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5367
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Title: Toolkit for Hispanic Families
Body: From http://www.ed.gov/parents/academic/involve/2006toolkit/index.html The U.S. Department of Education recently released a toolkit for Hispanic families that includes a variety of resources to help students succeed in school. The toolkit was developed with guidance from over 1,800 Hispanic parents at Parent Information and Resource Centers across the country and is available in both English and Spanish. The web site is available in English or Spanish, as are the following articles available for download: * You and Your Elementary School-Aged Child * A Challenging High School Education for All * You and Your Preschool Child * Tips for Helping Children Learn to Read * School Success for Your Child * No Child Left Behind: Help for Students and Their Families The site and articles are available at http://www.ed.gov/parents/academic/involve/2006toolkit/index.html in English or http://www.ed.gov/espanol/parents/academic/involve/2006toolkit/index.html in Spanish .
Source: U.S. Department of Education
Inputdate: 2006-11-26 11:02:26
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Title: Toolkit for Hispanic Families
Body: From http://www.ed.gov/parents/academic/involve/2006toolkit/index.html The U.S. Department of Education recently released a toolkit for Hispanic families that includes a variety of resources to help students succeed in school. The toolkit was developed with guidance from over 1,800 Hispanic parents at Parent Information and Resource Centers across the country and is available in both English and Spanish. The web site is available in English or Spanish, as are the following articles available for download: * You and Your Elementary School-Aged Child * A Challenging High School Education for All * You and Your Preschool Child * Tips for Helping Children Learn to Read * School Success for Your Child * No Child Left Behind: Help for Students and Their Families The site and articles are available at http://www.ed.gov/parents/academic/involve/2006toolkit/index.html in English or http://www.ed.gov/espanol/parents/academic/involve/2006toolkit/index.html in Spanish .
Source: U.S. Department of Education
Inputdate: 2006-11-26 11:02:26
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5368
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Title: Directory of Two-Way Bilingual Immersion Programs in the U.S.
Body: From the Center for Applied Linguistics, http://www.cal.org The programs listed in this Directory meet all three of the following criteria for two-way immersion (TWI) programs: * Integration: Language-minority and language-majority students are integrated for at least 50% of instructional time at all grade levels * Instruction: Content and literacy instruction in English and the partner language is provided to all students, and all students receive instruction in the partner language at least 50% of the instructional day * Population: Within the program, there is a balance of language-minority and language-majority students, with each group making up between one-third and two-thirds of the total student population The Directory was last updated on November 21, 2006, with 338 programs in 29 states (plus D.C.). To search or browse the Directory, visit http://www.cal.org/twi/directory .
Source: CAL
Inputdate: 2006-11-26 11:03:41
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Title: Directory of Two-Way Bilingual Immersion Programs in the U.S.
Body: From the Center for Applied Linguistics, http://www.cal.org The programs listed in this Directory meet all three of the following criteria for two-way immersion (TWI) programs: * Integration: Language-minority and language-majority students are integrated for at least 50% of instructional time at all grade levels * Instruction: Content and literacy instruction in English and the partner language is provided to all students, and all students receive instruction in the partner language at least 50% of the instructional day * Population: Within the program, there is a balance of language-minority and language-majority students, with each group making up between one-third and two-thirds of the total student population The Directory was last updated on November 21, 2006, with 338 programs in 29 states (plus D.C.). To search or browse the Directory, visit http://www.cal.org/twi/directory .
Source: CAL
Inputdate: 2006-11-26 11:03:41
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Title: Online Rhyming Dictionary
Body: From http://www.alcor.com.au/rhyming_dictionary.asp A rhyming dictionary is a program designed to help you find the rhyme for a word. The user types in a word and the number of letters desired for the rhyme. There are online versions for rhyming dictionaries in French, Spanish, Italian, German, Portuguese, Romanian, Latin, English, Croatian, Afrikaans, Esperanto, Turkish, Dutch, Yiddish, Czech, Polish, Hungarian, Swahili, Norwegian, Japanese and Finnish (soon). This site may be useful for student projects or for pronunciation practice. Available at http://www.alcor.com.au/rhyming_dictionary.asp .
Source: Alcor
Inputdate: 2006-11-26 11:04:32
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Title: Online Rhyming Dictionary
Body: From http://www.alcor.com.au/rhyming_dictionary.asp A rhyming dictionary is a program designed to help you find the rhyme for a word. The user types in a word and the number of letters desired for the rhyme. There are online versions for rhyming dictionaries in French, Spanish, Italian, German, Portuguese, Romanian, Latin, English, Croatian, Afrikaans, Esperanto, Turkish, Dutch, Yiddish, Czech, Polish, Hungarian, Swahili, Norwegian, Japanese and Finnish (soon). This site may be useful for student projects or for pronunciation practice. Available at http://www.alcor.com.au/rhyming_dictionary.asp .
Source: Alcor
Inputdate: 2006-11-26 11:04:32
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5370
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Title: Thematically Organized Assessment Tasks Online
Body: From http://www.flenj.org/CAPS/?page=150 Thematically Organized Assessments (TOAs) are performance-based assessment tasks that target a certain proficiency level and assess the learner’s ability to communicate across three modes of communication: interpretive (listening or reading); interpersonal (speaking/listening or reading/writing); and presentational (speaking or writing). Thus, each TOA contains one task for each of the three modes of communication. All TOAs are designed to measure performance that would be characteristic of learners who evidence the following proficiency abilities: * Novice-Mid * Intermediate-Low * Pre-Advanced (Intermediate-High) The TOAs can be viewed and downloaded at http://www.flenj.org/CAPS/?page=149 .
Source: Foreign Language Educators of New Jersey
Inputdate: 2006-11-26 11:05:25
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Title: Thematically Organized Assessment Tasks Online
Body: From http://www.flenj.org/CAPS/?page=150 Thematically Organized Assessments (TOAs) are performance-based assessment tasks that target a certain proficiency level and assess the learner’s ability to communicate across three modes of communication: interpretive (listening or reading); interpersonal (speaking/listening or reading/writing); and presentational (speaking or writing). Thus, each TOA contains one task for each of the three modes of communication. All TOAs are designed to measure performance that would be characteristic of learners who evidence the following proficiency abilities: * Novice-Mid * Intermediate-Low * Pre-Advanced (Intermediate-High) The TOAs can be viewed and downloaded at http://www.flenj.org/CAPS/?page=149 .
Source: Foreign Language Educators of New Jersey
Inputdate: 2006-11-26 11:05:25
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5371
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Title: Web site: Language Study and the Brain
Body: From http://www.teresakennedy.com Historical brain research, combined with a review of effective foreign language methodology and research, provides a framework that teachers can utilize to incorporate brain-sensitive activities that foster memory storage and language retrieval. Recent research about the brain, general recommendations for classroom teaching and assorted activities are provided on this Web site. To visit this web site and its extensive links to other information, visit http://www.teresakennedy.com .
Source: www.teresakennedy.com
Inputdate: 2006-11-26 11:06:34
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Title: Web site: Language Study and the Brain
Body: From http://www.teresakennedy.com Historical brain research, combined with a review of effective foreign language methodology and research, provides a framework that teachers can utilize to incorporate brain-sensitive activities that foster memory storage and language retrieval. Recent research about the brain, general recommendations for classroom teaching and assorted activities are provided on this Web site. To visit this web site and its extensive links to other information, visit http://www.teresakennedy.com .
Source: www.teresakennedy.com
Inputdate: 2006-11-26 11:06:34
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Title: What to Do with Songs, Part 3
Body: What to Do with Songs, Part 3: Treating Songs as Literature Here are some suggestions from FLTEACH for analyzing any piece of literature, including songs: Every song can have five questions addressed to it. You will decide whether to put these in the target language or English and whether students should answer in the target language or English. 1. Is there any new vocabulary I need to know in the song? Unlike prose, songs and poetry are short enough that an unknown word may be key to understanding. Find the meanings of new words. 2. What are the figures of speech in the song and what do they suggest for understanding the theme? It is my job to make sure kids know at least metaphor, simile, personification and perhaps metonymy and synecdoche. I will not blame English teachers if my kids don't already know 'em; I do not want kids to think there's an English box and a Spanish box and a history box. We don't live that way. 3. Who is the speaker of the "I" of the song? The jilted lover? An impersonate or compassionate observer? I love that song "Luca" for this understanding: "Me llamo Luca, el niño del piso dos, tal vez conoces ya mi voz . . . ." It's obvious that the speaker is not the singer, Suzanne Vega. 4. What is the THEME of the song? That is, what does the song express about the human condition? Of course, when you know enough of them, songs can be grouped according to theme. And, of course, some songs stand alone. Don't miss the chance to pair a song and a poem for students' consideration, or some other thematic juxtaposition like a song and a news article or a song and a sculpture or painting. 5. The music. What do the singer's voice and all the instrumentation and sound effects do to advance the theme and the literary devices? We should note that sometimes the music is counter to the message of the song; some rock n' roll songs say "my heart is broken and I'll never get over it," while the music belies this message, foretelling healing, taking courage, and looking for new love. I got that idea from a book on rock n roll. I love the way Café Tacuba moderate their voices sooo much to show irony, sarcasm, sincerity, cynicism, etc. Selena was another one who could increase the impact of the lyrics by getting her voice just so for whatever emotions and nuances were needed. Barabe, B. WHAT TO DO WITH SONGS. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (4 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-11-26 11:07:48
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Title: What to Do with Songs, Part 3
Body: What to Do with Songs, Part 3: Treating Songs as Literature Here are some suggestions from FLTEACH for analyzing any piece of literature, including songs: Every song can have five questions addressed to it. You will decide whether to put these in the target language or English and whether students should answer in the target language or English. 1. Is there any new vocabulary I need to know in the song? Unlike prose, songs and poetry are short enough that an unknown word may be key to understanding. Find the meanings of new words. 2. What are the figures of speech in the song and what do they suggest for understanding the theme? It is my job to make sure kids know at least metaphor, simile, personification and perhaps metonymy and synecdoche. I will not blame English teachers if my kids don't already know 'em; I do not want kids to think there's an English box and a Spanish box and a history box. We don't live that way. 3. Who is the speaker of the "I" of the song? The jilted lover? An impersonate or compassionate observer? I love that song "Luca" for this understanding: "Me llamo Luca, el niño del piso dos, tal vez conoces ya mi voz . . . ." It's obvious that the speaker is not the singer, Suzanne Vega. 4. What is the THEME of the song? That is, what does the song express about the human condition? Of course, when you know enough of them, songs can be grouped according to theme. And, of course, some songs stand alone. Don't miss the chance to pair a song and a poem for students' consideration, or some other thematic juxtaposition like a song and a news article or a song and a sculpture or painting. 5. The music. What do the singer's voice and all the instrumentation and sound effects do to advance the theme and the literary devices? We should note that sometimes the music is counter to the message of the song; some rock n' roll songs say "my heart is broken and I'll never get over it," while the music belies this message, foretelling healing, taking courage, and looking for new love. I got that idea from a book on rock n roll. I love the way Café Tacuba moderate their voices sooo much to show irony, sarcasm, sincerity, cynicism, etc. Selena was another one who could increase the impact of the lyrics by getting her voice just so for whatever emotions and nuances were needed. Barabe, B. WHAT TO DO WITH SONGS. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (4 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-11-26 11:07:48
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5373
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Title: New Book: Advanced Language Learning
Body: From Continuum Books, http://www.continuumbooks.com Advanced Language Learning: The Contribution of Halliday and Vygotsky Editor: Heidi Byrnes Abstract: The reality of multicultural societies and globalization has increased the demand for language abilities that far exceed those that have typically been associated with communicative competence in a second language. This book examines the acquisition of advanced levels of ability in three parts: theoretical; descriptive; and instructional. It moves beyond the traditional constraints of second language acquisition research by linking systemic functional linguistics and sociocultural theory. The contributors draw primarily on the work of Halliday, Vygotsky and Bakhtin, as well as empirical data from the language classroom, to suggest practical applications towards advanced literacy and linguistic competence. Advanced Language Learning will be of interest to academics researching systemic functional linguistics, second language acquisition and applied linguistics. For more information from the publisher, go to http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=125180 .
Source: Continuum Books
Inputdate: 2006-12-03 11:30:12
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Title: New Book: Advanced Language Learning
Body: From Continuum Books, http://www.continuumbooks.com Advanced Language Learning: The Contribution of Halliday and Vygotsky Editor: Heidi Byrnes Abstract: The reality of multicultural societies and globalization has increased the demand for language abilities that far exceed those that have typically been associated with communicative competence in a second language. This book examines the acquisition of advanced levels of ability in three parts: theoretical; descriptive; and instructional. It moves beyond the traditional constraints of second language acquisition research by linking systemic functional linguistics and sociocultural theory. The contributors draw primarily on the work of Halliday, Vygotsky and Bakhtin, as well as empirical data from the language classroom, to suggest practical applications towards advanced literacy and linguistic competence. Advanced Language Learning will be of interest to academics researching systemic functional linguistics, second language acquisition and applied linguistics. For more information from the publisher, go to http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=125180 .
Source: Continuum Books
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5374
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Title: NEH scholarship: SUMMER 2007, IN AVIGNON
Body: NEH SEMINAR FOR TEACHERS, SUMMER 2007, IN AVIGNON Dr. Mary Ann Frese Witt of North Carolina State University will direct a seminar on modern French theater, to be conducted in French, for U.S. teachers, from July 2 through July 26, 2007. The seminar will consist of intensive reading and study of major twentieth-century plays by Sartre, Genet, Ionesco, and Beckett. In addition, seminar participants will have the opportunity to attend and discuss plays produced at the annual Avignon theater festival. This fellowship is for secondary school French teachers and also people in theater with a working knowledge of French. It consists of a month in Avignon studying contemporary French theater and going to theater productions during the well-known Avignon Theater Festival. Applications are due March 1. Successful applicants will receive a $3000 stipend. For more information and application materials, send an email to nehmcnamara@triad.rr.com McNamara, M. NEH scholarship: SUMMER 2007, IN AVIGNON. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 11 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-12-03 11:32:08
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Title: NEH scholarship: SUMMER 2007, IN AVIGNON
Body: NEH SEMINAR FOR TEACHERS, SUMMER 2007, IN AVIGNON Dr. Mary Ann Frese Witt of North Carolina State University will direct a seminar on modern French theater, to be conducted in French, for U.S. teachers, from July 2 through July 26, 2007. The seminar will consist of intensive reading and study of major twentieth-century plays by Sartre, Genet, Ionesco, and Beckett. In addition, seminar participants will have the opportunity to attend and discuss plays produced at the annual Avignon theater festival. This fellowship is for secondary school French teachers and also people in theater with a working knowledge of French. It consists of a month in Avignon studying contemporary French theater and going to theater productions during the well-known Avignon Theater Festival. Applications are due March 1. Successful applicants will receive a $3000 stipend. For more information and application materials, send an email to nehmcnamara@triad.rr.com McNamara, M. NEH scholarship: SUMMER 2007, IN AVIGNON. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 11 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-12-03 11:32:08
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5375
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Title: Call for Papers: Rocky Mountain Modern Language Association Meeting
Body: From The Rocky Mountain Modern Language Association, http://rmmla.wsu.edu The 61st annual Rocky Mountain Modern Language Association convention will be held at the Westin in Calgary, Alberta from October 4–6, 2007. We have a full slate of sessions on a variety of topics relating to language, literature, film, technical and professional communication, cultural studies and pedagogy. We hope that you will propose a paper for this convention and join us in Calgary. Submission deadline is March 1, 2007. For more information visit http://rmmla.wsu.edu/call/default.asp .
Source: Rocky Mountain Modern Language Association
Inputdate: 2006-12-03 11:33:53
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Title: Call for Papers: Rocky Mountain Modern Language Association Meeting
Body: From The Rocky Mountain Modern Language Association, http://rmmla.wsu.edu The 61st annual Rocky Mountain Modern Language Association convention will be held at the Westin in Calgary, Alberta from October 4–6, 2007. We have a full slate of sessions on a variety of topics relating to language, literature, film, technical and professional communication, cultural studies and pedagogy. We hope that you will propose a paper for this convention and join us in Calgary. Submission deadline is March 1, 2007. For more information visit http://rmmla.wsu.edu/call/default.asp .
Source: Rocky Mountain Modern Language Association
Inputdate: 2006-12-03 11:33:53
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5376
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Title: Call for Proposals: International Conference for English Teachers in Chile
Body: From http://linguistlist.org/issues/17/17-3477.html Abstracts for papers (30 minutes) and workshops (90 minutes) are being solicited for the Tenth International Conference for English Teachers organized by the University of Tarapacá in Arica Chile, to be held August 9-10-11,2007 in Arica. The conference theme will be Inside the EFL Classroom. You are cordially invited to participate in academic sessions as well as in regional travel throughout this unique region in Northern Chile ! Deadline For submitting your abstract is April 30 2007. For more information go to http://linguistlist.org/issues/17/17-3477.html .
Source: LINGUIST List
Inputdate: 2006-12-03 11:35:32
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Title: Call for Proposals: International Conference for English Teachers in Chile
Body: From http://linguistlist.org/issues/17/17-3477.html Abstracts for papers (30 minutes) and workshops (90 minutes) are being solicited for the Tenth International Conference for English Teachers organized by the University of Tarapacá in Arica Chile, to be held August 9-10-11,2007 in Arica. The conference theme will be Inside the EFL Classroom. You are cordially invited to participate in academic sessions as well as in regional travel throughout this unique region in Northern Chile ! Deadline For submitting your abstract is April 30 2007. For more information go to http://linguistlist.org/issues/17/17-3477.html .
Source: LINGUIST List
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