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5507
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Title: TOEFL Test Preparation Exercises
Body: From http://www.learn4good.com/languages/spec_english_toefl.htm This site offers free TOEFL test preparation exercises and online course materials, including information about the computer-based test, example questions, and links for Czech, French, German, Italian, Spanish, Portuguese, Scandinavian, Japanese, and Korean speakers. Available at http://www.learn4good.com/languages/spec_english_toefl.htm .
Source: Learn 4 Good
Inputdate: 2006-12-23 02:13:46
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Title: TOEFL Test Preparation Exercises
Body: From http://www.learn4good.com/languages/spec_english_toefl.htm This site offers free TOEFL test preparation exercises and online course materials, including information about the computer-based test, example questions, and links for Czech, French, German, Italian, Spanish, Portuguese, Scandinavian, Japanese, and Korean speakers. Available at http://www.learn4good.com/languages/spec_english_toefl.htm .
Source: Learn 4 Good
Inputdate: 2006-12-23 02:13:46
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5508
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Title: Language Gains Uneven in Oregon Schools
Body: From http://www.oregonlive.com/news/oregonian/index.ssf?/base/news/116261430825640.xml&coll=7 Language gains uneven in schools Oregon - Forty-three percent of districts meet targets for English language learners Saturday, November 04, 2006 NIKOLE HANNAH-JONES, The Oregonian More Oregon school districts met federally mandated targets for improving the language mastery of limited-English students this year, but educators continue to struggle to meet expectations for teaching the students English, according to a report released Friday by the Oregon Department of Education. Forty-three percent of school districts with English language learners in 2005-06 met all three targets that were written by the state for language proficiency, compared with eight school districts the previous school year. Yet not one of the districts that tested 100 or more English language learners -- including Portland, Hillsboro, Beaverton, Forest Grove and Reynolds -- met the targets. Still, several of the districts did report improvement even as the criteria toughened. Educators say overall they are pleased with the gains, but must push more students to the standards. Read the full article at http://www.oregonlive.com/news/oregonian/index.ssf?/base/news/116261430825640.xml&coll=7 .
Source: The Oregonian
Inputdate: 2006-12-23 02:15:10
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Title: Language Gains Uneven in Oregon Schools
Body: From http://www.oregonlive.com/news/oregonian/index.ssf?/base/news/116261430825640.xml&coll=7 Language gains uneven in schools Oregon - Forty-three percent of districts meet targets for English language learners Saturday, November 04, 2006 NIKOLE HANNAH-JONES, The Oregonian More Oregon school districts met federally mandated targets for improving the language mastery of limited-English students this year, but educators continue to struggle to meet expectations for teaching the students English, according to a report released Friday by the Oregon Department of Education. Forty-three percent of school districts with English language learners in 2005-06 met all three targets that were written by the state for language proficiency, compared with eight school districts the previous school year. Yet not one of the districts that tested 100 or more English language learners -- including Portland, Hillsboro, Beaverton, Forest Grove and Reynolds -- met the targets. Still, several of the districts did report improvement even as the criteria toughened. Educators say overall they are pleased with the gains, but must push more students to the standards. Read the full article at http://www.oregonlive.com/news/oregonian/index.ssf?/base/news/116261430825640.xml&coll=7 .
Source: The Oregonian
Inputdate: 2006-12-23 02:15:10
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Contentid:
5509
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Title: Lesson and Activity Ideas from NCLRC
Body: From http://nclrc.org/teaching_materials/materials_by_language/universal.html#new The latest NCLRC newsletter has several activities to share. The featured lesson is the following jigsaw activity: Purpose: To review vocabulary of the body, clothing, and prepositions of location. Materials: Several copies of works of art by artists representing the target language. Introduction: The more modern paintings seem to work better for this exercise because items are not always where they are expected to be, nor are the colors the conventional ones. For this example we chose Harlequin Musician by Pablo Picasso (on the left) Preparation: * Choose paintings the students have not seen before. * Paste copies of reproductions on lightweight cardboard or poster board. * Cut into irregular shapes, being sure to divide the more complicated parts of the painting into separate pieces. * Place each painting in a separate zip lock bag, marking the bag with the name of the painting, the artist, and the topic written in indelible marker on the bag. * Working in pairs, students put the jigsaw puzzle together. Separate groups so each puzzle is not visible by other groups. * Students then write a description of their puzzle, indicating where the various parts of the body are located. There must be a total of 6 items of clothing and/or body parts, 4 different prepositions of location, and a one-sentence description of the painting. * Possible items include: hat, feet, knees, arms, shoulders, ruffled collar, profile, face, ear * Students read the description to the class and the remaining students draw the painting according to the description. * Students compare their drawing with the original one. Assessment: • Written description • Oral presentation View this and other activity and lesson descriptions at http://nclrc.org/teaching_materials/materials_by_language/universal.html#new .
Source: NCLRC
Inputdate: 2006-12-23 02:15:56
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Title: Lesson and Activity Ideas from NCLRC
Body: From http://nclrc.org/teaching_materials/materials_by_language/universal.html#new The latest NCLRC newsletter has several activities to share. The featured lesson is the following jigsaw activity: Purpose: To review vocabulary of the body, clothing, and prepositions of location. Materials: Several copies of works of art by artists representing the target language. Introduction: The more modern paintings seem to work better for this exercise because items are not always where they are expected to be, nor are the colors the conventional ones. For this example we chose Harlequin Musician by Pablo Picasso (on the left) Preparation: * Choose paintings the students have not seen before. * Paste copies of reproductions on lightweight cardboard or poster board. * Cut into irregular shapes, being sure to divide the more complicated parts of the painting into separate pieces. * Place each painting in a separate zip lock bag, marking the bag with the name of the painting, the artist, and the topic written in indelible marker on the bag. * Working in pairs, students put the jigsaw puzzle together. Separate groups so each puzzle is not visible by other groups. * Students then write a description of their puzzle, indicating where the various parts of the body are located. There must be a total of 6 items of clothing and/or body parts, 4 different prepositions of location, and a one-sentence description of the painting. * Possible items include: hat, feet, knees, arms, shoulders, ruffled collar, profile, face, ear * Students read the description to the class and the remaining students draw the painting according to the description. * Students compare their drawing with the original one. Assessment: • Written description • Oral presentation View this and other activity and lesson descriptions at http://nclrc.org/teaching_materials/materials_by_language/universal.html#new .
Source: NCLRC
Inputdate: 2006-12-23 02:15:56
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5510
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Title: Online Resources at Abroad Languages
Body: From http://www.abroadlanguages.com/al/general/resources.asp This site offers games, online dictionaries, level tests, and other resources for English, French, German, Italian, Russian, and Spanish. Available at http://www.abroadlanguages.com/al/general/resources.asp .
Source: AbroadLanguages.com
Inputdate: 2006-12-23 02:17:26
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Title: Online Resources at Abroad Languages
Body: From http://www.abroadlanguages.com/al/general/resources.asp This site offers games, online dictionaries, level tests, and other resources for English, French, German, Italian, Russian, and Spanish. Available at http://www.abroadlanguages.com/al/general/resources.asp .
Source: AbroadLanguages.com
Inputdate: 2006-12-23 02:17:26
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Contentid:
5511
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Title: New Edition: The Bilingualism Reader
Body: From http://tinyurl.com/y69pbg The Bilingualism Reader, edited by Li Wei, is the definitive reader for the study of bilingualism. Designed as an integrated and structured student resource it provides invaluable editorial material that guides the reader through different sections and covers: * definitions and typology of bilingualism * language choice and bilingual interaction * bilingualism, identity and ideology * grammar of code-switching and bilingual acquisition * bilingual production and perception * the bilingual brain * methodological issues in the study of bilingualism. The second edition of this best selling volume includes nine new chapters and postscripts written by the authors of the original articles, who evaluate them in the light of recent research. Critical discussion of research methods, revised graded study questions and activities, a comprehensive glossary, and an up-to-date resource list make The Bilingualism Reader an essential introductory text for students of linguistics, psychology and education. Visit the publisher’s site at http://tinyurl.com/y69pbg for hardcover or http://tinyurl.com/y5yo9s for paperback.
Source: Routledge
Inputdate: 2006-12-31 10:20:08
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Title: New Edition: The Bilingualism Reader
Body: From http://tinyurl.com/y69pbg The Bilingualism Reader, edited by Li Wei, is the definitive reader for the study of bilingualism. Designed as an integrated and structured student resource it provides invaluable editorial material that guides the reader through different sections and covers: * definitions and typology of bilingualism * language choice and bilingual interaction * bilingualism, identity and ideology * grammar of code-switching and bilingual acquisition * bilingual production and perception * the bilingual brain * methodological issues in the study of bilingualism. The second edition of this best selling volume includes nine new chapters and postscripts written by the authors of the original articles, who evaluate them in the light of recent research. Critical discussion of research methods, revised graded study questions and activities, a comprehensive glossary, and an up-to-date resource list make The Bilingualism Reader an essential introductory text for students of linguistics, psychology and education. Visit the publisher’s site at http://tinyurl.com/y69pbg for hardcover or http://tinyurl.com/y5yo9s for paperback.
Source: Routledge
Inputdate: 2006-12-31 10:20:08
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5512
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Title: New Book: "The Words Came Down!"
Body: From http://www.stenhouse.com/productcart/pc/viewPrd.asp?idproduct=9029&r=sb061227 "The Words Came Down!": English Language Learners Read, Write, and Talk Across the Curriculum, K-2 Emelie Parker and Tess Pardini, Authors Stenhouse Publishers This book addresses the challenge of integrating ELL students into classes. Beginning with designing a classroom that welcomes students and creates appropriate conditions for learning, Emelie Parker and Tess Pardini go on to detail a workshop format for reading, writing and content-area studies. The workshop structure allows teachers to differentiate instruction to include all students, and affords students ample opportunities to collaborate with others as they learn to speak, read, write, and comprehend while also engaging in active learning of the curriculum. The authors provide numerous examples of ways that teachers can become proficient in knowing each child and orchestrating instruction to meet individual needs. For more information or to order, visit http://www.stenhouse.com/productcart/pc/viewPrd.asp?idproduct=9029&r=sb061227 .
Source: Stenhouse Publishers
Inputdate: 2006-12-31 10:21:59
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Title: New Book: "The Words Came Down!"
Body: From http://www.stenhouse.com/productcart/pc/viewPrd.asp?idproduct=9029&r=sb061227 "The Words Came Down!": English Language Learners Read, Write, and Talk Across the Curriculum, K-2 Emelie Parker and Tess Pardini, Authors Stenhouse Publishers This book addresses the challenge of integrating ELL students into classes. Beginning with designing a classroom that welcomes students and creates appropriate conditions for learning, Emelie Parker and Tess Pardini go on to detail a workshop format for reading, writing and content-area studies. The workshop structure allows teachers to differentiate instruction to include all students, and affords students ample opportunities to collaborate with others as they learn to speak, read, write, and comprehend while also engaging in active learning of the curriculum. The authors provide numerous examples of ways that teachers can become proficient in knowing each child and orchestrating instruction to meet individual needs. For more information or to order, visit http://www.stenhouse.com/productcart/pc/viewPrd.asp?idproduct=9029&r=sb061227 .
Source: Stenhouse Publishers
Inputdate: 2006-12-31 10:21:59
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Contentid:
5513
Content Type: 1
Title: Call for Papers: TESOL/Applied Linguistics Graduate Students Conference
Body: From http://www.eslminiconf.net/winter0607/talgs.html TESOL/Applied Linguistics Graduate Students TALGS 2007 Proposals invited from ESL teachers and Applied Linguistics graduate students! DEADLINE: January 5, 2007!!! Hosted by East Carolina University (Greenville, N.C.) Pre-Conference Talk: Feb. 9, 2007 All-Day TALGS Conference: Feb. 10, 2007 http://core.ecu.edu/engl/talgs TALGS (TESOL/Applied Linguistics Graduate Students) is a small, student-run conference aimed at helping ESL/Language teachers in the community connect with language/TESL students and university faculty. TALGS is committed to bettering the educational experience of language learners by providing a comfortable environment for interaction between theory, practice, researchers and teachers. For more information, go to http://www.eslminiconf.net/winter0607/talgs.html .
Source: ESL MiniConference
Inputdate: 2006-12-31 10:25:35
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Expdate: 2007-02-11 00:00:00
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Title: Call for Papers: TESOL/Applied Linguistics Graduate Students Conference
Body: From http://www.eslminiconf.net/winter0607/talgs.html TESOL/Applied Linguistics Graduate Students TALGS 2007 Proposals invited from ESL teachers and Applied Linguistics graduate students! DEADLINE: January 5, 2007!!! Hosted by East Carolina University (Greenville, N.C.) Pre-Conference Talk: Feb. 9, 2007 All-Day TALGS Conference: Feb. 10, 2007 http://core.ecu.edu/engl/talgs TALGS (TESOL/Applied Linguistics Graduate Students) is a small, student-run conference aimed at helping ESL/Language teachers in the community connect with language/TESL students and university faculty. TALGS is committed to bettering the educational experience of language learners by providing a comfortable environment for interaction between theory, practice, researchers and teachers. For more information, go to http://www.eslminiconf.net/winter0607/talgs.html .
Source: ESL MiniConference
Inputdate: 2006-12-31 10:25:35
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5514
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Title: Call for Papers: International Conference on ESL/EFL
Body: From http://linguistlist.org/issues/17/17-3798.html Fortune Institute of Technology in Kaohsiung, Taiwan, cordially invites teachers, scholars and researchers to participate in the 2007 (10th) International Conference on ESL/EFL. Time: Saturday, April 28, 2007 8:30am - 4:30pm Venue: Fortune Institute of Technology, Wan-Da Campus, No.1-10,Nwongchang Rd., Neighborhood 28, Lyouciyou Village ,Daliao Township, Kaohsiung County 831, Taiwan. Theme: English as a second/foreign language (ESL/EFL) Deadline for submission of abstract: January 31, 2007. Abstract should not exceed 300 words. Notification of Acceptance (abstract) will be sent via email no later than February 14, 2007. Deadline for submission of full paper (optional): March 31, 2007. All accepted full papers will be compiled into conference proceedings. For more information, go to http://linguistlist.org/issues/17/17-3798.html .
Source: LINGUIST List
Inputdate: 2006-12-31 10:27:22
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Title: Call for Papers: International Conference on ESL/EFL
Body: From http://linguistlist.org/issues/17/17-3798.html Fortune Institute of Technology in Kaohsiung, Taiwan, cordially invites teachers, scholars and researchers to participate in the 2007 (10th) International Conference on ESL/EFL. Time: Saturday, April 28, 2007 8:30am - 4:30pm Venue: Fortune Institute of Technology, Wan-Da Campus, No.1-10,Nwongchang Rd., Neighborhood 28, Lyouciyou Village ,Daliao Township, Kaohsiung County 831, Taiwan. Theme: English as a second/foreign language (ESL/EFL) Deadline for submission of abstract: January 31, 2007. Abstract should not exceed 300 words. Notification of Acceptance (abstract) will be sent via email no later than February 14, 2007. Deadline for submission of full paper (optional): March 31, 2007. All accepted full papers will be compiled into conference proceedings. For more information, go to http://linguistlist.org/issues/17/17-3798.html .
Source: LINGUIST List
Inputdate: 2006-12-31 10:27:22
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5515
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Title: Call for Papers: ACIE Anniversary Author Competition
Body: From Fortune, T. [LIM-A] ACIE Anniversary Author Competition!! Language Immersion in the Americas Discussion List. LIM-A@LISTS.UMN.EDU (6 Nov. 2006). To help us celebrate our 10th anniversary we invite you to submit a “top ten” article and enter our ACIE Anniversary Author Competition. The winner will be featured on the cover of our May 2007 issue and will receive a free one-year subscription to ACIE and a reserved spot, fee-paid in a CARLA immersion workshop for the summer of 2007. Here’s what you’ll need to do: 1. Think of the challenges or joys you’ve met head on as an immersion educator or advocate. 2. Create your own Top 10 List for Immersion Education. (Here are a few ideas) · Top 10 things to know about starting an immersion school · Top 10 techno tips for … · Top 10 articles to become informed about immersion education · Top 10 things to remember as an immersion teacher or parent · Top 10 questions to ask of the school board/principal candidates/[fill in the blank] · Top 10 exciting things that happen in my classroom, school, district, etc. *Criteria for judging:* 1. Research informed and/or practitioner tested 2. Originality 3. Clarity 4. Contribution to the ACIE readership 5. Appropriate word limit (between 500 and 1000 words) 6. Brief bio and photo of you, the author, included NOTE: For more guidelines for ACIE contributors and to review examples of earlier newsletters, see www.carla.umn.edu/immersion/acie
Send manuscripts by email (preferred): mille379@umn.edu
By postal mail: Kimerly Miller
Editor, ACIE Newsletter
695 Lincoln Avenue
St. Paul, MN 55105
Submission Deadline: February 15 (May issue)
Source: American Council on Immersion Education
Inputdate: 2006-12-31 10:30:00
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Expdate: 2007-02-16 00:00:00
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Title: Call for Papers: ACIE Anniversary Author Competition
Body: From Fortune, T. [LIM-A] ACIE Anniversary Author Competition!! Language Immersion in the Americas Discussion List. LIM-A@LISTS.UMN.EDU (6 Nov. 2006). To help us celebrate our 10th anniversary we invite you to submit a “top ten” article and enter our ACIE Anniversary Author Competition. The winner will be featured on the cover of our May 2007 issue and will receive a free one-year subscription to ACIE and a reserved spot, fee-paid in a CARLA immersion workshop for the summer of 2007. Here’s what you’ll need to do: 1. Think of the challenges or joys you’ve met head on as an immersion educator or advocate. 2. Create your own Top 10 List for Immersion Education. (Here are a few ideas) · Top 10 things to know about starting an immersion school · Top 10 techno tips for … · Top 10 articles to become informed about immersion education · Top 10 things to remember as an immersion teacher or parent · Top 10 questions to ask of the school board/principal candidates/[fill in the blank] · Top 10 exciting things that happen in my classroom, school, district, etc. *Criteria for judging:* 1. Research informed and/or practitioner tested 2. Originality 3. Clarity 4. Contribution to the ACIE readership 5. Appropriate word limit (between 500 and 1000 words) 6. Brief bio and photo of you, the author, included NOTE: For more guidelines for ACIE contributors and to review examples of earlier newsletters, see www.carla.umn.edu/immersion/acie
Source: American Council on Immersion Education
Inputdate: 2006-12-31 10:30:00
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Contentid:
5516
Content Type: 1
Title: National Council of Lesson Commonly Taught Languages Conference
Body: From http://www.councilnet.org/conf/conf2007/2007-announce.htm National Council of Less Commonly Taught Languages 10th International Conference, Madison, Wisconsin April 26-29, 2007 Professional Horizons in the LCTLs: Reality & Promise For more information, go to http://www.councilnet.org/conf/conf2007/2007-announce.htm .
Source: NCOLCTL
Inputdate: 2006-12-31 10:33:21
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Expdate: 2007-04-30 00:00:00
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Title: National Council of Lesson Commonly Taught Languages Conference
Body: From http://www.councilnet.org/conf/conf2007/2007-announce.htm National Council of Less Commonly Taught Languages 10th International Conference, Madison, Wisconsin April 26-29, 2007 Professional Horizons in the LCTLs: Reality & Promise For more information, go to http://www.councilnet.org/conf/conf2007/2007-announce.htm .
Source: NCOLCTL
Inputdate: 2006-12-31 10:33:21
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