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Contentid:
5397
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Title: FAQ for American Sign Language
Body: From http://www.nad.org/site/pp.asp?c=foINKQMBF&b=99566 The National Association of the Deaf has a Frequently Asked Questions area about American Sign Language. Information links include Learning Sign Language, Guidelines for Hiring ASL Teachers, and Standards for ASL Teachers. Available at http://www.nad.org/site/pp.asp?c=foINKQMBF&b=99566 .
Source: National Association of the Deaf
Inputdate: 2006-12-04 12:13:32
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Title: FAQ for American Sign Language
Body: From http://www.nad.org/site/pp.asp?c=foINKQMBF&b=99566 The National Association of the Deaf has a Frequently Asked Questions area about American Sign Language. Information links include Learning Sign Language, Guidelines for Hiring ASL Teachers, and Standards for ASL Teachers. Available at http://www.nad.org/site/pp.asp?c=foINKQMBF&b=99566 .
Source: National Association of the Deaf
Inputdate: 2006-12-04 12:13:32
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5398
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Title: Encouraging ELLs to Speak
Body: A query to the TESLK-12 listserv about how to get English language learners to speak in class generated the following response with ideas: - First off, I am very explicit about my expectations of their use of English, and also involve them in the process of setting the expectations. They know that when they are with me I will support their Span. if they use it, but that first I want them to try to communicate in English. - We talk about ways to communicate in English and do a lot of body language talking, which is fun and helps them see words, which makes them 'stick' better in their brains. - We all greet each other in English coming into and leaving the classroom. - I write the agenda in English and we review it first thing. If we need explanations that we can't generate with other English words or our body language, we translate into Spanish. - I teach stock phrases that they need to know to function in my classroom and in their core classrooms (Where is the...?, Can I go to the...?, What time is it?, What time is ....?, etc.). We focus a lot of using 'Question Words' and have charts of them on 2 walls in the room. If I ask a question and they don't respond, I ask it again while touching the question word on the chart, to spark their memory. - We play games to reinforce current content vocabulary but we do more talking within the games than you would with native English speakers. For example, I make Memory cards by copying small pictures and words that match onto dark paper and cut them up. We go over a few words/phrases we will use in the game before we play. Ex: "I have a turkey,” “I have a match,” “Your turn,” etc. If a group is too quiet, I come play with them, which always gets them talking! Telephone games can be great for this as well. - When I need them to review words or think up answers, I have them Think-Pair-Share, which comes from Kagan. For example they work in pairs to generate words having to do with Thanksgiving, then they share their ideas with the group. All students need to share, but they are sharing what they already know. Sometimes they do this for points which can be a great motivator. Working together lowers their stress, and sharing gives them a need to communicate. - A few years ago I taught middle/high school level students (beginner to low intermediate) and created a 4 pt. rubric for participation. Their points were part of their final grade. This was a great motivator and helped the lowest students to make an effort, even when they were most aprehensive. Morgan, K. Re: speaking! Teachers of English as a second language to children listserv (TESLK-12@LISTSERV.CUNY.EDU, 12 Nov. 2006).
Source: TESLK-12
Inputdate: 2006-12-04 12:15:01
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Title: Encouraging ELLs to Speak
Body: A query to the TESLK-12 listserv about how to get English language learners to speak in class generated the following response with ideas: - First off, I am very explicit about my expectations of their use of English, and also involve them in the process of setting the expectations. They know that when they are with me I will support their Span. if they use it, but that first I want them to try to communicate in English. - We talk about ways to communicate in English and do a lot of body language talking, which is fun and helps them see words, which makes them 'stick' better in their brains. - We all greet each other in English coming into and leaving the classroom. - I write the agenda in English and we review it first thing. If we need explanations that we can't generate with other English words or our body language, we translate into Spanish. - I teach stock phrases that they need to know to function in my classroom and in their core classrooms (Where is the...?, Can I go to the...?, What time is it?, What time is ....?, etc.). We focus a lot of using 'Question Words' and have charts of them on 2 walls in the room. If I ask a question and they don't respond, I ask it again while touching the question word on the chart, to spark their memory. - We play games to reinforce current content vocabulary but we do more talking within the games than you would with native English speakers. For example, I make Memory cards by copying small pictures and words that match onto dark paper and cut them up. We go over a few words/phrases we will use in the game before we play. Ex: "I have a turkey,” “I have a match,” “Your turn,” etc. If a group is too quiet, I come play with them, which always gets them talking! Telephone games can be great for this as well. - When I need them to review words or think up answers, I have them Think-Pair-Share, which comes from Kagan. For example they work in pairs to generate words having to do with Thanksgiving, then they share their ideas with the group. All students need to share, but they are sharing what they already know. Sometimes they do this for points which can be a great motivator. Working together lowers their stress, and sharing gives them a need to communicate. - A few years ago I taught middle/high school level students (beginner to low intermediate) and created a 4 pt. rubric for participation. Their points were part of their final grade. This was a great motivator and helped the lowest students to make an effort, even when they were most aprehensive. Morgan, K. Re: speaking! Teachers of English as a second language to children listserv (TESLK-12@LISTSERV.CUNY.EDU, 12 Nov. 2006).
Source: TESLK-12
Inputdate: 2006-12-04 12:15:01
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Contentid:
5399
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Title: Dissertation: English Language Learning Difficulty in Hong Kong Schools
Body: From http://www.tuition.com.hk/academic Dr. George H. Adams, MA Oxon, Ph.D. has agreed to allow ITS Tutorial School to publish his thesis for the first time on the internet. English Language Learning Difficulty in Hong Kong Schools: An Ethnographic Assessment of the Hong Kong Context with Proposed Solutions ABSTRACT: The study is concerned with the problem of English language learning difficulty for secondary school students in Hong Kong. The first research project was a close study of the error grading and the perception of difficulty of over 200 students in two secondary schools. The working hypothesis, that extra-linguistic factors figure prominently in Hong Kong students’ and teachers’ perceptions of English language learning difficulty, is given strong support if not entirely confirmed. The second research project was concerned with examining the attempts made by teachers to counter aspects of difficulty. Close classroom observation and analysis is made of three serving English teachers. The study suggests that sociological/psychological factors are not peripheral but essential constituents of English language learning difficulty for Hong Kong secondary students and that teachers rarely intervene effectively to alleviate these difficulties despite ample opportunities and a clear need to do so. A full abstract and the entire dissertation is available at http://www.tuition.com.hk/academic .
Source: ITS Tutorial School
Inputdate: 2006-12-04 12:16:29
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Title: Dissertation: English Language Learning Difficulty in Hong Kong Schools
Body: From http://www.tuition.com.hk/academic Dr. George H. Adams, MA Oxon, Ph.D. has agreed to allow ITS Tutorial School to publish his thesis for the first time on the internet. English Language Learning Difficulty in Hong Kong Schools: An Ethnographic Assessment of the Hong Kong Context with Proposed Solutions ABSTRACT: The study is concerned with the problem of English language learning difficulty for secondary school students in Hong Kong. The first research project was a close study of the error grading and the perception of difficulty of over 200 students in two secondary schools. The working hypothesis, that extra-linguistic factors figure prominently in Hong Kong students’ and teachers’ perceptions of English language learning difficulty, is given strong support if not entirely confirmed. The second research project was concerned with examining the attempts made by teachers to counter aspects of difficulty. Close classroom observation and analysis is made of three serving English teachers. The study suggests that sociological/psychological factors are not peripheral but essential constituents of English language learning difficulty for Hong Kong secondary students and that teachers rarely intervene effectively to alleviate these difficulties despite ample opportunities and a clear need to do so. A full abstract and the entire dissertation is available at http://www.tuition.com.hk/academic .
Source: ITS Tutorial School
Inputdate: 2006-12-04 12:16:29
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Contentid:
5400
Content Type: 1
Title: Christmas Sudokus
Body: They're here! I tried to vary each according to what I knew of the culture (i.e. Germany has a nutcracker, France has the buche de Noel, Mexican culture is used for Spanish). These work like the number games except that target language words are used in place of numerals. French: http://www.msdsteuben.k12.in.us/dblaz/sudokuNoel.htm Spanish: http://www.msdsteuben.k12.in.us/dblaz/sudokuNavidad.htm German: http://www.msdsteuben.k12.in.us/dblaz/Weihnachtssudoku.htm Blas, D. Christmas sudokus. Foreign Language Teaching Forum (FLTEACH@LISTSERV.BUFFALO.EDU, 29 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-12-04 12:18:05
Lastmodifieddate: 2006-12-04 12:18:05
Expdate: 2006-12-26 00:00:00
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Title: Christmas Sudokus
Body: They're here! I tried to vary each according to what I knew of the culture (i.e. Germany has a nutcracker, France has the buche de Noel, Mexican culture is used for Spanish). These work like the number games except that target language words are used in place of numerals. French: http://www.msdsteuben.k12.in.us/dblaz/sudokuNoel.htm Spanish: http://www.msdsteuben.k12.in.us/dblaz/sudokuNavidad.htm German: http://www.msdsteuben.k12.in.us/dblaz/Weihnachtssudoku.htm Blas, D. Christmas sudokus. Foreign Language Teaching Forum (FLTEACH@LISTSERV.BUFFALO.EDU, 29 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-12-04 12:18:05
Lastmodifieddate: 2006-12-04 12:18:05
Expdate: 2006-12-26 00:00:00
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Contentid:
5401
Content Type: 1
Title: Activity to Practice Describing
Body: A query submitted to the FLTEACH forum about how to get students to give detailed descriptions received the following activity idea: Here's an idea I got at WAFLT in WI a few weeks back that should work well for adjectives. Have the students fill two bags with a given number of the same objects as a homework assignment. Then have them sit back to back. One student should pull out an object and describe it in detail without saying what it is. The other student should attempt to find the same object in his/her bag. I haven't tried this yet, but it sounds like fun. I think it would also work if you had two sheets of paper with the same objects on them, or pictures on index cards to hold up. Gut and schlecht really don't get you very far when you are trying to identify an object. Guerts, S. Re: [AATG-L] Encouraging Use of Adjectives. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-12-04 12:19:05
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Active: 1
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Content Type: 1
Title: Activity to Practice Describing
Body: A query submitted to the FLTEACH forum about how to get students to give detailed descriptions received the following activity idea: Here's an idea I got at WAFLT in WI a few weeks back that should work well for adjectives. Have the students fill two bags with a given number of the same objects as a homework assignment. Then have them sit back to back. One student should pull out an object and describe it in detail without saying what it is. The other student should attempt to find the same object in his/her bag. I haven't tried this yet, but it sounds like fun. I think it would also work if you had two sheets of paper with the same objects on them, or pictures on index cards to hold up. Gut and schlecht really don't get you very far when you are trying to identify an object. Guerts, S. Re: [AATG-L] Encouraging Use of Adjectives. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (27 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-12-04 12:19:05
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Contentid:
5402
Content Type: 1
Title: Language Usage Forum: WordReference.com
Body: From http://forum.wordreference.com/index.php?s=48fad096d9249968bafea160b52faa6e Do you have language-specific “How do you say...” questions? WordReference.com provides forums for exchanges about translation, word usage, terminology equivalency and other linguistic topics. Language groups are currently Spanish, English, French, Italian, Catalán, German, Portuguese, Arabic, Hebrew, Japanese, and Slavic languages. There are also forums for domain-specific multilingual glossaries, other languages (all grouped together), and cultural discussions. To browse the forums and to register, visit http://forum.wordreference.com/index.php?s=48fad096d9249968bafea160b52faa6e .
Source: WordReference.com
Inputdate: 2006-12-04 12:20:18
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Title: Language Usage Forum: WordReference.com
Body: From http://forum.wordreference.com/index.php?s=48fad096d9249968bafea160b52faa6e Do you have language-specific “How do you say...” questions? WordReference.com provides forums for exchanges about translation, word usage, terminology equivalency and other linguistic topics. Language groups are currently Spanish, English, French, Italian, Catalán, German, Portuguese, Arabic, Hebrew, Japanese, and Slavic languages. There are also forums for domain-specific multilingual glossaries, other languages (all grouped together), and cultural discussions. To browse the forums and to register, visit http://forum.wordreference.com/index.php?s=48fad096d9249968bafea160b52faa6e .
Source: WordReference.com
Inputdate: 2006-12-04 12:20:18
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Contentid:
5403
Content Type: 1
Title: New Book: Acquiring a Non-Native Phonology
Body: From http://linguistlist.org/issues/17/17-2158.html TITLE: Acquiring a Non-Native Phonology: Linguistic Constraints and Social Barriers AUTHOR: Hansen, Jette G. PUBLISHER: Continuum International Publishing Group Ltd YEAR: 2006 This is a study of the phonological development of a family of L2 English learners. It is the first full-length book that focuses on a tightly-knit group of learners' acquisition of phonology over a longitudinal timeframe, and the first book to study both social and linguistic factors across that time period. Jette G. Hansen analyses this data gathered from actual language learners in terms of recent theory, as well as challenging aspects of current thinking on the subject of second language acquisition. Acquiring a Non-Native Phonology therefore makes an important and original contribution to the field and provides an in-depth analysis and discussion of the developmental processes in acquiring a non-native sound system which has not previously been presented. The book is aimed at academics interested in second language acquisition, and researchers studying phonology in general. For a review of this book, go to http://linguistlist.org/issues/17/17-3392.html . To order, go to http://www.brownstationers.com/BookItem.aspx?item=9780826468628 .
Source: LINGUIST List
Inputdate: 2006-12-10 10:31:26
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Title: New Book: Acquiring a Non-Native Phonology
Body: From http://linguistlist.org/issues/17/17-2158.html TITLE: Acquiring a Non-Native Phonology: Linguistic Constraints and Social Barriers AUTHOR: Hansen, Jette G. PUBLISHER: Continuum International Publishing Group Ltd YEAR: 2006 This is a study of the phonological development of a family of L2 English learners. It is the first full-length book that focuses on a tightly-knit group of learners' acquisition of phonology over a longitudinal timeframe, and the first book to study both social and linguistic factors across that time period. Jette G. Hansen analyses this data gathered from actual language learners in terms of recent theory, as well as challenging aspects of current thinking on the subject of second language acquisition. Acquiring a Non-Native Phonology therefore makes an important and original contribution to the field and provides an in-depth analysis and discussion of the developmental processes in acquiring a non-native sound system which has not previously been presented. The book is aimed at academics interested in second language acquisition, and researchers studying phonology in general. For a review of this book, go to http://linguistlist.org/issues/17/17-3392.html . To order, go to http://www.brownstationers.com/BookItem.aspx?item=9780826468628 .
Source: LINGUIST List
Inputdate: 2006-12-10 10:31:26
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Contentid:
5404
Content Type: 1
Title: New Book: Learning the Arts of Linguistic Survival
Body: From http://www.multilingual-matters.com/multi/display.asp?isb=184541053X Learning the Arts of Linguistic Survival: Languaging, Tourism, Life By Alison M. Phipps Summary: This ground-breaking book examines what happens when tourists learn to speak other languages. From ordering a coffee to following directions, Alison Phipps argues passionately for a new perception of the relationship between tourism and languages from one based on the acquisition of basic, functional skills to one which sustains and even strengthens intercultural dialogue. This book will be essential reading for all those interested in tourism studies and in modern languages education. It is a timely study, coming at a time of crisis in languages, as English exerts its power as a world language and as a dominant language of tourism. Visit the publisher’s site at http://www.multilingual-matters.com/multi/display.asp?isb=184541053X .
Source: Multilingual Matters
Inputdate: 2006-12-10 10:32:47
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Title: New Book: Learning the Arts of Linguistic Survival
Body: From http://www.multilingual-matters.com/multi/display.asp?isb=184541053X Learning the Arts of Linguistic Survival: Languaging, Tourism, Life By Alison M. Phipps Summary: This ground-breaking book examines what happens when tourists learn to speak other languages. From ordering a coffee to following directions, Alison Phipps argues passionately for a new perception of the relationship between tourism and languages from one based on the acquisition of basic, functional skills to one which sustains and even strengthens intercultural dialogue. This book will be essential reading for all those interested in tourism studies and in modern languages education. It is a timely study, coming at a time of crisis in languages, as English exerts its power as a world language and as a dominant language of tourism. Visit the publisher’s site at http://www.multilingual-matters.com/multi/display.asp?isb=184541053X .
Source: Multilingual Matters
Inputdate: 2006-12-10 10:32:47
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Contentid:
5405
Content Type: 1
Title: Call for Chapters: Handbook of Research on E-Learning Methodologies for Language Acquisition
Body: From http://www.idea-group.com/requests/details.asp?ID=146 CALL FOR CHAPTERS Proposals Submission Deadline: 1/31/2007 Full Articles Due: 4/30/2007 Handbook of Research on E-Learning Methodologies for Language Acquisition A book edited by A book edited by Patricia Lupion Torres PhD. & Rita de Cassia Veiga Marriott MEd. Pontifical Catholic University of Parana (PUCPR), Brazil The Handbook of Research on E-Learning Methodologies for Language Acquisition will contribute with research in the area of e-learning theory, pedagogy, assessment, methodologies and approaches developed and implemented by prominent international authors, fostering professional discussion and progress in this fast developing field. Each chapter will consist of 5,000 to 7,500 words and will report on research and studies focusing on the theory and methodologies for the learning / teaching of languages online that foster students’ foreign language competencies as well as their autonomy, responsibility and social skills. Recommended topics include, but are not limited to, the following: 1. Pedagogy of online teaching and learning 2. Methodologies for teaching and learning languages online 3. Assessment methods of online language teaching and learning 4. Challenges still being faced by CALL 5. The future of teaching and learning languages virtually For submissions guidelines, go to http://www.idea-group.com/requests/details.asp?ID=146 .
Source: Idea Group, Inc.
Inputdate: 2006-12-10 10:34:19
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Expdate: 2007-01-31 00:00:00
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Title: Call for Chapters: Handbook of Research on E-Learning Methodologies for Language Acquisition
Body: From http://www.idea-group.com/requests/details.asp?ID=146 CALL FOR CHAPTERS Proposals Submission Deadline: 1/31/2007 Full Articles Due: 4/30/2007 Handbook of Research on E-Learning Methodologies for Language Acquisition A book edited by A book edited by Patricia Lupion Torres PhD. & Rita de Cassia Veiga Marriott MEd. Pontifical Catholic University of Parana (PUCPR), Brazil The Handbook of Research on E-Learning Methodologies for Language Acquisition will contribute with research in the area of e-learning theory, pedagogy, assessment, methodologies and approaches developed and implemented by prominent international authors, fostering professional discussion and progress in this fast developing field. Each chapter will consist of 5,000 to 7,500 words and will report on research and studies focusing on the theory and methodologies for the learning / teaching of languages online that foster students’ foreign language competencies as well as their autonomy, responsibility and social skills. Recommended topics include, but are not limited to, the following: 1. Pedagogy of online teaching and learning 2. Methodologies for teaching and learning languages online 3. Assessment methods of online language teaching and learning 4. Challenges still being faced by CALL 5. The future of teaching and learning languages virtually For submissions guidelines, go to http://www.idea-group.com/requests/details.asp?ID=146 .
Source: Idea Group, Inc.
Inputdate: 2006-12-10 10:34:19
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Contentid:
5406
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Title: Call for Workshop Proposals: Rochester Regional Meeting
Body: Call for Workshop Proposals 2007 Rochester Regional Meeting March 10th 2007 Nazareth College Rochester, New York January 5th 2007 - Proposal Deadline Theme: "Oh the Places you will go, When you know the lingo." If you are interested in presenting or attending, please contact lucy ferruzza (offline) italbabble@excite.com Ferruzza, L. Call for Workshops for the Rochester Regional. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Dec. 2006).
Source: FLTEACH
Inputdate: 2006-12-10 10:36:44
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Title: Call for Workshop Proposals: Rochester Regional Meeting
Body: Call for Workshop Proposals 2007 Rochester Regional Meeting March 10th 2007 Nazareth College Rochester, New York January 5th 2007 - Proposal Deadline Theme: "Oh the Places you will go, When you know the lingo." If you are interested in presenting or attending, please contact lucy ferruzza (offline) italbabble@excite.com Ferruzza, L. Call for Workshops for the Rochester Regional. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Dec. 2006).
Source: FLTEACH
Inputdate: 2006-12-10 10:36:44
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