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Contentid:
5027
Content Type: 1
Title: Funding Opportunity: Digital Humanities Start-Up Grants
Body: From http://www.neh.gov/grants/guidelines/digitalhumanitiesstartup.html National Endowment for the Humanities Digital Humanities Start-Up Grants Deadlines: November 15, 2006 (for projects beginning July 2007) April 3, 2007 (for projects beginning September 2007) NEH invites proposals for the planning or initial stages of digital initiatives in all areas of the humanities. Digital Humanities Start-Up Grants may involve: - research that brings new digital approaches to the study of the humanities or that examines the implications of the use of emerging technologies for humanities scholarship; - new digital modes of publication facilitating the dissemination of humanities scholarship in advanced academic as well as informal or formal educational settings at all academic levels; - exploration of digital methods or approaches to preserve, archive, and make accessible traditional (i.e., analogue) and "new media" resources in the humanities; - planning new digital tools for preserving, analyzing, and making accessible humanities data; and - programs addressing the innovative use of emerging digital technologies in formal and informal educational settings, including public forums such as museums, libraries, historic sites, and broadcast media, and K-12 schools and post-secondary institutions. For more information, visit http://www.neh.gov/grants/guidelines/digitalhumanitiesstartup.html .
Source: NEH
Inputdate: 2006-09-05 19:03:00
Lastmodifieddate: 2006-09-05 19:03:00
Expdate: 2006-11-16 00:00:00
Publishdate: 2006-09-11 00:00:00
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Title: Funding Opportunity: Digital Humanities Start-Up Grants
Body: From http://www.neh.gov/grants/guidelines/digitalhumanitiesstartup.html National Endowment for the Humanities Digital Humanities Start-Up Grants Deadlines: November 15, 2006 (for projects beginning July 2007) April 3, 2007 (for projects beginning September 2007) NEH invites proposals for the planning or initial stages of digital initiatives in all areas of the humanities. Digital Humanities Start-Up Grants may involve: - research that brings new digital approaches to the study of the humanities or that examines the implications of the use of emerging technologies for humanities scholarship; - new digital modes of publication facilitating the dissemination of humanities scholarship in advanced academic as well as informal or formal educational settings at all academic levels; - exploration of digital methods or approaches to preserve, archive, and make accessible traditional (i.e., analogue) and "new media" resources in the humanities; - planning new digital tools for preserving, analyzing, and making accessible humanities data; and - programs addressing the innovative use of emerging digital technologies in formal and informal educational settings, including public forums such as museums, libraries, historic sites, and broadcast media, and K-12 schools and post-secondary institutions. For more information, visit http://www.neh.gov/grants/guidelines/digitalhumanitiesstartup.html .
Source: NEH
Inputdate: 2006-09-05 19:03:00
Lastmodifieddate: 2006-09-05 19:03:00
Expdate: 2006-11-16 00:00:00
Publishdate: 2006-09-11 00:00:00
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Contentid:
5028
Content Type: 1
Title: Call for Papers: NCOLCTL 2007
Body: Professional Horizons in LCTLs: Reality and Promise The Tenth Annual Meeting of the National Council of Less Commonly Taught Languages (NCOLCTL) is scheduled for April 27-29, 2007, in Madison, WI (with a pre-conference workshop scheduled for Thursday, April 26th). Proposals are solicited for individual papers, colloquia, and poster sessions. Proposals should fall broadly within the conference theme, "Professional Horizons in LCTLs: Reality and Promise." Although proposed presentations may focus on individual languages, they should address issues that clearly relate to more than just that one language. Presentations may address the linkage between language study and professions, curriculum and material development, methodology, bilingual education, heritage language learners, autonomous and self-instructional settings, outreach and advocacy, and the use of technology in teaching languages. Other topics such as teacher training and professionalization, research, and assessment are also welcome. Individual papers are to be 20 minutes long. A paper should focus clearly on issues related to the main conference theme. Papers may be based on research or practical experience. Colloquia are to be 90 minutes long. A colloquium proposal should specify three or more presenters who will address the conference theme. Preference will be given to colloquia that cut across different languages or language groups. Poster and presentation sessions may focus on completed work or work in progress related to the teaching and/or learning of less commonly taught languages. They may be in either the traditional poster format, such as presentation of materials or of research completed or in progress, or demonstrations of instructional or information technology. Proposals may ONLY be submitted in electronic format using the NCOLCTL Session Proposal Submission Form. The Proposal Submission form is a "fillable" PDF file that can be completed with Adobe® Acrobat® or Reader® and then submitted to NCOLCTL via e-mail. This is the only format in which Proposals may be submitted. The form contains detailed instructions for its use. Please contact the NCOLCTL Secretariat (ncolctl@mailplus.wisc.edu) with any questions. For a proposal to be considered, all fields of the form, including, title, abstract, proposal, type of session, technology needs and contact information must be completed in full. Incomplete proposals may be disqualified. The final deadline for receipt of proposals is Monday, November 6, 2006. Applicants will be notified by the Program Committee by Monday, January 15th, 2007 whether or not their proposal has been accepted. At least one presenter from an accepted presentation will be required to pre-register. Details about pre-registration will be provided in the acceptance notification. If you have any questions regarding Proposal submission, please contact the NCOLCTL Secretariat at: ncolctl@mailplus.wisc.edu NCOLCTL 4231 HumanitiesBuilding 455 N. Park Street Madison, WI 53706 Tel: 608-265-7903; FAX 608 265 7904. McGinnis, S. [HERITAGE-LIST] CFP: NCOLCTL 2007 -- deadline for abstracts 6 November. Heritage List. heritage-list@Majordomo.umd.edu (24 Aug. 2006).
Source: Heritage List
Inputdate: 2006-09-05 19:08:00
Lastmodifieddate: 2006-09-05 19:08:00
Expdate: 2006-11-06 00:00:00
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Content Type: 1
Title: Call for Papers: NCOLCTL 2007
Body: Professional Horizons in LCTLs: Reality and Promise The Tenth Annual Meeting of the National Council of Less Commonly Taught Languages (NCOLCTL) is scheduled for April 27-29, 2007, in Madison, WI (with a pre-conference workshop scheduled for Thursday, April 26th). Proposals are solicited for individual papers, colloquia, and poster sessions. Proposals should fall broadly within the conference theme, "Professional Horizons in LCTLs: Reality and Promise." Although proposed presentations may focus on individual languages, they should address issues that clearly relate to more than just that one language. Presentations may address the linkage between language study and professions, curriculum and material development, methodology, bilingual education, heritage language learners, autonomous and self-instructional settings, outreach and advocacy, and the use of technology in teaching languages. Other topics such as teacher training and professionalization, research, and assessment are also welcome. Individual papers are to be 20 minutes long. A paper should focus clearly on issues related to the main conference theme. Papers may be based on research or practical experience. Colloquia are to be 90 minutes long. A colloquium proposal should specify three or more presenters who will address the conference theme. Preference will be given to colloquia that cut across different languages or language groups. Poster and presentation sessions may focus on completed work or work in progress related to the teaching and/or learning of less commonly taught languages. They may be in either the traditional poster format, such as presentation of materials or of research completed or in progress, or demonstrations of instructional or information technology. Proposals may ONLY be submitted in electronic format using the NCOLCTL Session Proposal Submission Form. The Proposal Submission form is a "fillable" PDF file that can be completed with Adobe® Acrobat® or Reader® and then submitted to NCOLCTL via e-mail. This is the only format in which Proposals may be submitted. The form contains detailed instructions for its use. Please contact the NCOLCTL Secretariat (ncolctl@mailplus.wisc.edu) with any questions. For a proposal to be considered, all fields of the form, including, title, abstract, proposal, type of session, technology needs and contact information must be completed in full. Incomplete proposals may be disqualified. The final deadline for receipt of proposals is Monday, November 6, 2006. Applicants will be notified by the Program Committee by Monday, January 15th, 2007 whether or not their proposal has been accepted. At least one presenter from an accepted presentation will be required to pre-register. Details about pre-registration will be provided in the acceptance notification. If you have any questions regarding Proposal submission, please contact the NCOLCTL Secretariat at: ncolctl@mailplus.wisc.edu NCOLCTL 4231 HumanitiesBuilding 455 N. Park Street Madison, WI 53706 Tel: 608-265-7903; FAX 608 265 7904. McGinnis, S. [HERITAGE-LIST] CFP: NCOLCTL 2007 -- deadline for abstracts 6 November. Heritage List. heritage-list@Majordomo.umd.edu (24 Aug. 2006).
Source: Heritage List
Inputdate: 2006-09-05 19:08:00
Lastmodifieddate: 2006-09-05 19:08:00
Expdate: 2006-11-06 00:00:00
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
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Contentid:
5029
Content Type: 1
Title: Call for Papers: The Management of Multilingualism
Body: From http://linguistlist.org/issues/17/17-2380.html#1 The Management of Multilingualism: Which Future for Indigenous Minority Languages? Date: 12-Apr-2007 - 13-Apr-2007 Location: Brussels, Belgium Call Deadline: 30-Nov-2006 The conference is one of the thematic sessions (symposium) taking place during the Congreso Europeo de latinoamericanistas : 'Las relaciones triangulares entre Europa y las Américas en el siglo XXI: expectativas y desafíos' organized by the CEISAL. Symposium description: The symposium intends to address questions about the actual management of indigenous minority languages. This management plays a fundamental role for indigenous people, to the extent that it determines their access to economic and symbolic resources. The different aspects of this matter may be approached by a large set of disciplines which are interrelated. Comparative analysis with minority languages in European contexts are also welcome. We expect papers addressing: - sociopolitical matters, in relation with different political measures aiming to promote minority languages and determining language use in public institutions, including the school system; - sociolinguistic matters, such as those linked to attitudes towards languages, the relation between language and identity, or the spread of languages (and their varieties) in the social space considering notably the dynamic generated by internal migration movements; - linguistic matters, referring for example to normalization or standardization issues; - psycholinguistic matters, related to the acquisition of spoken and written languages in multilingual and diglossic contexts; - educational matters, such as the management of multilingualism in school curriculum and within the daily interactions in the classrooms, to ensure the teaching/learning of a schooling language. For more information, visit http://linguistlist.org/issues/17/17-2380.html#1 .
Source: LINGUIST List
Inputdate: 2006-09-05 19:31:00
Lastmodifieddate: 2006-09-05 19:31:00
Expdate: 2006-12-01 00:00:00
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Papers: The Management of Multilingualism
Body: From http://linguistlist.org/issues/17/17-2380.html#1 The Management of Multilingualism: Which Future for Indigenous Minority Languages? Date: 12-Apr-2007 - 13-Apr-2007 Location: Brussels, Belgium Call Deadline: 30-Nov-2006 The conference is one of the thematic sessions (symposium) taking place during the Congreso Europeo de latinoamericanistas : 'Las relaciones triangulares entre Europa y las Américas en el siglo XXI: expectativas y desafíos' organized by the CEISAL. Symposium description: The symposium intends to address questions about the actual management of indigenous minority languages. This management plays a fundamental role for indigenous people, to the extent that it determines their access to economic and symbolic resources. The different aspects of this matter may be approached by a large set of disciplines which are interrelated. Comparative analysis with minority languages in European contexts are also welcome. We expect papers addressing: - sociopolitical matters, in relation with different political measures aiming to promote minority languages and determining language use in public institutions, including the school system; - sociolinguistic matters, such as those linked to attitudes towards languages, the relation between language and identity, or the spread of languages (and their varieties) in the social space considering notably the dynamic generated by internal migration movements; - linguistic matters, referring for example to normalization or standardization issues; - psycholinguistic matters, related to the acquisition of spoken and written languages in multilingual and diglossic contexts; - educational matters, such as the management of multilingualism in school curriculum and within the daily interactions in the classrooms, to ensure the teaching/learning of a schooling language. For more information, visit http://linguistlist.org/issues/17/17-2380.html#1 .
Source: LINGUIST List
Inputdate: 2006-09-05 19:31:00
Lastmodifieddate: 2006-09-05 19:31:00
Expdate: 2006-12-01 00:00:00
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5030
Content Type: 1
Title: SignWriting in Europe
Body: From http://signwriting.org/about/what/what02.html What Is SignWriting? SignWriting is a writing system which uses visual symbols to represent the handshapes, movements, and facial expressions of signed languages. It is an "alphabet" - a list of symbols used to write any signed language in the world. The SignWriting alphabet can be compared to the alphabet we use to write English, the Roman alphabet. The Roman alphabet can be used to write many different spoken languages. While each language may add or subtract one or two symbols, the same basic symbols we use to write English are used to write Danish, German, French and Spanish. The Roman alphabet is international, but the languages it writes are not. In the same way, the symbols in the SignWriting alphabet are international and can be used to write American Sign Language, Danish Sign Language, Norwegian Sign Language, British Sign Language, Dutch Sign Language - any signed language you choose. SignWriting makes it possible to have books, newspapers, magazines, dictionaries, and literature written in signs. It can be used to teach signs and signed language grammar to beginning signers, or it can be used to teach other subjects, such as math, history, or English to skilled signers. For more information about SignWriting, visit http://signwriting.org .
Source: signwriting.org
Inputdate: 2006-09-06 13:56:00
Lastmodifieddate: 2006-09-06 13:56:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: SignWriting in Europe
Body: From http://signwriting.org/about/what/what02.html What Is SignWriting? SignWriting is a writing system which uses visual symbols to represent the handshapes, movements, and facial expressions of signed languages. It is an "alphabet" - a list of symbols used to write any signed language in the world. The SignWriting alphabet can be compared to the alphabet we use to write English, the Roman alphabet. The Roman alphabet can be used to write many different spoken languages. While each language may add or subtract one or two symbols, the same basic symbols we use to write English are used to write Danish, German, French and Spanish. The Roman alphabet is international, but the languages it writes are not. In the same way, the symbols in the SignWriting alphabet are international and can be used to write American Sign Language, Danish Sign Language, Norwegian Sign Language, British Sign Language, Dutch Sign Language - any signed language you choose. SignWriting makes it possible to have books, newspapers, magazines, dictionaries, and literature written in signs. It can be used to teach signs and signed language grammar to beginning signers, or it can be used to teach other subjects, such as math, history, or English to skilled signers. For more information about SignWriting, visit http://signwriting.org .
Source: signwriting.org
Inputdate: 2006-09-06 13:56:00
Lastmodifieddate: 2006-09-06 13:56:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5031
Content Type: 1
Title: Taking ELLs to the Library
Body: Recently a librarian asked English teachers on the TESL listserv for advice on teaching English language learners to use the library for their research. Here is one response; look for more of these in the coming weeks. Although these were submitted by college-level teachers, these ideas may be helpful for teachers and librarians of all levels. ---- I brought my students to the library to help them get information for research papers. Our librarian gave them a physical tour and a demo of how to find information on LexisNexis, in academic journals online, etc. The tour was very complete and maybe a little more than the students could follow, though they needed all of it. She had handouts explaining each process, which was very helpful, since the students could refer to them later. I think the most useful thing for my students was that she told the students where she'd be after class and encouraged them to ask her for help. She told them the names of the other reference librarians and when they'd be there. She mentioned specific things that they could get help with from the reference librarians and presented that help as something that they routinely offered to native speakers who used the library. As a result, nearly all of my students stuck around in the library to work following the tour and most of them did ask her for help. (She told me this in an email after I wrote to thank her for the tour.) I think many of them had felt like all American students "just knew" how to do those things, so the reassurance that everyone needs the librarians' help was the push they needed to ask for it. (And they needed the push! Ordinarily, they'd rather go hungry than order something they couldn't pronounce on a menu.) If the students were not working on a specific project when they came, I'd recommend inventing something like an information scavenger hunt to make sure they practiced while they were there. Kemp, A.C. Re: ESL students and the library. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (16 Aug. 2006).
Source: TESL-L
Inputdate: 2006-09-06 14:27:00
Lastmodifieddate: 2006-09-06 14:27:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Taking ELLs to the Library
Body: Recently a librarian asked English teachers on the TESL listserv for advice on teaching English language learners to use the library for their research. Here is one response; look for more of these in the coming weeks. Although these were submitted by college-level teachers, these ideas may be helpful for teachers and librarians of all levels. ---- I brought my students to the library to help them get information for research papers. Our librarian gave them a physical tour and a demo of how to find information on LexisNexis, in academic journals online, etc. The tour was very complete and maybe a little more than the students could follow, though they needed all of it. She had handouts explaining each process, which was very helpful, since the students could refer to them later. I think the most useful thing for my students was that she told the students where she'd be after class and encouraged them to ask her for help. She told them the names of the other reference librarians and when they'd be there. She mentioned specific things that they could get help with from the reference librarians and presented that help as something that they routinely offered to native speakers who used the library. As a result, nearly all of my students stuck around in the library to work following the tour and most of them did ask her for help. (She told me this in an email after I wrote to thank her for the tour.) I think many of them had felt like all American students "just knew" how to do those things, so the reassurance that everyone needs the librarians' help was the push they needed to ask for it. (And they needed the push! Ordinarily, they'd rather go hungry than order something they couldn't pronounce on a menu.) If the students were not working on a specific project when they came, I'd recommend inventing something like an information scavenger hunt to make sure they practiced while they were there. Kemp, A.C. Re: ESL students and the library. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (16 Aug. 2006).
Source: TESL-L
Inputdate: 2006-09-06 14:27:00
Lastmodifieddate: 2006-09-06 14:27:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5032
Content Type: 1
Title: Math in the Foreign Language Classroom
Body: Has your school set a goal to improve mathematics scores? A recent query on the FLTEACH listserv regarding how to incorporate math skills into foreign language lessons generated lots of practical ideas. Here are a few of them. This weeks installment includes a short list of ways to practice conversion (currency, metric/English, etc.) while learning about culture, as well as a testimonial from a teacher whose school has successfully tackled this kind of curricular integration. ---- Metric conversions (have them translate a weather forecast? A recipe? Their height & weight? Clothing sizes? Whatever unit you're working on!) and money conversions from the local currency to American dollars (how much is a hamburger? A gallon of gas? A movie ticket?) coupled with Internet searches are two really easy ways to incorporate math. Blaz, D. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006). ---- I am a Math/Spanish teacher. We went through the same thing. It was an uproar. But we all had to team up and look for the positive aspects of it. Once we were told we did not have a choice, everybody became very creative, otherwise we were going to lose a lot of our Spanish time doing math. Creativity will kick in fast when your field is in jeopardy. We have all met the adequate yearly progress goals, and we have become the model in our state. Look at the teachers' standards and curriculum. You will find a lot in common with what we teach. Numbers, graphs, Venn diagrams, number lines, pattern using color or number, measurement, averages, tables, data collection, geometry. The food unit, with the food pyramid. It is hard to get started on a whole school improvement, but the result will be great if you have a good team. Massae, A. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-06 18:49:00
Lastmodifieddate: 2006-09-06 18:49:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Math in the Foreign Language Classroom
Body: Has your school set a goal to improve mathematics scores? A recent query on the FLTEACH listserv regarding how to incorporate math skills into foreign language lessons generated lots of practical ideas. Here are a few of them. This weeks installment includes a short list of ways to practice conversion (currency, metric/English, etc.) while learning about culture, as well as a testimonial from a teacher whose school has successfully tackled this kind of curricular integration. ---- Metric conversions (have them translate a weather forecast? A recipe? Their height & weight? Clothing sizes? Whatever unit you're working on!) and money conversions from the local currency to American dollars (how much is a hamburger? A gallon of gas? A movie ticket?) coupled with Internet searches are two really easy ways to incorporate math. Blaz, D. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006). ---- I am a Math/Spanish teacher. We went through the same thing. It was an uproar. But we all had to team up and look for the positive aspects of it. Once we were told we did not have a choice, everybody became very creative, otherwise we were going to lose a lot of our Spanish time doing math. Creativity will kick in fast when your field is in jeopardy. We have all met the adequate yearly progress goals, and we have become the model in our state. Look at the teachers' standards and curriculum. You will find a lot in common with what we teach. Numbers, graphs, Venn diagrams, number lines, pattern using color or number, measurement, averages, tables, data collection, geometry. The food unit, with the food pyramid. It is hard to get started on a whole school improvement, but the result will be great if you have a good team. Massae, A. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-06 18:49:00
Lastmodifieddate: 2006-09-06 18:49:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5033
Content Type: 1
Title: French News Activity
Body: I decided to try using some news stories for my 4th year students this year. Here is a site: http://www.lesclesjunior.com I devised this activity: Students work in groups of 3 or 4. Each group reads the article amongst themselves, first picking out the cognates. Each group is allowed to ask me for 5 vocabulary words they don't know and can't guess. I don't want them to use dictionaries because I find they spend too much time agonizing over translating every little detail. I want them to just tell me the gist of the article, not a word for word translation. Freeman, M.A. News stories in French. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-06 19:07:00
Lastmodifieddate: 2006-09-06 19:07:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: French News Activity
Body: I decided to try using some news stories for my 4th year students this year. Here is a site: http://www.lesclesjunior.com I devised this activity: Students work in groups of 3 or 4. Each group reads the article amongst themselves, first picking out the cognates. Each group is allowed to ask me for 5 vocabulary words they don't know and can't guess. I don't want them to use dictionaries because I find they spend too much time agonizing over translating every little detail. I want them to just tell me the gist of the article, not a word for word translation. Freeman, M.A. News stories in French. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-06 19:07:00
Lastmodifieddate: 2006-09-06 19:07:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5034
Content Type: 1
Title: French Materials for the International Day of Peace, 2006
Body: The Centre franco-ontarien de ressources pédagogiques Web site provides links to online teaching resources in French related to the International Day of Peace, which is observed on September 21. http://www.cforp.on.ca/calendrier_thematique/septembre/21_sept_06.html
Source: CFORP
Inputdate: 2006-09-06 19:14:00
Lastmodifieddate: 2006-09-06 19:14:00
Expdate: 2006-09-22 00:00:00
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: French Materials for the International Day of Peace, 2006
Body: The Centre franco-ontarien de ressources pédagogiques Web site provides links to online teaching resources in French related to the International Day of Peace, which is observed on September 21. http://www.cforp.on.ca/calendrier_thematique/septembre/21_sept_06.html
Source: CFORP
Inputdate: 2006-09-06 19:14:00
Lastmodifieddate: 2006-09-06 19:14:00
Expdate: 2006-09-22 00:00:00
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5035
Content Type: 1
Title: Links for Teaching Spanish-Speaking Culture
Body: These sites may be useful for Spanish teachers as sources of cultural information to use in class. Sussex Language Institute: Spanish Links http://www.sussex.ac.uk/languages/1-6-4-7.html Cool Planet: Virtual Journey of Spain http://www.oxfam.org.uk/coolplanet/ontheline/explore/journey/spain/spindex.htm
Source: Various
Inputdate: 2006-09-06 19:18:00
Lastmodifieddate: 2006-09-06 19:18:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Links for Teaching Spanish-Speaking Culture
Body: These sites may be useful for Spanish teachers as sources of cultural information to use in class. Sussex Language Institute: Spanish Links http://www.sussex.ac.uk/languages/1-6-4-7.html Cool Planet: Virtual Journey of Spain http://www.oxfam.org.uk/coolplanet/ontheline/explore/journey/spain/spindex.htm
Source: Various
Inputdate: 2006-09-06 19:18:00
Lastmodifieddate: 2006-09-06 19:18:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5036
Content Type: 1
Title: Ideas for Your Spanish Club
Body: A recent request to the FLTEACH listserv for activity ideas for a Spanish club received the following suggestions. ---- - Music/movies appropriate for their level - Making Spanish dishes - Spotlight on specific countries and cultures with exhibitions. The kids can get involved by wearing the dress, displaying items specific to the country's history/culture - Short debates in Spanish on topics related to their experience/Hispanic issues - Visits from influential Hispanic people in the community/city/state - They could learn how to dance (salsa, etc.) by inviting professionals to give short classes for free or a nominal fee. Anderson, O. Re: Ideas needed for Spanish Club. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-06 19:34:00
Lastmodifieddate: 2006-09-06 19:34:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Ideas for Your Spanish Club
Body: A recent request to the FLTEACH listserv for activity ideas for a Spanish club received the following suggestions. ---- - Music/movies appropriate for their level - Making Spanish dishes - Spotlight on specific countries and cultures with exhibitions. The kids can get involved by wearing the dress, displaying items specific to the country's history/culture - Short debates in Spanish on topics related to their experience/Hispanic issues - Visits from influential Hispanic people in the community/city/state - They could learn how to dance (salsa, etc.) by inviting professionals to give short classes for free or a nominal fee. Anderson, O. Re: Ideas needed for Spanish Club. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (26 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-06 19:34:00
Lastmodifieddate: 2006-09-06 19:34:00
Expdate:
Publishdate: 2006-09-11 00:00:00
Displaydate:
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