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Title: Activity Ideas for Clothing and Appearance
Body: Here are some ideas from the FLTEACH listserv for practicing describing clothing and personal appearance. --- I always cut out magazine pictures of famous people to introduce my vocabulario-Brittany Spears tiene pelo rubio, Mary-Kate es delgada, Ruben Stoddard es gordo, etc. Then I pass the pictures around and have the students pair up and describe the pictures to each other. I also dress up my daughter's Barbie dolls to describe clothing and do the same thing about the students discussing the Barbies. You can always go to Goodwill and get a suitcase full of larger clothes and play all sorts of games with them too! Humphrey, J. Re: clothes, colors, personal characteristics (en espanol 1.2). Foreign Language Teachers Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Oct 2006). --- I play "you name it or you wear it" when introducing clothing. You need a bag of old clothes- the uglier the better! You pull out the item and if the student can't name it, they have to wear it. A collegue of mine changed the rules so that students can challenge each other. The first student challenges another. I pull out the item and the challenger has to write the correct word on his whiteboard. The other student has to name the article of clothing. If he can't, he has to wear it. If he can, the person who challenged him has to wear it. Bressler, J. Re: clothes, colors, personal characteristics (en espanol 1.2). Foreign Language Teachers Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Nov 2006). --- I used to do this also when teaching clothing (the activity mentioned above), but I took it a step further and told the students that as long as they could say (or spell) the word correctly, *I* would wear it. They all thought it was hilariously funny to see me standing there looking like a sumo wrestler in ALL those clothes. Bolt, M. Re: clothes, colors, personal characteristics (en espanol 1.2). Foreign Language Teachers Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Nov 2006). --- Do you remember the game "7-up"? Well... I actually have my HIGH SCHOOLERS play it! Just with a twist... As the original game, I choose 7 random kids to be "up" and then the rest of the class puts their heads down and their thumbs up. The seven "up" go around and each thump one student's thumb until seven students are chosen. THEN, the seven students who were chosen need to stand up and identify who they think thumped them BY TELLING WHAT THE STUDENT IS WEARING. Flaskrud, P. Re: clothes, colors, personal characteristics (en espanol 1.2). Foreign Language Teachers Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Nov 2006). Coming next week: Part 2, more activity ideas.
Source: FLTEACH
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Title: Activity Ideas for Clothing and Appearance
Body: Here are some ideas from the FLTEACH listserv for practicing describing clothing and personal appearance. --- I always cut out magazine pictures of famous people to introduce my vocabulario-Brittany Spears tiene pelo rubio, Mary-Kate es delgada, Ruben Stoddard es gordo, etc. Then I pass the pictures around and have the students pair up and describe the pictures to each other. I also dress up my daughter's Barbie dolls to describe clothing and do the same thing about the students discussing the Barbies. You can always go to Goodwill and get a suitcase full of larger clothes and play all sorts of games with them too! Humphrey, J. Re: clothes, colors, personal characteristics (en espanol 1.2). Foreign Language Teachers Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Oct 2006). --- I play "you name it or you wear it" when introducing clothing. You need a bag of old clothes- the uglier the better! You pull out the item and if the student can't name it, they have to wear it. A collegue of mine changed the rules so that students can challenge each other. The first student challenges another. I pull out the item and the challenger has to write the correct word on his whiteboard. The other student has to name the article of clothing. If he can't, he has to wear it. If he can, the person who challenged him has to wear it. Bressler, J. Re: clothes, colors, personal characteristics (en espanol 1.2). Foreign Language Teachers Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Nov 2006). --- I used to do this also when teaching clothing (the activity mentioned above), but I took it a step further and told the students that as long as they could say (or spell) the word correctly, *I* would wear it. They all thought it was hilariously funny to see me standing there looking like a sumo wrestler in ALL those clothes. Bolt, M. Re: clothes, colors, personal characteristics (en espanol 1.2). Foreign Language Teachers Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Nov 2006). --- Do you remember the game "7-up"? Well... I actually have my HIGH SCHOOLERS play it! Just with a twist... As the original game, I choose 7 random kids to be "up" and then the rest of the class puts their heads down and their thumbs up. The seven "up" go around and each thump one student's thumb until seven students are chosen. THEN, the seven students who were chosen need to stand up and identify who they think thumped them BY TELLING WHAT THE STUDENT IS WEARING. Flaskrud, P. Re: clothes, colors, personal characteristics (en espanol 1.2). Foreign Language Teachers Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Nov 2006). Coming next week: Part 2, more activity ideas.
Source: FLTEACH
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Title: Students Can Create Their Own Comic Strips Online
Body: From http://www.makebeliefscomix.com This web-based application allows people to create their own comic strips by choosing characters and characters’ moods, creating speech and thought baloons, manipulating items within the panels, and selecting panel prompts. A link gives suggestions for possible story ideas. Finished comic strips can be printed or e-mailed. This is an engaging activity to practice conversational writing with plenty of graphic support. Available at http://www.makebeliefscomix.com .
Source: makebeliefscomix.com
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Title: Students Can Create Their Own Comic Strips Online
Body: From http://www.makebeliefscomix.com This web-based application allows people to create their own comic strips by choosing characters and characters’ moods, creating speech and thought baloons, manipulating items within the panels, and selecting panel prompts. A link gives suggestions for possible story ideas. Finished comic strips can be printed or e-mailed. This is an engaging activity to practice conversational writing with plenty of graphic support. Available at http://www.makebeliefscomix.com .
Source: makebeliefscomix.com
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Title: Jeopardy Game with ELL Facts
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/11/jeopardy_game_f.html Jeopardy Game from NCELA The National Clearinghouse for English Language Acquisition has posted an interactive Jeopardy game that tests knowledge of ELLs and ESL facts. The game can be used during professional development sessions, teacher education courses on ELL students, or presentations about ELL issues. The PowerPoint game is available at http://www.ncela.gwu.edu/practice/online_profdev/jeopardytemplate25.ppt .
Source: OELA
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Title: Jeopardy Game with ELL Facts
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/11/jeopardy_game_f.html Jeopardy Game from NCELA The National Clearinghouse for English Language Acquisition has posted an interactive Jeopardy game that tests knowledge of ELLs and ESL facts. The game can be used during professional development sessions, teacher education courses on ELL students, or presentations about ELL issues. The PowerPoint game is available at http://www.ncela.gwu.edu/practice/online_profdev/jeopardytemplate25.ppt .
Source: OELA
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Title: Internet Translators: Part 2
Body: Continued from last week: What do to about student use of Internet tranlators has been a recent topic on the FLTEACH listserv. Many teachers have shared activities and projects they do to demonstrate to their students the drawbacks to the use of such tools. A search of the FLTEACH archives yields the following suggestions: --- One thing that I have done is ENCOURAGE my students to write a paragraph and then translate it using several of the translators and then write a comparative paper in ENGLISH comparing the translations to defend word choices, etc.and then come up with their own "composite" version. Also another things I have done is bring in an internet translated paper, put it on the overhead and use it as a teaching moment. One thing this does is it makes students aware of the fact that I am (A) very aware that such things exist, (B)and that the pitfalls are numerous. Daugherty, R. Re: Babblefish & other translators via internet. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 6 Jun 1999). --- I designed a Web activity (I think it is based on another FL Teacher's idea) that I used in both my upper level Spanish and French classes. You can find it at: http://www.geocities.com/dehamwey/mcdonalds.html . Hamwey, D. Internet Translators. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 27 Jan 2000). --- In order to preempt the misuse of free online translation sites, I have found it very effective for my students to complete several activities or exercises over a period of several days involving how to use a bilingual dictionary. (I am shocked to find that many of them do not know how to use an English dictionary because they do not understand the importanceof the parts of speech in their native language.) The last activity they complete involves a demonstration of several of the translation sites in which students type in a sample sentences in English and allow the online site to translate it. The message is really clear to them when they must verify the accuracy of the translation by highlighting, copying, and pasting the sentence in Spanish for the site to translate back to English. The students are shocked at the results. Of course, my sample sentences always involve an English idiom or slang expression to insure the desired results. Another source for very effective samples is to use some of the sentences that prior students erroneously produced using an online translator. Sherman, D. Internet Translators. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 31 Dec 2006). --- If you can get your hands on the book BRINGING THE STANDARDS FOR FOREIGN LANGUAGE LEARNING TO LIFE by Deborah Blaz, you will see a wonderful section about internet translators. I've used some of it with my students. Tuttle, L. Re: Internet Translators. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 31 Dec 2006).
Source: FLTEACH
Inputdate: 2007-01-14 09:54:04
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Title: Internet Translators: Part 2
Body: Continued from last week: What do to about student use of Internet tranlators has been a recent topic on the FLTEACH listserv. Many teachers have shared activities and projects they do to demonstrate to their students the drawbacks to the use of such tools. A search of the FLTEACH archives yields the following suggestions: --- One thing that I have done is ENCOURAGE my students to write a paragraph and then translate it using several of the translators and then write a comparative paper in ENGLISH comparing the translations to defend word choices, etc.and then come up with their own "composite" version. Also another things I have done is bring in an internet translated paper, put it on the overhead and use it as a teaching moment. One thing this does is it makes students aware of the fact that I am (A) very aware that such things exist, (B)and that the pitfalls are numerous. Daugherty, R. Re: Babblefish & other translators via internet. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 6 Jun 1999). --- I designed a Web activity (I think it is based on another FL Teacher's idea) that I used in both my upper level Spanish and French classes. You can find it at: http://www.geocities.com/dehamwey/mcdonalds.html . Hamwey, D. Internet Translators. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 27 Jan 2000). --- In order to preempt the misuse of free online translation sites, I have found it very effective for my students to complete several activities or exercises over a period of several days involving how to use a bilingual dictionary. (I am shocked to find that many of them do not know how to use an English dictionary because they do not understand the importanceof the parts of speech in their native language.) The last activity they complete involves a demonstration of several of the translation sites in which students type in a sample sentences in English and allow the online site to translate it. The message is really clear to them when they must verify the accuracy of the translation by highlighting, copying, and pasting the sentence in Spanish for the site to translate back to English. The students are shocked at the results. Of course, my sample sentences always involve an English idiom or slang expression to insure the desired results. Another source for very effective samples is to use some of the sentences that prior students erroneously produced using an online translator. Sherman, D. Internet Translators. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 31 Dec 2006). --- If you can get your hands on the book BRINGING THE STANDARDS FOR FOREIGN LANGUAGE LEARNING TO LIFE by Deborah Blaz, you will see a wonderful section about internet translators. I've used some of it with my students. Tuttle, L. Re: Internet Translators. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 31 Dec 2006).
Source: FLTEACH
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Title: New Book: Heritage Language Development
Body: From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2032 Heritage Language Development: Focus on East Asian Immigrants Edited by Kimi Kondo-Brown Published by the John Benjamins Publishing Company This collection of studies investigates the individual, micro-psychological, and macro-societal factors that promote or discourage the development of child and young adult heritage language learners’ spoken and written skills in East Asian languages (Chinese, Japanese, and Korean). The research presented in this book is based on empirical data from various learning and social settings in the United States and Canada. The contributors are themselves mostly from East Asian immigrant backgrounds and have worked closely with students from such backgrounds. This book also speaks to the needs for future research within East Asian communities that will (a) promote East Asian heritage language development in applied linguistics, (b) encourage parental, community, and national support for East Asian heritage language development, and (c) improve the teaching of oral and written skills for heritage learners of East Asian languages in various educational settings. Visit the publisher’s web site for more information at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2032 .
Source: John Benjamins Publishing Company
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Title: New Book: Heritage Language Development
Body: From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2032 Heritage Language Development: Focus on East Asian Immigrants Edited by Kimi Kondo-Brown Published by the John Benjamins Publishing Company This collection of studies investigates the individual, micro-psychological, and macro-societal factors that promote or discourage the development of child and young adult heritage language learners’ spoken and written skills in East Asian languages (Chinese, Japanese, and Korean). The research presented in this book is based on empirical data from various learning and social settings in the United States and Canada. The contributors are themselves mostly from East Asian immigrant backgrounds and have worked closely with students from such backgrounds. This book also speaks to the needs for future research within East Asian communities that will (a) promote East Asian heritage language development in applied linguistics, (b) encourage parental, community, and national support for East Asian heritage language development, and (c) improve the teaching of oral and written skills for heritage learners of East Asian languages in various educational settings. Visit the publisher’s web site for more information at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2032 .
Source: John Benjamins Publishing Company
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Title: New Book: The Art of Teaching Spanish
Body: From http://press.georgetown.edu/detail.html?id=9781589011335 The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis Edited by Rafael A. Salaberry, Barbara A. Lafford Published by Georgetown University Press The Art of Teaching Spanish explores in-depth the findings of research in second language acquisition (SLA) and other language-related fields and translates those findings into practical pedagogical tools for current—and future—Spanish–language instructors. This volume addresses how theoretical frameworks affect the application of research findings to the teaching of Spanish, how logistical factors affect the way research findings can be applied to teach Spanish, and how findings from Spanish SLA research would be applicable to Spanish second language teaching and represented in Spanish curricula through objectives and goals (as evidenced in pedagogical materials such as textbooks and computer-assisted language learning software). Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, the effects of study abroad and classroom contexts on learning, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields. Contributors are Gwendolyn Barnes-Karol, Robert Blake, Andrew D. Cohen, Sonia Colina, Joseph Collentine, Ann Marie Delforge, Marta Fairclough, Manuel J. Gutiérrez, Carol A. Klee, Barbara Lafford, James P. Lantolf, Michael Leeser, Eduardo Negueruela, Rafael Salaberry, Guadalupe Valdés, and Bill VanPatten. For more information, visit the publisher’s site at http://press.georgetown.edu/detail.html?id=9781589011335 .
Source: Georgetown University Press
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Title: New Book: The Art of Teaching Spanish
Body: From http://press.georgetown.edu/detail.html?id=9781589011335 The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis Edited by Rafael A. Salaberry, Barbara A. Lafford Published by Georgetown University Press The Art of Teaching Spanish explores in-depth the findings of research in second language acquisition (SLA) and other language-related fields and translates those findings into practical pedagogical tools for current—and future—Spanish–language instructors. This volume addresses how theoretical frameworks affect the application of research findings to the teaching of Spanish, how logistical factors affect the way research findings can be applied to teach Spanish, and how findings from Spanish SLA research would be applicable to Spanish second language teaching and represented in Spanish curricula through objectives and goals (as evidenced in pedagogical materials such as textbooks and computer-assisted language learning software). Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, the effects of study abroad and classroom contexts on learning, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields. Contributors are Gwendolyn Barnes-Karol, Robert Blake, Andrew D. Cohen, Sonia Colina, Joseph Collentine, Ann Marie Delforge, Marta Fairclough, Manuel J. Gutiérrez, Carol A. Klee, Barbara Lafford, James P. Lantolf, Michael Leeser, Eduardo Negueruela, Rafael Salaberry, Guadalupe Valdés, and Bill VanPatten. For more information, visit the publisher’s site at http://press.georgetown.edu/detail.html?id=9781589011335 .
Source: Georgetown University Press
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5603
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Title: Call for Papers: International Multilingual Research Journal
Body: From http://imrj.asu.edu The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal's focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: The intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. The IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers The IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. For more information go to http://imrj.asu.edu/submit.html .
Source: International Multilingual Research Journal
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Title: Call for Papers: International Multilingual Research Journal
Body: From http://imrj.asu.edu The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal's focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: The intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. The IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers The IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. For more information go to http://imrj.asu.edu/submit.html .
Source: International Multilingual Research Journal
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Title: Call for Papers: Human and Material Resources in Foreign Language Learning
Body: From http://linguistlist.org/issues/18/18-155.html II International Conference on HUMAN AND MATERIAL RESOURCES IN FOREIGN LANGUAGE LEARNING 12-13 July 2007 Universidad Católica San Antonio, Murcia (Spain) With the language learner at the very centre, human and material resources are two key elements that make up the language learning process. Regarding material resources, nowadays new technologies can be said to play a leading role in most language learning environments. However, we cannot forget that these relatively new tools still coexist with more traditional ones which are still widely used in the foreign language classroom. On the other hand, the progressive emergence of new ‘human roles’ in language learning means that human resources have also become a key medium through which the learner accesses knowledge and practice towards language acquisition. Within this context, there is an obvious need to carry out research on these resources in order to assess their potential for an optimum learning experience. We welcome paper proposals in relation to the roles that any of the following can play in the language learning process: 1. Human resources § Native speakers § Tandem learning § Language advisors § Language teachers § Peer learners 2. Traditional resources § Paper-based: grammar books, textbooks, printed media… § Audiovisual: video, cassette, DVD 3. Computer-based resources § Software § Internet § Electronic communication tools: forum, chat, e-mail These topics are only intended as an illustrative guide, but all paper proposals are assumed to represent original and unpublished work. Deadline for submissions is 18 April 2007. For more information about submission guidelines, go to http://www.ucam.edu/unidcentral/idiomas/Events/004/papers1.htm .
Source: LINGUIST List
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Title: Call for Papers: Human and Material Resources in Foreign Language Learning
Body: From http://linguistlist.org/issues/18/18-155.html II International Conference on HUMAN AND MATERIAL RESOURCES IN FOREIGN LANGUAGE LEARNING 12-13 July 2007 Universidad Católica San Antonio, Murcia (Spain) With the language learner at the very centre, human and material resources are two key elements that make up the language learning process. Regarding material resources, nowadays new technologies can be said to play a leading role in most language learning environments. However, we cannot forget that these relatively new tools still coexist with more traditional ones which are still widely used in the foreign language classroom. On the other hand, the progressive emergence of new ‘human roles’ in language learning means that human resources have also become a key medium through which the learner accesses knowledge and practice towards language acquisition. Within this context, there is an obvious need to carry out research on these resources in order to assess their potential for an optimum learning experience. We welcome paper proposals in relation to the roles that any of the following can play in the language learning process: 1. Human resources § Native speakers § Tandem learning § Language advisors § Language teachers § Peer learners 2. Traditional resources § Paper-based: grammar books, textbooks, printed media… § Audiovisual: video, cassette, DVD 3. Computer-based resources § Software § Internet § Electronic communication tools: forum, chat, e-mail These topics are only intended as an illustrative guide, but all paper proposals are assumed to represent original and unpublished work. Deadline for submissions is 18 April 2007. For more information about submission guidelines, go to http://www.ucam.edu/unidcentral/idiomas/Events/004/papers1.htm .
Source: LINGUIST List
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Title: Call for Papers: Arena Romanistica
Body: From http://linguistlist.org/issues/18/18-91.html Arena Romanistica Didactic studies in Romance languages The second issue of Arena Romanistica focuses on didactics, plurilinguism and language acquisition from an epistemological point of view. A particular emphasis is given to the challenges that arise in multilinguistic and multicultural settings from the interaction of Romance languages as well as between Romance languages and other languages. Didactics, plurilinguism and language acquisition have emerged as important fields within Romance studies. These disciplines are characterized by a strong link between theory and its applications, as well as multidisciplinary and multicultural approaches. Therefore, developments in these subject fields could have significant impact on the field of Romance studies as a whole, through theoretical and methodological innovations, but also by expanding its scope geographically and thematically. Within this domain, we welcome and encourage theoretical as well as empirical contributions from the fields of linguistics, cultural and literary studies, in all Romance languages as well as in English. Established late 2005, Arena Romanistica is an international, refereed journal focusing on current research in Romance studies. Its main areas of focus are linguistic, literary and cultural studies. Deadline for submission of papers: 16th April 2007 Submission and stylesheet information will be available on our web site shortly. Please visit http://arenaromanistica.uib.no for updates.
Source: LINGUIST List
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Title: Call for Papers: Arena Romanistica
Body: From http://linguistlist.org/issues/18/18-91.html Arena Romanistica Didactic studies in Romance languages The second issue of Arena Romanistica focuses on didactics, plurilinguism and language acquisition from an epistemological point of view. A particular emphasis is given to the challenges that arise in multilinguistic and multicultural settings from the interaction of Romance languages as well as between Romance languages and other languages. Didactics, plurilinguism and language acquisition have emerged as important fields within Romance studies. These disciplines are characterized by a strong link between theory and its applications, as well as multidisciplinary and multicultural approaches. Therefore, developments in these subject fields could have significant impact on the field of Romance studies as a whole, through theoretical and methodological innovations, but also by expanding its scope geographically and thematically. Within this domain, we welcome and encourage theoretical as well as empirical contributions from the fields of linguistics, cultural and literary studies, in all Romance languages as well as in English. Established late 2005, Arena Romanistica is an international, refereed journal focusing on current research in Romance studies. Its main areas of focus are linguistic, literary and cultural studies. Deadline for submission of papers: 16th April 2007 Submission and stylesheet information will be available on our web site shortly. Please visit http://arenaromanistica.uib.no for updates.
Source: LINGUIST List
Inputdate: 2007-01-21 11:52:27
Lastmodifieddate: 2007-01-21 11:52:27
Expdate: 2007-04-17 00:00:00
Publishdate: 2007-01-22 00:00:00
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Content Type: 1
Title: Call for Papers: Teaching and Learning Languages for Specific Purposes
Body: From http://linguistlist.org/issues/18/18-80.html 6th Annual Conference of the European Association of Languages for Specific Purposes (AELFE) : Teaching and Learning LSP: Blurring Boundaries 13-15 September 2007, Lisbon This conference will focus on recent trends in the teaching and learning of languages for specific purposes. Learner-centred approaches to language teaching have been reinforced by the Bologne process, whose aim is to shift the teaching paradigm towards learning outcomes and to promote recognition of degrees across borders between European member states. Likewise, the Common European Framework of Reference for Languages aims to harmonise language teaching and learning all over Europe and to place extra emphasis on the importance of lifelong learning. Recent developments in ICT have made it possible to communicate, teach and learn from any place and at any time, and have all but erased the boundaries between teaching and learning both within the European Union and worldwide. Contributions are invited to the following panels: Discourse Studies Didactics and Language Acquisition Translation Terminology and Lexicography Information and Communication Technologies Cognitive Linguistics and Languages for Specific Purposes Deadlines: Submission of proposals (maximum 500 including bibliography): 1 March 2007 Submission of full papers for publication in the proceedings (2,500 words): 15 May 2007 For more information, go to http://www.edupt.com/aelfe2007 .
Source: LINGUIST List
Inputdate: 2007-01-21 11:53:46
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Expdate: 2007-05-16 00:00:00
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Content Type: 1
Title: Call for Papers: Teaching and Learning Languages for Specific Purposes
Body: From http://linguistlist.org/issues/18/18-80.html 6th Annual Conference of the European Association of Languages for Specific Purposes (AELFE) : Teaching and Learning LSP: Blurring Boundaries 13-15 September 2007, Lisbon This conference will focus on recent trends in the teaching and learning of languages for specific purposes. Learner-centred approaches to language teaching have been reinforced by the Bologne process, whose aim is to shift the teaching paradigm towards learning outcomes and to promote recognition of degrees across borders between European member states. Likewise, the Common European Framework of Reference for Languages aims to harmonise language teaching and learning all over Europe and to place extra emphasis on the importance of lifelong learning. Recent developments in ICT have made it possible to communicate, teach and learn from any place and at any time, and have all but erased the boundaries between teaching and learning both within the European Union and worldwide. Contributions are invited to the following panels: Discourse Studies Didactics and Language Acquisition Translation Terminology and Lexicography Information and Communication Technologies Cognitive Linguistics and Languages for Specific Purposes Deadlines: Submission of proposals (maximum 500 including bibliography): 1 March 2007 Submission of full papers for publication in the proceedings (2,500 words): 15 May 2007 For more information, go to http://www.edupt.com/aelfe2007 .
Source: LINGUIST List
Inputdate: 2007-01-21 11:53:46
Lastmodifieddate: 2007-01-21 11:53:46
Expdate: 2007-05-16 00:00:00
Publishdate: 2007-01-22 00:00:00
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