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Contentid:
4987
Content Type: 1
Title: Online Course: Integrating Technology into the Second Language Classroom
Body: From http://www.goucher.edu/x2292.xml Goucher College Fall 2006 Online Educational Technology Courses Classes begin September 18 and end December 1, 2006 Integrating Technology into the Second Language Classroom - ONLINE This course focuses on the implementation of technology and multimedia in the second language classroom. It provides an overview of learning theory and second language acquisition as well as principles related to collaborative and student-centered learning. Students enrolled in this course will be introduced to exercises and in class activities that will support their own personal productivity, teaching and instruction. Discussions will focus on the four language skills: reading, writing, speaking, and listening comprehension, and what technologies enhance student learning in each of the language skill areas. Participants will employ educational technology to enhance students' learning in their own classrooms. Elementary - Middle - Secondary For more information, visit http://www.goucher.edu/x2292.xml
Source: Goucher College
Inputdate: 2006-08-24 18:00:00
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Title: Online Course: Integrating Technology into the Second Language Classroom
Body: From http://www.goucher.edu/x2292.xml Goucher College Fall 2006 Online Educational Technology Courses Classes begin September 18 and end December 1, 2006 Integrating Technology into the Second Language Classroom - ONLINE This course focuses on the implementation of technology and multimedia in the second language classroom. It provides an overview of learning theory and second language acquisition as well as principles related to collaborative and student-centered learning. Students enrolled in this course will be introduced to exercises and in class activities that will support their own personal productivity, teaching and instruction. Discussions will focus on the four language skills: reading, writing, speaking, and listening comprehension, and what technologies enhance student learning in each of the language skill areas. Participants will employ educational technology to enhance students' learning in their own classrooms. Elementary - Middle - Secondary For more information, visit http://www.goucher.edu/x2292.xml
Source: Goucher College
Inputdate: 2006-08-24 18:00:00
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Contentid:
4988
Content Type: 1
Title: Useful Site for Japanese Learners
Body: The CosCom site features a wide variety of resources that both teachers and learners of Japanese may find useful. Beginners can try the kana reading and typing practice, as well as simple readings which may be displayed entirely in kana or with kanji. For intermediate students, there are news articles about current happenings in Japan (again, with optional kanji and vocabulary lists). Links to cultural information, weather reports, and opinion columns are also provided. Visit this rich resource at http://www.coscom.co.jp/j-index.html .
Source: CosCom
Inputdate: 2006-08-25 13:24:00
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Title: Useful Site for Japanese Learners
Body: The CosCom site features a wide variety of resources that both teachers and learners of Japanese may find useful. Beginners can try the kana reading and typing practice, as well as simple readings which may be displayed entirely in kana or with kanji. For intermediate students, there are news articles about current happenings in Japan (again, with optional kanji and vocabulary lists). Links to cultural information, weather reports, and opinion columns are also provided. Visit this rich resource at http://www.coscom.co.jp/j-index.html .
Source: CosCom
Inputdate: 2006-08-25 13:24:00
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Contentid:
4989
Content Type: 1
Title: Animated Phonetic Library
Body: From http://www.uiowa.edu/~acadtech/phonetics About the Phonetics Flash Animation Project This site contains animated libraries of the phonetic sounds of English, German, and Spanish. Available for each consonant and vowel is an animated articulatory diagram, a step-by-step description, and video-audio of the sound spoken in context. It is intended for students of phonetics, linguistics, and foreign language. There is also an interactive diagram of the articulatory anatomy. Visit the site at http://www.uiowa.edu/~acadtech/phonetics/# .
Source: The University of Iowa
Inputdate: 2006-08-25 13:31:00
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Title: Animated Phonetic Library
Body: From http://www.uiowa.edu/~acadtech/phonetics About the Phonetics Flash Animation Project This site contains animated libraries of the phonetic sounds of English, German, and Spanish. Available for each consonant and vowel is an animated articulatory diagram, a step-by-step description, and video-audio of the sound spoken in context. It is intended for students of phonetics, linguistics, and foreign language. There is also an interactive diagram of the articulatory anatomy. Visit the site at http://www.uiowa.edu/~acadtech/phonetics/# .
Source: The University of Iowa
Inputdate: 2006-08-25 13:31:00
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Contentid:
4990
Content Type: 1
Title: Book Review: Language Ideologies, Policies, and Practices
Body: From http://linguistlist.org/issues/17/17-2154.html TITLE: Language Ideologies, Policies and Practices EDITORS: Mar-Molinero, Clare; Stevenson, Patrick SUBTITLE: Language and the Future of Europe SERIES: Language and Globalization PUBLISHER: Palgrave Macmillan YEAR: 2006 Zuzana Tomková, Department of Linguistics, University of Chicago The book is one of the first titles in the series on Language and Globalization. It is a volume of several papers presented in July 2004 at a conference by the same title as the book itself. As such, it includes a wide variety of topics and perspectives on language ideological issues, language policy and practices in Europe, as well as other areas related to and influenced by Europe. The book's editors open with an introductory chapter, which is then followed by five papers on the theoretical issues of the European legacy (Part I) and ten papers involving case studies of new developments in language and social change in Europe (Part II). In the words of the editors, ''It [the book] therefore seeks to strike a balance between the theoretical, the descriptive and the analytical, and the various chapters represent a wide range of theoretical influences, draw on different types of data (from official policy papers through internet guestbooks to transcripts of spoken interaction) and relate both to general issues involving language in an era of globalization and to particular case-studies in all parts of Europe. In these ways the book aims to provide a coherent discussion of the diversity and complexity of language questions that characterize the current social and political development of Europe. (...) [I]t aims to make a contribution (...) to the project of developing a 'sociolinguistics of globalization''' (9-10). Read the complete review at http://linguistlist.org/issues/17/17-2154.html .
Source: LINGUIST List
Inputdate: 2006-08-25 13:38:00
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Title: Book Review: Language Ideologies, Policies, and Practices
Body: From http://linguistlist.org/issues/17/17-2154.html TITLE: Language Ideologies, Policies and Practices EDITORS: Mar-Molinero, Clare; Stevenson, Patrick SUBTITLE: Language and the Future of Europe SERIES: Language and Globalization PUBLISHER: Palgrave Macmillan YEAR: 2006 Zuzana Tomková, Department of Linguistics, University of Chicago The book is one of the first titles in the series on Language and Globalization. It is a volume of several papers presented in July 2004 at a conference by the same title as the book itself. As such, it includes a wide variety of topics and perspectives on language ideological issues, language policy and practices in Europe, as well as other areas related to and influenced by Europe. The book's editors open with an introductory chapter, which is then followed by five papers on the theoretical issues of the European legacy (Part I) and ten papers involving case studies of new developments in language and social change in Europe (Part II). In the words of the editors, ''It [the book] therefore seeks to strike a balance between the theoretical, the descriptive and the analytical, and the various chapters represent a wide range of theoretical influences, draw on different types of data (from official policy papers through internet guestbooks to transcripts of spoken interaction) and relate both to general issues involving language in an era of globalization and to particular case-studies in all parts of Europe. In these ways the book aims to provide a coherent discussion of the diversity and complexity of language questions that characterize the current social and political development of Europe. (...) [I]t aims to make a contribution (...) to the project of developing a 'sociolinguistics of globalization''' (9-10). Read the complete review at http://linguistlist.org/issues/17/17-2154.html .
Source: LINGUIST List
Inputdate: 2006-08-25 13:38:00
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Contentid:
4991
Content Type: 1
Title: Hints for the First Days of Class
Body: Whether your classes have begun or not, you may be looking for new ways to get to know your students and set the atmosphere for the class in the first week or two. Here are some recommendations from one teacher; look for more ideas next week. ---- Have you read Harry Wong's First Days of School? There are EXCELLENT suggestions for class management, including first-day-of-school stuff. Here's one that I've found to be invaluable: On the first day of school, GREET EACH OF YOUR STUDENTS AT YOUR CLASSROOM DOOR. Have seats already assigned. You can do this a number of ways. Here's what I do: When I greet the students at the door, I hand them an envelope which has their name on it and a question in Spanish. I tell them to find the seat with the answer to the question - that is their assigned seat! I also tell them to follow the instructions that are on the board. The instructions that I have on the board are: - Choose a name in Spanish that you'd like to use in this class. - Complete the student information sheet (This is already on their desk, or I hand it to the students at the door) The beauty of this system is threefold: 1. By the time class begins, I've already taken attendance. 2. By the time class begins, the students are already on task. 3. I have something that leads right into using the language. Once class begins, I then ask students to tell us the name they've chosen. They also read the question (from the envelope) out loud, as well as the answer. (With students I haven't had before, these questions are about me. With others, I will ask cultural info questions). After everyone has introduced themselves, I give the students a pop quiz on the information. (I don't count this). The student(s) with the most correct answers get a little token prize. The purpose of this is to get the students used to LISTENING to each other! Damascus, B. Re: First Days of School. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-08-25 13:51:00
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Content Type: 1
Title: Hints for the First Days of Class
Body: Whether your classes have begun or not, you may be looking for new ways to get to know your students and set the atmosphere for the class in the first week or two. Here are some recommendations from one teacher; look for more ideas next week. ---- Have you read Harry Wong's First Days of School? There are EXCELLENT suggestions for class management, including first-day-of-school stuff. Here's one that I've found to be invaluable: On the first day of school, GREET EACH OF YOUR STUDENTS AT YOUR CLASSROOM DOOR. Have seats already assigned. You can do this a number of ways. Here's what I do: When I greet the students at the door, I hand them an envelope which has their name on it and a question in Spanish. I tell them to find the seat with the answer to the question - that is their assigned seat! I also tell them to follow the instructions that are on the board. The instructions that I have on the board are: - Choose a name in Spanish that you'd like to use in this class. - Complete the student information sheet (This is already on their desk, or I hand it to the students at the door) The beauty of this system is threefold: 1. By the time class begins, I've already taken attendance. 2. By the time class begins, the students are already on task. 3. I have something that leads right into using the language. Once class begins, I then ask students to tell us the name they've chosen. They also read the question (from the envelope) out loud, as well as the answer. (With students I haven't had before, these questions are about me. With others, I will ask cultural info questions). After everyone has introduced themselves, I give the students a pop quiz on the information. (I don't count this). The student(s) with the most correct answers get a little token prize. The purpose of this is to get the students used to LISTENING to each other! Damascus, B. Re: First Days of School. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-08-25 13:51:00
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Contentid:
4992
Content Type: 1
Title: Study English with Movie Trailers
Body: Movies are among many students' favorite topics of conversation in a language class. This site allows users to watch movie trailers (79 available so far) and try a variety of exercises based on them. Intermediate-advanced students should be able to use this tool easily on their own, but you may find some ideas for using similar activities in class as well. http://www.english-trailers.com/index.php
Source: English Trailers
Inputdate: 2006-08-25 17:16:00
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Content Type: 1
Title: Study English with Movie Trailers
Body: Movies are among many students' favorite topics of conversation in a language class. This site allows users to watch movie trailers (79 available so far) and try a variety of exercises based on them. Intermediate-advanced students should be able to use this tool easily on their own, but you may find some ideas for using similar activities in class as well. http://www.english-trailers.com/index.php
Source: English Trailers
Inputdate: 2006-08-25 17:16:00
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Contentid:
4993
Content Type: 1
Title: New Book for Latino Parents
Body: From http://www.sphinxlegal.com/cart/shopexd.asp?id=1138 Ayude a sus Hijos a Tener Éxito en la Escuela Guía Especial para Padres Latinos Mariela Dabbah Price: $8.95 This title helps Latino parents understand the U.S. school system, as well as how to get the most for their children from the system. It begins with an overview of the U.S. system, and continues with the differences and similarities to the familiar Latin American countries educational systems. It encourages the parents to set aside their fears and directs them to work with the appropriate person within the school facility. For more information, visit http://www.sphinxlegal.com/cart/shopexd.asp?id=1138 .
Source: Sphinx Legal
Inputdate: 2006-08-25 17:25:00
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Title: New Book for Latino Parents
Body: From http://www.sphinxlegal.com/cart/shopexd.asp?id=1138 Ayude a sus Hijos a Tener Éxito en la Escuela Guía Especial para Padres Latinos Mariela Dabbah Price: $8.95 This title helps Latino parents understand the U.S. school system, as well as how to get the most for their children from the system. It begins with an overview of the U.S. system, and continues with the differences and similarities to the familiar Latin American countries educational systems. It encourages the parents to set aside their fears and directs them to work with the appropriate person within the school facility. For more information, visit http://www.sphinxlegal.com/cart/shopexd.asp?id=1138 .
Source: Sphinx Legal
Inputdate: 2006-08-25 17:25:00
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Contentid:
4994
Content Type: 1
Title: American Indian Issues: An Introductory and Curricular Guide for Educators
Body: From http://sorrel.humboldt.edu/~go1/kellogg/NativeRelationship.html Welcome to American Indian Issues: An Introductory and Curricular Guide for Educators. The contents were made possible by the American Indian Civics Project (AICP), a project initially funded by the W.K. Kellogg Foundation's Native American Higher Education Initiative. The primary goal of the AICP was to provide educators with the tools to educate secondary students - Indian and non-native alike - about the historical and contemporary political, economic, and social characteristics of sovereign tribal nations throughout the United States. Goals: The primary goals of this web site are threefold: 1. To create an on-going educational collaboration between the university community and the secondary education communities - a collaboration that engages both communities in an academic dialogue about materials and lesson plans related to American Indians. 2. To create a series of educational resources which secondary educators and students may use when studying the historical and contemporary relationship between the US government and American Indians. 3. To collaboratively design and create secondary lesson plans related to the above historical and contemporary relationship - lesson plans which can be integrated into existing social science courses and which are compatible with requirements in the California History-Social Studies Standards. For more information, visit http://sorrel.humboldt.edu/~go1/kellogg/NativeRelationship.html .
Source: AICP
Inputdate: 2006-08-25 17:35:00
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Title: American Indian Issues: An Introductory and Curricular Guide for Educators
Body: From http://sorrel.humboldt.edu/~go1/kellogg/NativeRelationship.html Welcome to American Indian Issues: An Introductory and Curricular Guide for Educators. The contents were made possible by the American Indian Civics Project (AICP), a project initially funded by the W.K. Kellogg Foundation's Native American Higher Education Initiative. The primary goal of the AICP was to provide educators with the tools to educate secondary students - Indian and non-native alike - about the historical and contemporary political, economic, and social characteristics of sovereign tribal nations throughout the United States. Goals: The primary goals of this web site are threefold: 1. To create an on-going educational collaboration between the university community and the secondary education communities - a collaboration that engages both communities in an academic dialogue about materials and lesson plans related to American Indians. 2. To create a series of educational resources which secondary educators and students may use when studying the historical and contemporary relationship between the US government and American Indians. 3. To collaboratively design and create secondary lesson plans related to the above historical and contemporary relationship - lesson plans which can be integrated into existing social science courses and which are compatible with requirements in the California History-Social Studies Standards. For more information, visit http://sorrel.humboldt.edu/~go1/kellogg/NativeRelationship.html .
Source: AICP
Inputdate: 2006-08-25 17:35:00
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Contentid:
4995
Content Type: 1
Title: Call for Participants: Research on Spanish for Native Speakers
Body: My name is Sergio A. Guzmán and I teach Spanish at the Community College of Southern Nevada in Las Vegas. I am getting ready to go on sabbatical during spring 2007 to conduct research for my dissertation. I will be looking at student expectations, motivations, and attitudes in Spanish for Heritage Speakers programs. I am hoping to get some volunteers that would allow me to look at their programs. I am looking for one community college and one university in both California and Arizona; as well as another school, preferably a community college, in Houston, TX. The volunteering professors would administer two student surveys (10-15 min. each); one during the first week of classes, the other one during the last week of classes. Second, they would also agree to let me observe their classes twice (each section) during the semester. Finally, I would interview each professor (30-45 min.), and ask for a couple of student volunteers from each section to be interviewed (30 min.). If the schools have several SHS/SNS sections, I would prefer to get data from as many sections as possible. If I can get some almas piadosas (volunteers), I would like to get in contact with them as soon as possible. I can be reached at sergio_guzman@ccsn.edu or (702)651-4829. Once again, to summarize what I am looking for: Time frame: Spring 2007 Locations: California, Arizona, Houston, TX Schools: One community college, one university Study: a) 2 student surveys (10-15 min.); b) 2 classroom observations (per section); c) A teacher interview (30-45 min) and 2 student interviews per section (30 min.) I really hope I can find some valientes out there! ¡Muchísimas gracias! Guzman, S. [HERITAGE-LIST] Request for assistance: Call for educators teaching SNS (in CA, AZ & TX). Heritage List. heritage-list@Majordomo.umd.edu (28 Aug. 2006).
Source: Heritage List
Inputdate: 2006-08-28 18:30:00
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Title: Call for Participants: Research on Spanish for Native Speakers
Body: My name is Sergio A. Guzmán and I teach Spanish at the Community College of Southern Nevada in Las Vegas. I am getting ready to go on sabbatical during spring 2007 to conduct research for my dissertation. I will be looking at student expectations, motivations, and attitudes in Spanish for Heritage Speakers programs. I am hoping to get some volunteers that would allow me to look at their programs. I am looking for one community college and one university in both California and Arizona; as well as another school, preferably a community college, in Houston, TX. The volunteering professors would administer two student surveys (10-15 min. each); one during the first week of classes, the other one during the last week of classes. Second, they would also agree to let me observe their classes twice (each section) during the semester. Finally, I would interview each professor (30-45 min.), and ask for a couple of student volunteers from each section to be interviewed (30 min.). If the schools have several SHS/SNS sections, I would prefer to get data from as many sections as possible. If I can get some almas piadosas (volunteers), I would like to get in contact with them as soon as possible. I can be reached at sergio_guzman@ccsn.edu or (702)651-4829. Once again, to summarize what I am looking for: Time frame: Spring 2007 Locations: California, Arizona, Houston, TX Schools: One community college, one university Study: a) 2 student surveys (10-15 min.); b) 2 classroom observations (per section); c) A teacher interview (30-45 min) and 2 student interviews per section (30 min.) I really hope I can find some valientes out there! ¡Muchísimas gracias! Guzman, S. [HERITAGE-LIST] Request for assistance: Call for educators teaching SNS (in CA, AZ & TX). Heritage List. heritage-list@Majordomo.umd.edu (28 Aug. 2006).
Source: Heritage List
Inputdate: 2006-08-28 18:30:00
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Contentid:
4996
Content Type: 1
Title: Funding Opportunity: Gilman International Scholarships
Body: The Spring 2007 Gilman Scholarship Application Is Now Available Online at www.iie.org/gilman The Gilman International Scholarship Program is currently accepting applications from students participating in study abroad programs during Spring 2007. The Gilman Scholarship is open to all U.S. undergraduates, in good academic standing, who meet the criteria listed below: - The applicant must be receiving a Federal Pell Grant at the time of application or provide proof that he/she will be receiving a Pell Grant during the term of study abroad. - The applicant is applying to or has been accepted into a study abroad program eligible for credit by the student's institution of higher education in the U.S. - The applicant is studying abroad for at least four weeks in one country. - The applicant is studying abroad in a country not currently under a U.S. Department of State Travel Warning or in Cuba. - The applicant is studying on a program that begins between December 15, 2006 and April 15, 2007. The Spring cycle encompasses spring semester, quarter, calendar year, winter inter-session and January term programs that are a minimum of four weeks in length. May-term or Summer-only study abroad programs are not eligible. Award recipients will receive up to $5,000. Students can now apply online via the Gilman website, http://www.iie.org/gilman. The student online application deadline is September 26, 2006. Please review the full Spring 2007 Application Timeline online at www.iie.org/gilman, which includes deadlines for advisors and transcripts. New! Critical Need Language Supplement. During the 2006-2007 academic year 25 recipients will be eligible to receive a $3,000 Critical Need Language Supplement for a total possible award of up to $8,000. Critical Need Languages include: - Arabic (all dialects) - Chinese (all dialects) - Turkic (Azerbaijani, Kazakh, Kyrgz, Turkish, Turkmen, Uzbek) - Persian (Farsi, Dari, Kurdish, Pashto, Tajiki) - Indic (Hindi, Urdu, Nepali, Sinhala, Bengali, Punjabi, Marathi, Gujarati, Sindhi) - Korean - Russian Gilman. Spring 2007 Gilman Scholarship application available online. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-08-28 18:41:00
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Title: Funding Opportunity: Gilman International Scholarships
Body: The Spring 2007 Gilman Scholarship Application Is Now Available Online at www.iie.org/gilman The Gilman International Scholarship Program is currently accepting applications from students participating in study abroad programs during Spring 2007. The Gilman Scholarship is open to all U.S. undergraduates, in good academic standing, who meet the criteria listed below: - The applicant must be receiving a Federal Pell Grant at the time of application or provide proof that he/she will be receiving a Pell Grant during the term of study abroad. - The applicant is applying to or has been accepted into a study abroad program eligible for credit by the student's institution of higher education in the U.S. - The applicant is studying abroad for at least four weeks in one country. - The applicant is studying abroad in a country not currently under a U.S. Department of State Travel Warning or in Cuba. - The applicant is studying on a program that begins between December 15, 2006 and April 15, 2007. The Spring cycle encompasses spring semester, quarter, calendar year, winter inter-session and January term programs that are a minimum of four weeks in length. May-term or Summer-only study abroad programs are not eligible. Award recipients will receive up to $5,000. Students can now apply online via the Gilman website, http://www.iie.org/gilman. The student online application deadline is September 26, 2006. Please review the full Spring 2007 Application Timeline online at www.iie.org/gilman, which includes deadlines for advisors and transcripts. New! Critical Need Language Supplement. During the 2006-2007 academic year 25 recipients will be eligible to receive a $3,000 Critical Need Language Supplement for a total possible award of up to $8,000. Critical Need Languages include: - Arabic (all dialects) - Chinese (all dialects) - Turkic (Azerbaijani, Kazakh, Kyrgz, Turkish, Turkmen, Uzbek) - Persian (Farsi, Dari, Kurdish, Pashto, Tajiki) - Indic (Hindi, Urdu, Nepali, Sinhala, Bengali, Punjabi, Marathi, Gujarati, Sindhi) - Korean - Russian Gilman. Spring 2007 Gilman Scholarship application available online. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-08-28 18:41:00
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