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Displaying 4941-4950 of 28843 results.
Contentid:
5119
Content Type: 1
Title: New Report: School and Parent Interaction by Household Language and Poverty Status
Body: New Report: School and Parent Interaction by Household Language and Poverty Status: 2002-03 Language minority parents may face a number of challenges when trying to communicate or become involved with their childs school. This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and primarily Spanish-speaking households during the 200203 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents perceptions of school communication practices and opportunities for parent involvement. Among the findings: A greater percentage of students in English-speaking households than in Spanish-speaking households had parents who reported receiving personal notes or e-mails about the student; receiving newsletters, memos, or notices addressed to all parents; opportunities to attend general meetings; opportunities to attend school events; and chances to volunteer. Differences were still apparent after taking poverty status into account. To download, view and print the publication as a PDF file, please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006086 . NEW NCES REPORT! - School and Parent Interaction by Household Language and Poverty Status: 2002-03. National Center for Education Statistics Newsflash. IESNcesWebmaster@ed.gov (29 Sept. 2006).
Source: National Center for Education Statistics
Inputdate: 2006-09-29 19:57:00
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Publishdate: 2006-10-02 00:00:00
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Content Type: 1
Title: New Report: School and Parent Interaction by Household Language and Poverty Status
Body: New Report: School and Parent Interaction by Household Language and Poverty Status: 2002-03 Language minority parents may face a number of challenges when trying to communicate or become involved with their childs school. This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and primarily Spanish-speaking households during the 200203 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents perceptions of school communication practices and opportunities for parent involvement. Among the findings: A greater percentage of students in English-speaking households than in Spanish-speaking households had parents who reported receiving personal notes or e-mails about the student; receiving newsletters, memos, or notices addressed to all parents; opportunities to attend general meetings; opportunities to attend school events; and chances to volunteer. Differences were still apparent after taking poverty status into account. To download, view and print the publication as a PDF file, please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006086 . NEW NCES REPORT! - School and Parent Interaction by Household Language and Poverty Status: 2002-03. National Center for Education Statistics Newsflash. IESNcesWebmaster@ed.gov (29 Sept. 2006).
Source: National Center for Education Statistics
Inputdate: 2006-09-29 19:57:00
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Contentid:
5120
Content Type: 1
Title: Recommended French Grammar Sites
Body: A recent request to the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) for recommended online French grammar practice sites received the following suggestions. About: French grammar site http://french.about.com/od/grammar Tex's French grammar http://www.laits.utexas.edu/tex/gr PowerPoint presentations on grammar points http://www.north.mccsc.edu/~rritz/Grammar_Slides.htm Resources for learners and teachers of French http://www.realfrench.net
Source: Various
Inputdate: 2006-09-29 19:58:00
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Title: Recommended French Grammar Sites
Body: A recent request to the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) for recommended online French grammar practice sites received the following suggestions. About: French grammar site http://french.about.com/od/grammar Tex's French grammar http://www.laits.utexas.edu/tex/gr PowerPoint presentations on grammar points http://www.north.mccsc.edu/~rritz/Grammar_Slides.htm Resources for learners and teachers of French http://www.realfrench.net
Source: Various
Inputdate: 2006-09-29 19:58:00
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Contentid:
5121
Content Type: 1
Title: Recommended French Radio Resource
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 language that might 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). ---- About the radio site that I mentioned the other day... What I thought was useful was having multiple participants engaging in fast-paced conversation on a variety of topics and including call-ins for a good variety of language patterns. For instance, in the show that I listened to, a caller chose not to give his first name when asked, as most callers do. The hosts immediately switched from "tu" to "vous" and called him "monsieur". This did NOT come across as an intention to be polite, but rather to clearly place him in the out-group. Priceless! In any case, there are certainly other stations that have similar formats and music that I personally prefer, but NRJ is also aimed at a young audience, hence a potential interest for our students. http://www.nrj.fr Ponterio, B. More on French radio - NRJ. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-29 20:14:00
Lastmodifieddate: 2006-09-29 20:14:00
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Publishdate: 2006-10-02 00:00:00
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Content Type: 1
Title: Recommended French Radio Resource
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 language that might 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). ---- About the radio site that I mentioned the other day... What I thought was useful was having multiple participants engaging in fast-paced conversation on a variety of topics and including call-ins for a good variety of language patterns. For instance, in the show that I listened to, a caller chose not to give his first name when asked, as most callers do. The hosts immediately switched from "tu" to "vous" and called him "monsieur". This did NOT come across as an intention to be polite, but rather to clearly place him in the out-group. Priceless! In any case, there are certainly other stations that have similar formats and music that I personally prefer, but NRJ is also aimed at a young audience, hence a potential interest for our students. http://www.nrj.fr Ponterio, B. More on French radio - NRJ. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (16 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-09-29 20:14:00
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Publishdate: 2006-10-02 00:00:00
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Contentid:
5122
Content Type: 1
Title: Recommended Spanish-Language News Links
Body: If you're looking for information on current events in the Spanish-speaking world for yourself or for your advanced students, these sites, recently recommended by a Spanish teacher on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) might suit your needs. BBC MUNDO.com http://news.bbc.co.uk/hi/spanish/news El Mundo http://www.elmundo.es
Source: Various
Inputdate: 2006-10-01 14:17:00
Lastmodifieddate: 2006-10-01 14:17:00
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Publishdate: 2006-10-02 00:00:00
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Content Type: 1
Title: Recommended Spanish-Language News Links
Body: If you're looking for information on current events in the Spanish-speaking world for yourself or for your advanced students, these sites, recently recommended by a Spanish teacher on the FLTEACH listserv (Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU) might suit your needs. BBC MUNDO.com http://news.bbc.co.uk/hi/spanish/news El Mundo http://www.elmundo.es
Source: Various
Inputdate: 2006-10-01 14:17:00
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Publishdate: 2006-10-02 00:00:00
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Contentid:
5123
Content Type: 1
Title: Authentic Audiovisual Resources from LangMedia
Body: The LangMedia site provides online audio and video recordings of authentic language in typical cultural settings, with transcripts and translations in English. Following is a list of languages featured in currently available resources. Arabic in Jordan, Bangla/Bengali in Bangladesh, Bulgarian in Bulgaria, Croatian in Croatia, Czech in the Czech Republic, French in France, French in Luxembourg, French in Morocco, French and Wolof in Senegal, French in Canada, French in Martinique, French Combined Index, German in Germany, Greek in Greece, Hindi in North India, Hungarian in Hungary, Indonesian in Indonesia, Italian in Italy, Japanese in Japan, Korean in Korea, Portuguese in Angola, Portuguese in Brazil, Portuguese Combined Index, Romanian in Romania, Serbian in Serbia, Slovak in Slovakia, Spanish in Argentina, Spanish in Ecuador, Spanish in Mexico, Spanish in Nicaragua, Spanish in Spain, Spanish Combined Index, Swahili in Kenya, Swahili in Tanzania, Swahili Combined Index, Thai in Thailand, Turkish in Turkey, Twi in Ghana, Urdu in Pakistan, Wolof and French in Senegal Visit the LangMedia site at http://langmedia.fivecolleges.edu/lm_collection.html
Source: fivecolleges.edu
Inputdate: 2006-10-01 14:29:00
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Publishdate: 2006-10-02 00:00:00
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Active: 1
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Content Type: 1
Title: Authentic Audiovisual Resources from LangMedia
Body: The LangMedia site provides online audio and video recordings of authentic language in typical cultural settings, with transcripts and translations in English. Following is a list of languages featured in currently available resources. Arabic in Jordan, Bangla/Bengali in Bangladesh, Bulgarian in Bulgaria, Croatian in Croatia, Czech in the Czech Republic, French in France, French in Luxembourg, French in Morocco, French and Wolof in Senegal, French in Canada, French in Martinique, French Combined Index, German in Germany, Greek in Greece, Hindi in North India, Hungarian in Hungary, Indonesian in Indonesia, Italian in Italy, Japanese in Japan, Korean in Korea, Portuguese in Angola, Portuguese in Brazil, Portuguese Combined Index, Romanian in Romania, Serbian in Serbia, Slovak in Slovakia, Spanish in Argentina, Spanish in Ecuador, Spanish in Mexico, Spanish in Nicaragua, Spanish in Spain, Spanish Combined Index, Swahili in Kenya, Swahili in Tanzania, Swahili Combined Index, Thai in Thailand, Turkish in Turkey, Twi in Ghana, Urdu in Pakistan, Wolof and French in Senegal Visit the LangMedia site at http://langmedia.fivecolleges.edu/lm_collection.html
Source: fivecolleges.edu
Inputdate: 2006-10-01 14:29:00
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Publishdate: 2006-10-02 00:00:00
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Contentid:
5124
Content Type: 1
Title: Call for Papers: GLS 2007
Body: From http://linguistlist.org/issues/17/17-2824.html#2 GLS 2007 Language and Globalization: Policy, Education and Media March 30-April 1, 2007 Georgetown University, Washington, D.C. GLS 2007, Language and Globalization: Policy, Education and Media, will explore the interaction between language and the processes of globalization. We invite papers that address the following questions: Policy: - How is globalization driving implicit and explicit language policies? - What role does language play in the development and implementation of migrant/migration policy? - What is the relationship between transnationalism and language policy? - How are countries integrating language and citizenship requirements? - How has language policy influenced and been influenced by immigration and integration? Education: - How does globalization affect critical language awareness in education? - What is the relationship between globalization and current trends in language education policy (especially in regards to the teaching of critical languages)? - What is the role of language assessment? What are its advantages and dangers, particularly in light of globalization? Media: - How does globalization shape public discourse (and vice versa)? - How has language use in the public sphere (signage, verbal announcements, etc.) been influenced by globalization? - How has globalization impacted language commodification? Call Deadline: 01-Dec-2006 For more information, visit http://linguistlist.org/issues/17/17-2824.html#2 .
Source: LINGUIST List
Inputdate: 2006-10-01 14:42:00
Lastmodifieddate: 2006-10-01 14:42:00
Expdate: 2006-12-01 00:00:00
Publishdate: 2006-10-02 00:00:00
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Title: Call for Papers: GLS 2007
Body: From http://linguistlist.org/issues/17/17-2824.html#2 GLS 2007 Language and Globalization: Policy, Education and Media March 30-April 1, 2007 Georgetown University, Washington, D.C. GLS 2007, Language and Globalization: Policy, Education and Media, will explore the interaction between language and the processes of globalization. We invite papers that address the following questions: Policy: - How is globalization driving implicit and explicit language policies? - What role does language play in the development and implementation of migrant/migration policy? - What is the relationship between transnationalism and language policy? - How are countries integrating language and citizenship requirements? - How has language policy influenced and been influenced by immigration and integration? Education: - How does globalization affect critical language awareness in education? - What is the relationship between globalization and current trends in language education policy (especially in regards to the teaching of critical languages)? - What is the role of language assessment? What are its advantages and dangers, particularly in light of globalization? Media: - How does globalization shape public discourse (and vice versa)? - How has language use in the public sphere (signage, verbal announcements, etc.) been influenced by globalization? - How has globalization impacted language commodification? Call Deadline: 01-Dec-2006 For more information, visit http://linguistlist.org/issues/17/17-2824.html#2 .
Source: LINGUIST List
Inputdate: 2006-10-01 14:42:00
Lastmodifieddate: 2006-10-01 14:42:00
Expdate: 2006-12-01 00:00:00
Publishdate: 2006-10-02 00:00:00
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Contentid:
5125
Content Type: 1
Title: Resources for Teachers of Adult ELLs
Body: This adult ESL program Web site provides lots of useful links for teachers, including lesson plans, research on ESL, and professional development links. http://esl.adultinstruction.org/index.htm
Source: Los Angeles Unified School District
Inputdate: 2006-10-01 14:59:00
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Publishdate: 2006-10-02 00:00:00
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Title: Resources for Teachers of Adult ELLs
Body: This adult ESL program Web site provides lots of useful links for teachers, including lesson plans, research on ESL, and professional development links. http://esl.adultinstruction.org/index.htm
Source: Los Angeles Unified School District
Inputdate: 2006-10-01 14:59:00
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Contentid:
5126
Content Type: 1
Title: Book Review: Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities
Body: From http://linguistlist.org/issues/17/17-2002.html#1 Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities Smith, Debra; Whitmore, Kathryn F. Constance Ellwood, School of Education, University of Western Sydney, Sydney, Australia This book's main purpose is to present an alternate picture of a 'gang'. It discusses in detail the lives of four Mexican American male adolescents who were active members of a gang in Arizona, USA. It seeks to display the complexity of the lives of these four young men and how schools and juvenile courts effectively blocked their chances to succeed. By validating the stories of the young men and allowing their voices to be heard, the book hopes to challenge the perceptions and assumptions of those who work with marginalised adolescents such as these gang members. It seeks to question assumptions that such students are incapable of success in schooling, and to show that, for many students, it is not a matter of quitting school, but rather of being forced out of school. Read the complete review at http://linguistlist.org/issues/17/17-2002.html#1 .
Source: LINGUIST List
Inputdate: 2006-10-01 15:02:00
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Title: Book Review: Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities
Body: From http://linguistlist.org/issues/17/17-2002.html#1 Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities Smith, Debra; Whitmore, Kathryn F. Constance Ellwood, School of Education, University of Western Sydney, Sydney, Australia This book's main purpose is to present an alternate picture of a 'gang'. It discusses in detail the lives of four Mexican American male adolescents who were active members of a gang in Arizona, USA. It seeks to display the complexity of the lives of these four young men and how schools and juvenile courts effectively blocked their chances to succeed. By validating the stories of the young men and allowing their voices to be heard, the book hopes to challenge the perceptions and assumptions of those who work with marginalised adolescents such as these gang members. It seeks to question assumptions that such students are incapable of success in schooling, and to show that, for many students, it is not a matter of quitting school, but rather of being forced out of school. Read the complete review at http://linguistlist.org/issues/17/17-2002.html#1 .
Source: LINGUIST List
Inputdate: 2006-10-01 15:02:00
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Publishdate: 2006-10-02 00:00:00
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Contentid:
5127
Content Type: 1
Title: Middle East Studies Association 2006 Meeting
Body: From http://www.mesa.arizona.edu/annual/current.htm MESA 2006 Annual Meeting November 18-21 Boston Marriott Copley Place Boston, MA For more information, including a detailed program, visit http://www.mesa.arizona.edu/annual/current.htm .
Source: MESA
Inputdate: 2006-10-01 15:08:00
Lastmodifieddate: 2006-10-01 15:08:00
Expdate: 2006-11-19 00:00:00
Publishdate: 2006-10-02 00:00:00
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Content Type: 1
Title: Middle East Studies Association 2006 Meeting
Body: From http://www.mesa.arizona.edu/annual/current.htm MESA 2006 Annual Meeting November 18-21 Boston Marriott Copley Place Boston, MA For more information, including a detailed program, visit http://www.mesa.arizona.edu/annual/current.htm .
Source: MESA
Inputdate: 2006-10-01 15:08:00
Lastmodifieddate: 2006-10-01 15:08:00
Expdate: 2006-11-19 00:00:00
Publishdate: 2006-10-02 00:00:00
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Contentid:
5128
Content Type: 1
Title: Math in the Foreign Language Classroom (Part 4)
Body: Many of the ideas in our last installment in this mini-series use the concept of a budget to practice math skills in a language class. ---- Here are some math tasks that I've seen teachers use in the target language: - plan a trip that stays within a budget; - plan a meal that stays within a budget; - take surveys and calculate percentages - how many people like basketball or soccer, how many eat toast for breakfast- whatever ; - keep track of some nutritional element: calories consumed or used in a day; fat content of a meal; - estimate the number of objects in a jar; - plan how much carpet/paint/wallpaper you would have to buy to redecorate your room. Ferree, R.M. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006). ---- The shopping unit gives good opportunities for math tie-ins. Show world currencies and calculate conversions; figure tax and talk about IVA; calculate discounts for sales; practice bargaining and calculate the percentage saved; calculate metric conversions to customary system. In the food unit you can calculate tips and add up the bill; recipe conversions from customary to metric; grocery shopping costs per serving. In the weather unit, calculate temperature conversion, average temperatures. In the health unit add calories; convert body temperatures from Celsius. In a travel unit calculate costs for various flights, hotels, etc.; calculate distances from km to miles. Heller, B. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-10-01 15:12:00
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Title: Math in the Foreign Language Classroom (Part 4)
Body: Many of the ideas in our last installment in this mini-series use the concept of a budget to practice math skills in a language class. ---- Here are some math tasks that I've seen teachers use in the target language: - plan a trip that stays within a budget; - plan a meal that stays within a budget; - take surveys and calculate percentages - how many people like basketball or soccer, how many eat toast for breakfast- whatever ; - keep track of some nutritional element: calories consumed or used in a day; fat content of a meal; - estimate the number of objects in a jar; - plan how much carpet/paint/wallpaper you would have to buy to redecorate your room. Ferree, R.M. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Aug. 2006). ---- The shopping unit gives good opportunities for math tie-ins. Show world currencies and calculate conversions; figure tax and talk about IVA; calculate discounts for sales; practice bargaining and calculate the percentage saved; calculate metric conversions to customary system. In the food unit you can calculate tips and add up the bill; recipe conversions from customary to metric; grocery shopping costs per serving. In the weather unit, calculate temperature conversion, average temperatures. In the health unit add calories; convert body temperatures from Celsius. In a travel unit calculate costs for various flights, hotels, etc.; calculate distances from km to miles. Heller, B. Re: Schoolwide math goal. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 Aug. 2006).
Source: FLTEACH
Inputdate: 2006-10-01 15:12:00
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