist.org/issues/17/17-2285.html Working Papers in Athabascan/Dene Languages and Linguistics Deadline for submission: September 30, 2006 To be published as Alaska Native Language Center Working Papers No. 6, edited by Siri Tuttle, Leslie Saxon, Suzanne Gessner and Andrea Berez. Since 2001 the Alaska Native Language Center has annually published the proceedings of the Athabascan/Dene Languages Conference in its Working Papers series. After the very successful Dene Languages Conference in Yellowknife, Northwest Territories, Canada in June 2006, we would like to continue the annual publication tradition by assembling a collection of working papers to be published in late Fall 2006. We welcome submissions both from participants in the Yellowknife Conference, and from people who were not able to participate. Papers are invited on all areas of Athabascan/Dene linguistics, language teaching, language policy, and language revitalization. Any topic that would be appropriate for presentation at the Athabascan/Dene Languages Conference is also appropriate for this Working Papers volume. We particularly welcome reports on works-in-progress, explorations of new data, and language pedagogy. As with previous Working Papers volumes, submissions will be editorially reviewed and publication in the volume does not preclude publication elsewhere. The deadline for submission is September 30, 2006. For more information, visit http://linguistlist.org/issues/17/17-2285.html .
Source: LINGUIST List
Inputdate: 2006-08-11 13:59:00
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Title: Call for Papers: Working Papers in Athabascan/Dene Linguistics
Body: From http://linguistlist.org/issues/17/17-2285.html Working Papers in Athabascan/Dene Languages and Linguistics Deadline for submission: September 30, 2006 To be published as Alaska Native Language Center Working Papers No. 6, edited by Siri Tuttle, Leslie Saxon, Suzanne Gessner and Andrea Berez. Since 2001 the Alaska Native Language Center has annually published the proceedings of the Athabascan/Dene Languages Conference in its Working Papers series. After the very successful Dene Languages Conference in Yellowknife, Northwest Territories, Canada in June 2006, we would like to continue the annual publication tradition by assembling a collection of working papers to be published in late Fall 2006. We welcome submissions both from participants in the Yellowknife Conference, and from people who were not able to participate. Papers are invited on all areas of Athabascan/Dene linguistics, language teaching, language policy, and language revitalization. Any topic that would be appropriate for presentation at the Athabascan/Dene Languages Conference is also appropriate for this Working Papers volume. We particularly welcome reports on works-in-progress, explorations of new data, and language pedagogy. As with previous Working Papers volumes, submissions will be editorially reviewed and publication in the volume does not preclude publication elsewhere. The deadline for submission is September 30, 2006. For more information, visit http://linguistlist.org/issues/17/17-2285.html .
Source: LINGUIST List
Inputdate: 2006-08-11 13:59:00
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4938
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Title: Call for Papers: Complexity, Fluency and Accuracy in 2nd Language Use, Learning and Teaching
Body: From http://linguistlist.org/issues/17/17-2315.html Complexity, Fluency and Accuracy in 2nd Language Use, Learning and Teaching 29-Mar-2007 - 30-Mar-2007 Brussels, Belgium Call Deadline: 30-Sep-2006 Meeting Description: This event is organised by the Centre for Research on Language Learning and Teaching (ACQUILANG) of the University of Brussels (VUB) & the AILA Research Network on 'Task complexity and Second Language Learning' (TacoSell). We invite proposals for presentations that reflect the converging approaches and methods that different disciplines (linguistic, cognitive, neurolinguistic, pedagogic) bring to the study of complexity, fluency and accuracy as fundamental dimension of language proficiency in second/foreign language use, development, learning and teaching. Questions to be addressed may include: -How can complexity, fluency and accuracy be envisaged and defined as constructs? -What are possible linguistic, cognitive, psycholinguistic and neurolinguistic correlates of complexity, fluency and accuracy? -How can complexity, fluency and accuracy be operationalized and measured? -How do complexity, fluency and accuracy develop in the process of L2 learning? To what extent are they are interdependent? -Which factors influence the development of complexity, fluency and accuracy in L2 learning and use? To what extent are they open to pedagogic intervention? The complete call is available in English and French at http://linguistlist.org/issues/17/17-2315.html .
Source: LINGUIST List
Inputdate: 2006-08-16 17:00:00
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Title: Call for Papers: Complexity, Fluency and Accuracy in 2nd Language Use, Learning and Teaching
Body: From http://linguistlist.org/issues/17/17-2315.html Complexity, Fluency and Accuracy in 2nd Language Use, Learning and Teaching 29-Mar-2007 - 30-Mar-2007 Brussels, Belgium Call Deadline: 30-Sep-2006 Meeting Description: This event is organised by the Centre for Research on Language Learning and Teaching (ACQUILANG) of the University of Brussels (VUB) & the AILA Research Network on 'Task complexity and Second Language Learning' (TacoSell). We invite proposals for presentations that reflect the converging approaches and methods that different disciplines (linguistic, cognitive, neurolinguistic, pedagogic) bring to the study of complexity, fluency and accuracy as fundamental dimension of language proficiency in second/foreign language use, development, learning and teaching. Questions to be addressed may include: -How can complexity, fluency and accuracy be envisaged and defined as constructs? -What are possible linguistic, cognitive, psycholinguistic and neurolinguistic correlates of complexity, fluency and accuracy? -How can complexity, fluency and accuracy be operationalized and measured? -How do complexity, fluency and accuracy develop in the process of L2 learning? To what extent are they are interdependent? -Which factors influence the development of complexity, fluency and accuracy in L2 learning and use? To what extent are they open to pedagogic intervention? The complete call is available in English and French at http://linguistlist.org/issues/17/17-2315.html .
Source: LINGUIST List
Inputdate: 2006-08-16 17:00:00
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4939
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Title: Call for Papers: CASTEL-J 2007
Body: From http://castelj.kshinagawa.com Blogs, wiki, taggin', online music, podcasts, AJAx, to name a few, have evolved considerably in the past years. As a result, computers and other technologies are being used more and more in our classrooms. This means that the teaching/learning of the Japanese language is also rapidly changing. We are hoping you might be interested in sharing your experiences with using technology in the teaching of the Japanese language and would like to ask you to share these experiences with us at the 4th International CASTEL-J conference in Hawaii. We welcome proposals for papers (20 min. followed by 10 min. discussion), panel sessions (70 min. followed by 20 min. discussion) posters, or workshops that deal with Japanese teaching/learning and computer technology. All submissions must be received by August 31, 2006. For more information, visit http://castelj.kshinagawa.com .
Source: CASTEL-J
Inputdate: 2006-08-16 17:10:00
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Title: Call for Papers: CASTEL-J 2007
Body: From http://castelj.kshinagawa.com Blogs, wiki, taggin', online music, podcasts, AJAx, to name a few, have evolved considerably in the past years. As a result, computers and other technologies are being used more and more in our classrooms. This means that the teaching/learning of the Japanese language is also rapidly changing. We are hoping you might be interested in sharing your experiences with using technology in the teaching of the Japanese language and would like to ask you to share these experiences with us at the 4th International CASTEL-J conference in Hawaii. We welcome proposals for papers (20 min. followed by 10 min. discussion), panel sessions (70 min. followed by 20 min. discussion) posters, or workshops that deal with Japanese teaching/learning and computer technology. All submissions must be received by August 31, 2006. For more information, visit http://castelj.kshinagawa.com .
Source: CASTEL-J
Inputdate: 2006-08-16 17:10:00
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4940
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Title: PacCALL 3rd Annual Conference
Body: From http://www.paccall.org/2006/events.php The PacCALL 3rd Annual Conference Nanjing University, November 16-19, 2006 Theme: "Globalization and localization of CALL" Confirmed keynote speakers: - Michael Coghlan, eLearning Consultant, TAFE SA, Adelaide, Australia - Cynthia White, Massey University, New Zealand - Zhao Wen, Head of the Language and Multimedia Centre, School of Foreign Studies, Northeast University - Gu Yueguo, from Beijing Foreign Studies University For more information, visit http://www.paccall.org/2006/events.php
Source: PacCALL
Inputdate: 2006-08-16 17:24:00
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Expdate: 2006-11-20 00:00:00
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Title: PacCALL 3rd Annual Conference
Body: From http://www.paccall.org/2006/events.php The PacCALL 3rd Annual Conference Nanjing University, November 16-19, 2006 Theme: "Globalization and localization of CALL" Confirmed keynote speakers: - Michael Coghlan, eLearning Consultant, TAFE SA, Adelaide, Australia - Cynthia White, Massey University, New Zealand - Zhao Wen, Head of the Language and Multimedia Centre, School of Foreign Studies, Northeast University - Gu Yueguo, from Beijing Foreign Studies University For more information, visit http://www.paccall.org/2006/events.php
Source: PacCALL
Inputdate: 2006-08-16 17:24:00
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Expdate: 2006-11-20 00:00:00
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4941
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Title: AsiaCALL 2006
Body: From http://asiacall.org/conference.html The 5th AsiaCALL International Conference will be held from 27 to 29 of November 2006 in Malaysia LEARNING ENVIRONMENTS: CONGRUENCE OF SKILLS, INFORMATION, AND TECHNOLOGIES Centre for External Education Universiti Putra Malaysia UPM 43400 Serdang Selangor Darul Ehsan Malaysia The conference is hosted by the Faculty of Modern Languages and Communication, UPM. For more information, visit http://asiacall.org/conference.html .
Source: asiacall.org
Inputdate: 2006-08-16 19:40:00
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Expdate: 2006-11-30 00:00:00
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Title: AsiaCALL 2006
Body: From http://asiacall.org/conference.html The 5th AsiaCALL International Conference will be held from 27 to 29 of November 2006 in Malaysia LEARNING ENVIRONMENTS: CONGRUENCE OF SKILLS, INFORMATION, AND TECHNOLOGIES Centre for External Education Universiti Putra Malaysia UPM 43400 Serdang Selangor Darul Ehsan Malaysia The conference is hosted by the Faculty of Modern Languages and Communication, UPM. For more information, visit http://asiacall.org/conference.html .
Source: asiacall.org
Inputdate: 2006-08-16 19:40:00
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4942
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Title: More Graded Readers for Students of English (Part 2)
Body: Here are a few more sources of graded readers recommended by teachers of English. ---- Penguin has an extensive collection at http://www.penguinreaders.com/pr/resources/index.html Macmillian has a new series called simply read at www.macmillanenglish.com/readers Ayer, D. readers--attn: jennifer. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (14 June 2006). ---- I went to a conference in May where Stephen Krashen spoke and one thing he addressed was the importance of ESL students reading in the target language. He recommended that they read anything for a period of time each day; even comic books and romanace novels. The students should be allowed to read what interests them. Krashen suggested trying "Sweet Valley" series -- the younger the characters in the series, the easier the vocabulary but all of interest, even for adults. I have brought in books I found at yard sales and my students began voluntarily reading them. His articles on reading can be read at: http://www.sdkrashen.com/articles/decline_of_reading/index.html and http://www.sdkrashen.com/articles/pac5/index.html Gable, K. Re: ESL library readers - recommendations. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (14 June 2006).
Source: TESL-L
Inputdate: 2006-08-16 19:46:00
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Title: More Graded Readers for Students of English (Part 2)
Body: Here are a few more sources of graded readers recommended by teachers of English. ---- Penguin has an extensive collection at http://www.penguinreaders.com/pr/resources/index.html Macmillian has a new series called simply read at www.macmillanenglish.com/readers Ayer, D. readers--attn: jennifer. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (14 June 2006). ---- I went to a conference in May where Stephen Krashen spoke and one thing he addressed was the importance of ESL students reading in the target language. He recommended that they read anything for a period of time each day; even comic books and romanace novels. The students should be allowed to read what interests them. Krashen suggested trying "Sweet Valley" series -- the younger the characters in the series, the easier the vocabulary but all of interest, even for adults. I have brought in books I found at yard sales and my students began voluntarily reading them. His articles on reading can be read at: http://www.sdkrashen.com/articles/decline_of_reading/index.html and http://www.sdkrashen.com/articles/pac5/index.html Gable, K. Re: ESL library readers - recommendations. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (14 June 2006).
Source: TESL-L
Inputdate: 2006-08-16 19:46:00
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4943
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Title: More Review Activities for the Beginning of the Year (Part 2)
Body: Here is a game recommended by a German teacher for the first week of school. Note: Some parts of this post have been translated from German into English. ---- One of the things I do in German II is a group activity to review vocabulary. I divide the class into 6 groups of 4 students each (or more students if class is larger) - but only 6 groups. Each group gets one set of cards with 10 English words on them. I've prepared these ahead of time. Each student also gets a blank chart to write the words in German down. In 4 minutes, students write down as many words in German as they in the group remember. They brainstorm with each other. Remind students to be sure to pay attention to the set number so they put the word in the right group. When time is up, each group passes their set of cards to another group and I set the timer again for 4 minutes as students work with the new set of cards they got. This goes on until each group has had each of the 6 sets of cards. The cards are simple. I made a table with 6 sections, each containing 10 English words. I cut up the 6 sections into "cards" - printing the table 4 times so each person in the group has a card to look at (if the group is larger, print more copies of the cards). I cut them apart and put all the set 1 cards together, all the set 2 cards together, etc. I use a colored marker to make a diagonal line on the top right of each card so that all set 1 cards have a red line, all set 2 cards have a green line, etc. so that it's easy to see by color that you've got all the cards in one set. When each group has had a chance to see each set and write down as many words as they can remember and time is up, I start with whichever group has set 1 and ask each student in the group to give one word in English and then the German for it. I have my overhead with the correct German word ready and reveal the word after it's been said to show the correct spelling. We get to review 60 vocab words rather quickly and it's fun. Haring, C. [AATG-L] Review activities. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (3 Aug. 2006).
Source: AATG-L
Inputdate: 2006-08-16 19:49:00
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Title: More Review Activities for the Beginning of the Year (Part 2)
Body: Here is a game recommended by a German teacher for the first week of school. Note: Some parts of this post have been translated from German into English. ---- One of the things I do in German II is a group activity to review vocabulary. I divide the class into 6 groups of 4 students each (or more students if class is larger) - but only 6 groups. Each group gets one set of cards with 10 English words on them. I've prepared these ahead of time. Each student also gets a blank chart to write the words in German down. In 4 minutes, students write down as many words in German as they in the group remember. They brainstorm with each other. Remind students to be sure to pay attention to the set number so they put the word in the right group. When time is up, each group passes their set of cards to another group and I set the timer again for 4 minutes as students work with the new set of cards they got. This goes on until each group has had each of the 6 sets of cards. The cards are simple. I made a table with 6 sections, each containing 10 English words. I cut up the 6 sections into "cards" - printing the table 4 times so each person in the group has a card to look at (if the group is larger, print more copies of the cards). I cut them apart and put all the set 1 cards together, all the set 2 cards together, etc. I use a colored marker to make a diagonal line on the top right of each card so that all set 1 cards have a red line, all set 2 cards have a green line, etc. so that it's easy to see by color that you've got all the cards in one set. When each group has had a chance to see each set and write down as many words as they can remember and time is up, I start with whichever group has set 1 and ask each student in the group to give one word in English and then the German for it. I have my overhead with the correct German word ready and reveal the word after it's been said to show the correct spelling. We get to review 60 vocab words rather quickly and it's fun. Haring, C. [AATG-L] Review activities. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (3 Aug. 2006).
Source: AATG-L
Inputdate: 2006-08-16 19:49:00
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4944
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Title: Listening Practice for French Teachers
Body: As I was driving home in a friend's car last night, I was listening to radio NRJ. It's not a station that I generally listen to. The call-in show was dealing with couples meeting on the Internet and moving frm a virtual to a face-to-face relationship. What was interesting to me was the format in which several hosts talked with each other and with the caller or callers. Very fast paced, real language. Quite good, I think, for French teachers in search of access to languga ethat mlight challenge them to keep up their skills and perhaps continue to improve. Also a good source of current slang in context. http://www.nrj.fr Ponterio, B. Good listening practice for French teachers. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Aug. 2006). ---- If you like NRJ, check out their podcasts. I listen to NRJ's "Best of de l'Emission Sans Interdit" (available on iTunes), because of all of the slang. I love the podcast format, because I can listen to it when I'm ready. I'll have to pick and choose topics, but I hope to use one of them with my advanced class this year as an example of informal speech. Caspari, E. Good listening practice for French teachers. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-08-16 20:05:00
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Title: Listening Practice for French Teachers
Body: As I was driving home in a friend's car last night, I was listening to radio NRJ. It's not a station that I generally listen to. The call-in show was dealing with couples meeting on the Internet and moving frm a virtual to a face-to-face relationship. What was interesting to me was the format in which several hosts talked with each other and with the caller or callers. Very fast paced, real language. Quite good, I think, for French teachers in search of access to languga ethat mlight challenge them to keep up their skills and perhaps continue to improve. Also a good source of current slang in context. http://www.nrj.fr Ponterio, B. Good listening practice for French teachers. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Aug. 2006). ---- If you like NRJ, check out their podcasts. I listen to NRJ's "Best of de l'Emission Sans Interdit" (available on iTunes), because of all of the slang. I love the podcast format, because I can listen to it when I'm ready. I'll have to pick and choose topics, but I hope to use one of them with my advanced class this year as an example of informal speech. Caspari, E. Good listening practice for French teachers. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-08-16 20:05:00
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4945
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Title: CULI 2006 International Conference: Facing EFL Challenges
Body: From http://www.culi.chula.ac.th/dia/DIA-WEB/Frameset-13.htm Chulalongkorn University Language Institutes 2006 International Conference FACING EFL CHALLENGES 27th 29th November 2006 The Ambassador Hotel & Convention Bangkok, Thailand The field of second or foreign language teaching has undergone many fluctuations and changes over the years. As scholars, administrators, teachers, and stakeholders, we are seeking ways to help our learners to succeed in school. Through advances in technology and innovative pedagogical approaches, teachers have become more confident, creative, and well-rounded. To keep abreast of current trends and innovations in EFL/ESL theories and practices, interested parties attend both national and international seminars and conferences. To help professionals achieve these goals and meet new challenges in the classroom, CULI is pleased to announce its 2006 International Conference Facing EFL Challenges, a forum for sharing views and expanding teaching and research methodology. Objectives: 1. To examine different innovative language teaching approaches 2. To explore new challenges in EFL/ESL and consider ways that can be used to cope with the challenges 3. To investigate new ways in using IT in teaching and research 4. To study the demand and optimum use of the new technology 5. To exchange ideas and experiences to enhance teachers professional development 6. To give exposure to cutting-edge themes and concurrent academic sessions For more information, visit http://www.culi.chula.ac.th/dia/DIA-WEB/Frameset-13.htm .
Source: CULI
Inputdate: 2006-08-17 13:06:00
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Title: CULI 2006 International Conference: Facing EFL Challenges
Body: From http://www.culi.chula.ac.th/dia/DIA-WEB/Frameset-13.htm Chulalongkorn University Language Institutes 2006 International Conference FACING EFL CHALLENGES 27th 29th November 2006 The Ambassador Hotel & Convention Bangkok, Thailand The field of second or foreign language teaching has undergone many fluctuations and changes over the years. As scholars, administrators, teachers, and stakeholders, we are seeking ways to help our learners to succeed in school. Through advances in technology and innovative pedagogical approaches, teachers have become more confident, creative, and well-rounded. To keep abreast of current trends and innovations in EFL/ESL theories and practices, interested parties attend both national and international seminars and conferences. To help professionals achieve these goals and meet new challenges in the classroom, CULI is pleased to announce its 2006 International Conference Facing EFL Challenges, a forum for sharing views and expanding teaching and research methodology. Objectives: 1. To examine different innovative language teaching approaches 2. To explore new challenges in EFL/ESL and consider ways that can be used to cope with the challenges 3. To investigate new ways in using IT in teaching and research 4. To study the demand and optimum use of the new technology 5. To exchange ideas and experiences to enhance teachers professional development 6. To give exposure to cutting-edge themes and concurrent academic sessions For more information, visit http://www.culi.chula.ac.th/dia/DIA-WEB/Frameset-13.htm .
Source: CULI
Inputdate: 2006-08-17 13:06:00
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