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Contentid:
5078
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Title: Cultures and Languages Across the Curriculum Schedule Announced
Body: The schedule for the upcoming CLAC conference, Oct. 11-13 at the downtown Portland Hilton, has been posted at http://www.clas.pdx.edu/clac/info/speakers.php . Scheduled events include presentations and panel discussions on foreign language education standards and the integration of culture into the curriculum.
Source: Portland State University
Inputdate: 2006-09-16 12:57:00
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Expdate: 2006-10-14 00:00:00
Publishdate: 2006-09-18 00:00:00
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Title: Cultures and Languages Across the Curriculum Schedule Announced
Body: The schedule for the upcoming CLAC conference, Oct. 11-13 at the downtown Portland Hilton, has been posted at http://www.clas.pdx.edu/clac/info/speakers.php . Scheduled events include presentations and panel discussions on foreign language education standards and the integration of culture into the curriculum.
Source: Portland State University
Inputdate: 2006-09-16 12:57:00
Lastmodifieddate: 2006-09-16 12:57:00
Expdate: 2006-10-14 00:00:00
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Contentid:
5079
Content Type: 1
Title: Site Explains Confusing 'Japanglish' Words
Body: Whether you teach Japanese as a foreign language or English to Japanese nationals, this page should come in handy, providing a list of over 200 English words whose meanings change subtly (or not so subtly, in some cases) when used in Japanese. For example, "one-piece" in English refers to a bathing suit, while in Japanese it's a term for a woman's dress. http://home.att.net/~keiichiro/janglish/list.html
Source: Janglish
Inputdate: 2006-09-16 13:12:00
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Title: Site Explains Confusing 'Japanglish' Words
Body: Whether you teach Japanese as a foreign language or English to Japanese nationals, this page should come in handy, providing a list of over 200 English words whose meanings change subtly (or not so subtly, in some cases) when used in Japanese. For example, "one-piece" in English refers to a bathing suit, while in Japanese it's a term for a woman's dress. http://home.att.net/~keiichiro/janglish/list.html
Source: Janglish
Inputdate: 2006-09-16 13:12:00
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Contentid:
5080
Content Type: 1
Title: Taking ELLs to the Library (Part 3)
Body: This last installment of our mini-series on introducing English language learners to the library focuses on fostering independent learning skills. ---- Could I narrow the topic slightly to how libraries can help students with independent language study? We language teachers talk about how important 'self-directed learning', 'independent study', 'autonomy' etc are. However, I don't think we think it through. We often just throw ideas at students ('Use a good advanced learner's dictionary!', 'Try to organise your vocabulary!', 'Listen to authentic English!', 'Read the newspaper!'). But these are skills students need to develop over time, and they need support - even when motivated students try out these activities they tend to stop after a couple of days. Maybe they're not quite sure why they're doing them, or even how to do them, and they find it hard to get useful feedback and measure their progress. So - I wonder if libraries can play a central role? How can they best support students' language self-study? And in an ongoing way? Jenkin, J. Re: ESL students and the library. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (17 Aug. 2006). ---- I always bring my students to the library for specific library instruction and bring them as many times as is necessary for them to feel comfortable and to be able to utilize all of the electronic wonders therein, including databases, language sites, hometown newspapers, translation tools as well as books about their home countries, English dictionaries and thesaureses. I introduce them to the university library as well as the public library and give them questions to ask, in person, in both. Once the students experience the very warm and helpful staff, they will ask their own questions. Albers, M. 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: 2006-09-18 13:08:00
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Title: Taking ELLs to the Library (Part 3)
Body: This last installment of our mini-series on introducing English language learners to the library focuses on fostering independent learning skills. ---- Could I narrow the topic slightly to how libraries can help students with independent language study? We language teachers talk about how important 'self-directed learning', 'independent study', 'autonomy' etc are. However, I don't think we think it through. We often just throw ideas at students ('Use a good advanced learner's dictionary!', 'Try to organise your vocabulary!', 'Listen to authentic English!', 'Read the newspaper!'). But these are skills students need to develop over time, and they need support - even when motivated students try out these activities they tend to stop after a couple of days. Maybe they're not quite sure why they're doing them, or even how to do them, and they find it hard to get useful feedback and measure their progress. So - I wonder if libraries can play a central role? How can they best support students' language self-study? And in an ongoing way? Jenkin, J. Re: ESL students and the library. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (17 Aug. 2006). ---- I always bring my students to the library for specific library instruction and bring them as many times as is necessary for them to feel comfortable and to be able to utilize all of the electronic wonders therein, including databases, language sites, hometown newspapers, translation tools as well as books about their home countries, English dictionaries and thesaureses. I introduce them to the university library as well as the public library and give them questions to ask, in person, in both. Once the students experience the very warm and helpful staff, they will ask their own questions. Albers, M. 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: 2006-09-18 13:08:00
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Contentid:
5081
Content Type: 1
Title: Math in the Foreign Language Classroom (Part 3)
Body: These ideas for practicing math skills in your classroom utilize statistics to compare social and cultural differences. ---- Using an almanac, you could devise surveys, etc. where students compare countries in their statistics, e.g. square miles/Kilometers, GNP, population, number speaking language X, and so on. Then they write up the statistics in L2 and present the info orally, comparing and contrasting to the extent you have time to set up those activities. Perhaps social studies teachers could give you ideas. Barrett, P. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006). ---- Researching cost of living, salaries, earning/expense averages, grocery/housing prices, etc. from different countries - you can also discuss cultural spending (some spend more on housing, others on food, etc.) compared to our own spending habits (think fresh foods versus convenience foods, etc.). Chan, K. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-18 13:10:00
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Title: Math in the Foreign Language Classroom (Part 3)
Body: These ideas for practicing math skills in your classroom utilize statistics to compare social and cultural differences. ---- Using an almanac, you could devise surveys, etc. where students compare countries in their statistics, e.g. square miles/Kilometers, GNP, population, number speaking language X, and so on. Then they write up the statistics in L2 and present the info orally, comparing and contrasting to the extent you have time to set up those activities. Perhaps social studies teachers could give you ideas. Barrett, P. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006). ---- Researching cost of living, salaries, earning/expense averages, grocery/housing prices, etc. from different countries - you can also discuss cultural spending (some spend more on housing, others on food, etc.) compared to our own spending habits (think fresh foods versus convenience foods, etc.). Chan, K. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-18 13:10:00
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Publishdate: 2006-09-25 00:00:00
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Contentid:
5082
Content Type: 1
Title: Songs for Teaching Spanish (Part 2)
Body: Here is the follow-up to last weeks post on songs and lesson ideas for learners of Spanish. These were deemed appropriate for high school-age learners and above. ---- El Metro--Café Tacuba En Un Bazaar--Flans ¿Qué Le Diré, Qué Me Dirá?--Ricardo Montaner (notice the grammar of just the title!) La Bilirrubina--Juan Luis Guerra (yellow jaundice as metaphor for love sickness) Como La Flor--Selena No Te Olvidaré--Gloria Estefan Mi Tierra--Gloria Estefan Dónde Jugarán los Niños--Maná Vivir sin Aire--Maná Cachito--Maná (this is the song with the cuica) Cuanto Te Quiero--Pimpinela--very fast, very funny An approach to songs and poetry: We should always be able to answer these questions. 1) Who is the speaker, persona, or "I" of the work? 2) What new words are there? Especially those which are telling or indispensable to the meaning of the piece. 3) What are the figures of speech--metaphors, similes, personification, synechdoche, etc. 4) Is there a summary statement we can make that makes explicit what the poem says about the human condition/theme? 5) In songs, are there musical elements that reinforce the lyrics? Some terrible heartbreak songs have such catchy beats and melodies that they belie the heartbreak; they seem to say that the hurt will go away and the sad person will fall in love again, boo-hoo, woo-woo. Barabe, B. Songs for middle school and higher. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (17 June 2006).
Source: FLTEACH
Inputdate: 2006-09-18 13:13:00
Lastmodifieddate: 2006-09-18 13:13:00
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Title: Songs for Teaching Spanish (Part 2)
Body: Here is the follow-up to last weeks post on songs and lesson ideas for learners of Spanish. These were deemed appropriate for high school-age learners and above. ---- El Metro--Café Tacuba En Un Bazaar--Flans ¿Qué Le Diré, Qué Me Dirá?--Ricardo Montaner (notice the grammar of just the title!) La Bilirrubina--Juan Luis Guerra (yellow jaundice as metaphor for love sickness) Como La Flor--Selena No Te Olvidaré--Gloria Estefan Mi Tierra--Gloria Estefan Dónde Jugarán los Niños--Maná Vivir sin Aire--Maná Cachito--Maná (this is the song with the cuica) Cuanto Te Quiero--Pimpinela--very fast, very funny An approach to songs and poetry: We should always be able to answer these questions. 1) Who is the speaker, persona, or "I" of the work? 2) What new words are there? Especially those which are telling or indispensable to the meaning of the piece. 3) What are the figures of speech--metaphors, similes, personification, synechdoche, etc. 4) Is there a summary statement we can make that makes explicit what the poem says about the human condition/theme? 5) In songs, are there musical elements that reinforce the lyrics? Some terrible heartbreak songs have such catchy beats and melodies that they belie the heartbreak; they seem to say that the hurt will go away and the sad person will fall in love again, boo-hoo, woo-woo. Barabe, B. Songs for middle school and higher. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (17 June 2006).
Source: FLTEACH
Inputdate: 2006-09-18 13:13:00
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Contentid:
5083
Content Type: 1
Title: Advice for Teaching the Visually Impaired (Part 3)
Body: This last installment of our mini-series on teaching the visually impaired recommends several Web sites with references to reading material and other information. ---- I don't have direct experience teaching foreign languages to students with visual impairment (VI), but I do have a professional and research interest in foreign language learners with special educational needs, including sensory impairments. On my Web site at http://www.specialeducationalneeds.com/case/vi.html I have a teacher-training case study of a foreign language learner with visual impairment. There are VI language learning-related links leading to further information and practical guidance which could be of use. The VI section of my online bibliography of modern foreign languages and special educational needs, listed under "Further reading", contains 110 online and printed references. A further 13 references relating to the use of technology in teaching foreign languages to the visually impaired can be found in the VI section of my "References to support inclusion in modern foreign languages with information and communications technologies" at http://www.specialeducationalneeds.com/mfl/mflsenictbiblio.pdf Good luck, and be aware that visual impairment, like deafness, is a spectrum, so many people with VI have some useable residual vision. Like the sighted population, they all have different characters and abilities too, so it's important to treat the student as an individual who happens to have VI. Make the student part of the solution by asking him/her which strategies and activities work best, find out about the student's educational history, read any documentation written about the student by VI professionals and feed back anything you yourself learn along the way to the relevant educational personnel, which in my case here in the UK would be the school's special educational needs coordinator. And let us know how you get on - then we can all learn from the experience! David Wilson Harton Technology College, South Shields, UK http://www.specialeducationalneeds.com Wilson, D. Re: Visually impaired students. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-18 13:15:00
Lastmodifieddate: 2006-09-18 13:15:00
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Title: Advice for Teaching the Visually Impaired (Part 3)
Body: This last installment of our mini-series on teaching the visually impaired recommends several Web sites with references to reading material and other information. ---- I don't have direct experience teaching foreign languages to students with visual impairment (VI), but I do have a professional and research interest in foreign language learners with special educational needs, including sensory impairments. On my Web site at http://www.specialeducationalneeds.com/case/vi.html I have a teacher-training case study of a foreign language learner with visual impairment. There are VI language learning-related links leading to further information and practical guidance which could be of use. The VI section of my online bibliography of modern foreign languages and special educational needs, listed under "Further reading", contains 110 online and printed references. A further 13 references relating to the use of technology in teaching foreign languages to the visually impaired can be found in the VI section of my "References to support inclusion in modern foreign languages with information and communications technologies" at http://www.specialeducationalneeds.com/mfl/mflsenictbiblio.pdf Good luck, and be aware that visual impairment, like deafness, is a spectrum, so many people with VI have some useable residual vision. Like the sighted population, they all have different characters and abilities too, so it's important to treat the student as an individual who happens to have VI. Make the student part of the solution by asking him/her which strategies and activities work best, find out about the student's educational history, read any documentation written about the student by VI professionals and feed back anything you yourself learn along the way to the relevant educational personnel, which in my case here in the UK would be the school's special educational needs coordinator. And let us know how you get on - then we can all learn from the experience! David Wilson Harton Technology College, South Shields, UK http://www.specialeducationalneeds.com Wilson, D. Re: Visually impaired students. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-18 13:15:00
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Contentid:
5084
Content Type: 1
Title: Quizzes for European Day of Languages
Body: Tomorrow, September 26, is the European Day of Languages. The National Centre for Languages site provides several quizzes related to the day, downloadable in PDF format. http://www.cilt.org.uk/edl/quiz.htm
Source: CILT
Inputdate: 2006-09-18 14:53:00
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Title: Quizzes for European Day of Languages
Body: Tomorrow, September 26, is the European Day of Languages. The National Centre for Languages site provides several quizzes related to the day, downloadable in PDF format. http://www.cilt.org.uk/edl/quiz.htm
Source: CILT
Inputdate: 2006-09-18 14:53:00
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Contentid:
5085
Content Type: 1
Title: Ideas for German American Day
Body: German American Day is October 6. Here are some recent suggestions from the AATG listserv that you may be able to use, from lesson plans to film recommendations to lists of Americans who speak German. The German Americans: An Ethnic Experience http://www.ulib.iupui.edu/KADE/adams/toc.html German-American Teaching Resources and Units http://www.ulib.iupui.edu/KADE/teaching.html German Americana http://www.serve.com/shea/germusa/germusa.htm Austrians, German, and Swiss in Hollywood http://www.germanhollywood.com/abc_index1.html Famous Bilinguals & Multilinguals www.pitt.edu/AFShome/f/l/flsites/public/html/bilingual ---- For German-American Day a few years ago, I made a flyer I put in teachers mailboxes that says: Kuess mich, ich spreche Deutsch! Kiss me, I speak German! These well-known Americans may not know or have known German, but their ancestors who came from Germany, Austria, or Switzerland did. I used double-sided tape to attach a Hershey's kiss at the top. I ran it off double-sided on yellow paper. It's a list of famous Americans who have German, Austrian, or Swiss ancestry. Haring, C. [AATG-L] Americans who speak German. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (8 Sept. 2006).
Source: AATG-L
Inputdate: 2006-09-18 15:09:00
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Title: Ideas for German American Day
Body: German American Day is October 6. Here are some recent suggestions from the AATG listserv that you may be able to use, from lesson plans to film recommendations to lists of Americans who speak German. The German Americans: An Ethnic Experience http://www.ulib.iupui.edu/KADE/adams/toc.html German-American Teaching Resources and Units http://www.ulib.iupui.edu/KADE/teaching.html German Americana http://www.serve.com/shea/germusa/germusa.htm Austrians, German, and Swiss in Hollywood http://www.germanhollywood.com/abc_index1.html Famous Bilinguals & Multilinguals www.pitt.edu/AFShome/f/l/flsites/public/html/bilingual ---- For German-American Day a few years ago, I made a flyer I put in teachers mailboxes that says: Kuess mich, ich spreche Deutsch! Kiss me, I speak German! These well-known Americans may not know or have known German, but their ancestors who came from Germany, Austria, or Switzerland did. I used double-sided tape to attach a Hershey's kiss at the top. I ran it off double-sided on yellow paper. It's a list of famous Americans who have German, Austrian, or Swiss ancestry. Haring, C. [AATG-L] Americans who speak German. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (8 Sept. 2006).
Source: AATG-L
Inputdate: 2006-09-18 15:09:00
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Contentid:
5086
Content Type: 1
Title: Teen Magazine for Learners of German
Body: This downloadable magazine for German teenagers was recently recommended on the AATG listserv as a good source of authentic material from advertisements and articles. http://www.teenzmag.de
Source: AATG-L
Inputdate: 2006-09-18 15:17:00
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Title: Teen Magazine for Learners of German
Body: This downloadable magazine for German teenagers was recently recommended on the AATG listserv as a good source of authentic material from advertisements and articles. http://www.teenzmag.de
Source: AATG-L
Inputdate: 2006-09-18 15:17:00
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Contentid:
5087
Content Type: 1
Title: Intermediate Spanish Readers
Body: Holt has three leveled readers called Lee Conmigo. http://www.hrw.com/world/spanish/index.htm McDougall Littell also has three leveled readers called Ventanas. http://www.mcdougallittell.com/disciplines/wlang.cfm They are all well done with ample exercises and highly interesting selections. For more advanced short literary selections, try Aventuras Literarias, by Jarvis and Lebredo, published by Houghton Mifflin (also available at the McDougall-Littell website). Depending on independent reading level, you could also check out Viviana y su gran aventura mexicana by Abby Kanter. It is published by AMSCO, which also has some other good literary readers. They are at http://www.amscopub.com/frameset.htm . Heller, B. Re: Intermediate readings for Spanish III. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (10 Sept. 2006). ---- The cultural notes on studyspanish.com present short readings on a wide variety of topics. Those topics marked with the loudspeaker icon consist of two versions: a short and a long version. The short version is one paragraph; the long version is four or five paragraphs. Each appears in both Spanish and English and each is accompanied by audio, so the student can also listen to the note being read aloud. The notes that are not marked by the loudspeaker icon appear in one version only, the short version, and are not accompanied by audio. A new note is added approximately every two weeks. http://www.studyspanish.com Ryan, K. Re: Intermediate readings for Spanish III. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (11 Sept. 2006).
Source: FLTEACH
Inputdate: 2006-09-18 15:24:00
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Title: Intermediate Spanish Readers
Body: Holt has three leveled readers called Lee Conmigo. http://www.hrw.com/world/spanish/index.htm McDougall Littell also has three leveled readers called Ventanas. http://www.mcdougallittell.com/disciplines/wlang.cfm They are all well done with ample exercises and highly interesting selections. For more advanced short literary selections, try Aventuras Literarias, by Jarvis and Lebredo, published by Houghton Mifflin (also available at the McDougall-Littell website). Depending on independent reading level, you could also check out Viviana y su gran aventura mexicana by Abby Kanter. It is published by AMSCO, which also has some other good literary readers. They are at http://www.amscopub.com/frameset.htm . Heller, B. Re: Intermediate readings for Spanish III. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (10 Sept. 2006). ---- The cultural notes on studyspanish.com present short readings on a wide variety of topics. Those topics marked with the loudspeaker icon consist of two versions: a short and a long version. The short version is one paragraph; the long version is four or five paragraphs. Each appears in both Spanish and English and each is accompanied by audio, so the student can also listen to the note being read aloud. The notes that are not marked by the loudspeaker icon appear in one version only, the short version, and are not accompanied by audio. A new note is added approximately every two weeks. http://www.studyspanish.com Ryan, K. Re: Intermediate readings for Spanish III. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (11 Sept. 2006).
Source: FLTEACH
Inputdate: 2006-09-18 15:24:00
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