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Contentid:
6128
Content Type: 1
Title: Extensive Reading Pages Online
Body: From http://www.extensivereading.net This site is a repository for information on Extensive Reading, with an emphasis on its application to Second or Foreign Language Learning. Pages within the site include the following: * What is Extensive Reading? * Starting an ER program * Model Programs * Materials for ER * Presentation Handouts * Annotated Bibliography * Online Articles * Books & Reviews * Discussion (Yahoo Groups) * ER Working Group * The Extensive Reading Foundation Visit the Extensive Reading website at http://www.extensivereading.net .
Source: Extensive Reading
Inputdate: 2007-04-29 09:46:49
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Title: Extensive Reading Pages Online
Body: From http://www.extensivereading.net This site is a repository for information on Extensive Reading, with an emphasis on its application to Second or Foreign Language Learning. Pages within the site include the following: * What is Extensive Reading? * Starting an ER program * Model Programs * Materials for ER * Presentation Handouts * Annotated Bibliography * Online Articles * Books & Reviews * Discussion (Yahoo Groups) * ER Working Group * The Extensive Reading Foundation Visit the Extensive Reading website at http://www.extensivereading.net .
Source: Extensive Reading
Inputdate: 2007-04-29 09:46:49
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6129
Content Type: 1
Title: ESL Resources
Body: The English as 2nd Language area of About.com contains topically organized lessons about English grammar and vocabulary, suggestions of activities for teachers, lesson plans, and quizzes for students. Users can also sign up for a free online newsletter with new articles. It is available at http://esl.about.com .
Source: About.com
Inputdate: 2007-04-29 09:47:42
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Title: ESL Resources
Body: The English as 2nd Language area of About.com contains topically organized lessons about English grammar and vocabulary, suggestions of activities for teachers, lesson plans, and quizzes for students. Users can also sign up for a free online newsletter with new articles. It is available at http://esl.about.com .
Source: About.com
Inputdate: 2007-04-29 09:47:42
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6130
Content Type: 1
Title: Humanising Language Teaching: Free Online Magazine for EFL Teachers
Body: From http://www.hltmag.co.uk Humanising Language Teaching is a professional website for primary EFL teachers, for people who teach EFL at secondary level and for "adult" EFLers. In this now considerable archive which has been building up since Feb 1999 you will find articles on Humanistic approaches to learning such as Neuro-Linguistic-Programming, Psychodrama, "Psychodramturgie Linguistique" (Bernard Dufeu), Transactional Analysis, creativity, music and language teaching, drama activities for the language classroom, as well as plenty of content on more conventional language teaching topics like error-correction, attentive listening comprehension, creative writing, grammar games, teaching vocabulary so it sticks, group dynamics and preparing students for tests and exams, etc. Key concepts that underpin the thinking in HLT are the central importance of affect and emotion in learning a language, and the unconditional positive regard that a teacher should have for her students (Carl Rogers). The March 2007 issue of HLT is available at http://www.hltmag.co.uk/mar07/index.htm . Access other issues at http://www.hltmag.co.uk .
Source: Humanising Language Teaching
Inputdate: 2007-04-29 09:48:45
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Title: Humanising Language Teaching: Free Online Magazine for EFL Teachers
Body: From http://www.hltmag.co.uk Humanising Language Teaching is a professional website for primary EFL teachers, for people who teach EFL at secondary level and for "adult" EFLers. In this now considerable archive which has been building up since Feb 1999 you will find articles on Humanistic approaches to learning such as Neuro-Linguistic-Programming, Psychodrama, "Psychodramturgie Linguistique" (Bernard Dufeu), Transactional Analysis, creativity, music and language teaching, drama activities for the language classroom, as well as plenty of content on more conventional language teaching topics like error-correction, attentive listening comprehension, creative writing, grammar games, teaching vocabulary so it sticks, group dynamics and preparing students for tests and exams, etc. Key concepts that underpin the thinking in HLT are the central importance of affect and emotion in learning a language, and the unconditional positive regard that a teacher should have for her students (Carl Rogers). The March 2007 issue of HLT is available at http://www.hltmag.co.uk/mar07/index.htm . Access other issues at http://www.hltmag.co.uk .
Source: Humanising Language Teaching
Inputdate: 2007-04-29 09:48:45
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Contentid:
6131
Content Type: 1
Title: Report on Foreign Languages and Students with Special Needs in Europe
Body: From http://ec.europa.eu/education/policies/lang/languages_en.html . SPECIAL EDUCATIONAL NEEDS IN EUROPE: THE TEACHING & LEARNING OF LANGUAGES TEACHING LANGUAGES TO LEARNERS WITH SPECIAL NEEDS EUROPEAN COMMISSION January 2005 Overview of Report: Chapter 1, Overview, provides an overview of specific special needs education fields: cognition and learning difficulties; emotional, behavioral and social difficulties; communication and interaction difficulties; and sensory and physical difficulties. It also includes comment on issues relating to diagnosis and labeling, and choice of target languages. Chapter 2, Insights, examines good practice in the teaching of foreign languages to SEN pupils in relation to diverse abilities and disabilities. This is done through extensive inclusion of expert input from across Europe and beyond. It opens with set of stakeholder statements reflecting the views of pupils, parents, teachers and others. This is followed by an examination of generic perspectives, professional support resources, and testing. Chapter 3, Innovations, provides examples of good practice and innovation through selected case profiles covering generic and specific SEN fields. Chapter 4, Generic Features of Good Practice, acts as a form of overall conclusion on good practice in terms of SEN and foreign language learning. Chapter 5, Added Value, summarizes the arguments for full inclusion into foreign language learning provision by SEN pupils. Chapter 6 contains proposals for further development, and recommendations for action. Contributor profiles, original non-English language contributions and information on European internet site links and resources on special needs, disabilities and learning difficulties follow. The report is available at http://ec.europa.eu/education/policies/lang/doc/special_en.pdf .
Source: European Commission
Inputdate: 2007-04-29 09:52:08
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Title: Report on Foreign Languages and Students with Special Needs in Europe
Body: From http://ec.europa.eu/education/policies/lang/languages_en.html . SPECIAL EDUCATIONAL NEEDS IN EUROPE: THE TEACHING & LEARNING OF LANGUAGES TEACHING LANGUAGES TO LEARNERS WITH SPECIAL NEEDS EUROPEAN COMMISSION January 2005 Overview of Report: Chapter 1, Overview, provides an overview of specific special needs education fields: cognition and learning difficulties; emotional, behavioral and social difficulties; communication and interaction difficulties; and sensory and physical difficulties. It also includes comment on issues relating to diagnosis and labeling, and choice of target languages. Chapter 2, Insights, examines good practice in the teaching of foreign languages to SEN pupils in relation to diverse abilities and disabilities. This is done through extensive inclusion of expert input from across Europe and beyond. It opens with set of stakeholder statements reflecting the views of pupils, parents, teachers and others. This is followed by an examination of generic perspectives, professional support resources, and testing. Chapter 3, Innovations, provides examples of good practice and innovation through selected case profiles covering generic and specific SEN fields. Chapter 4, Generic Features of Good Practice, acts as a form of overall conclusion on good practice in terms of SEN and foreign language learning. Chapter 5, Added Value, summarizes the arguments for full inclusion into foreign language learning provision by SEN pupils. Chapter 6 contains proposals for further development, and recommendations for action. Contributor profiles, original non-English language contributions and information on European internet site links and resources on special needs, disabilities and learning difficulties follow. The report is available at http://ec.europa.eu/education/policies/lang/doc/special_en.pdf .
Source: European Commission
Inputdate: 2007-04-29 09:52:08
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Contentid:
6132
Content Type: 1
Title: Podcasting Resources for Language Teachers
Body: From http://www.utm.edu/staff/globeg/flpodcasting.html This is a page on Podcasting for foreign-language educators. It includes links to general information about podcasting, locating foreign language podcasts, some language-specific podcasting resources, and some projects involving podcasts. Visit the site at http://www.utm.edu/staff/globeg/flpodcasting.html .
Source: Globe-Gate CALL Research Center
Inputdate: 2007-04-29 09:52:59
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Title: Podcasting Resources for Language Teachers
Body: From http://www.utm.edu/staff/globeg/flpodcasting.html This is a page on Podcasting for foreign-language educators. It includes links to general information about podcasting, locating foreign language podcasts, some language-specific podcasting resources, and some projects involving podcasts. Visit the site at http://www.utm.edu/staff/globeg/flpodcasting.html .
Source: Globe-Gate CALL Research Center
Inputdate: 2007-04-29 09:52:59
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Contentid:
6133
Content Type: 1
Title: MFL Resources: A Listserv for Language Teachers in Europe
Body: Are you struggling to come up with a lesson plan? Need a worksheet? Do you have a good lesson plan or resources that you want to share with others? Members of the Modern Foreign Languages Resources group share with other members. This listserv and filesharing site is intended for language teachers in Europe, but the ideas are applicable for language teachers anywhere. Learn more about the group and sign up at http://groups.yahoo.com/group/mflresources .
Source: MFL Resources
Inputdate: 2007-04-29 09:53:58
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Content Type: 1
Title: MFL Resources: A Listserv for Language Teachers in Europe
Body: Are you struggling to come up with a lesson plan? Need a worksheet? Do you have a good lesson plan or resources that you want to share with others? Members of the Modern Foreign Languages Resources group share with other members. This listserv and filesharing site is intended for language teachers in Europe, but the ideas are applicable for language teachers anywhere. Learn more about the group and sign up at http://groups.yahoo.com/group/mflresources .
Source: MFL Resources
Inputdate: 2007-04-29 09:53:58
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Contentid:
6134
Content Type: 1
Title: Ideas for Practicing House Vocabulary
Body: An FLTEACH user recently asked for ideas for a unit on houses: rooms, furniture, different styles, etc. Here are some of the ideas submitted: --- I have my students create a two-part ideal house project... 1) They have to create a physical model of the house, whether it be a diorama, or a floor plan. And that has to be labeled with numbers for the rooms of the house, letters for the furniture and then a legend somewhere. 2) They have to write 3-4 sentences for each room of the house, telling me what people do in those rooms... Pamela. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Mar 2007). --- I have my students to draw a layout of their room on poster board and then identify a certain number of items in the room. Since we study comparatives and superlatives (ex. My mirror is prettier than my sister's mirror) they then have to compare at least three items in the room with someone else's room in their house. They also have to say two superlatives such as (I have the biggest bed in the house). This all must be memorized and presented at one time. You can also give them a picture of a room with nothing in it and have them draw items in the room as you call them out and tell them their location such as (hay una mesita al lado de la cama). This works on direction words and room items at the same time. Barber, S. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Mar 2007). --- For each topic below, there is a list of words, a quiz, a test, oral exercises, flashcard game, matching game, concentration game, word search game, etc. bathroom- http://www.studyspanish.com/vocab/bath.htm kitchen- http://www.studyspanish.com/vocab/kitchen.htm utility room- http://www.studyspanish.com/vocab/utilityroom.htm workshop- http://www.studyspanish.com/vocab/workshop.htm baby's room- http://www.studyspanish.com/vocab/baby.htm dining room- http://www.studyspanish.com/vocab/dineroom.htm house exterior- http://www.studyspanish.com/vocab/houseext.htm bedroom- http://www.studyspanish.com/vocab/bedroom.htm housework- http://www.studyspanish.com/vocab/housework.htm living room- http://www.studyspanish.com/vocab/livroom.htm Webmaster, StudySpanish.com. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Mar 2007). --- 1. Listening Activity: To learn the names of the rooms: I handout a simple blank floor plan. Each room has an item in it to identify it (for example a sofa in the living room, stove in the kitchen, etc...). Each student has 4 crayons (everyone has the same 4 colors). I tell them what color to "paint" each room in Spanish. 2. Realtor Hunt: I went online to a local realtor and found different kinds of houses for sale. Some were condos/townhomes, others were huge houses that cost millions. I left the listings in English just like they were on the website. Students work in pairs, one is the realtor and one is the buyer. The buyer is given a situation card. For example, Soy un hombre sin esposa. No necesito una casa grande. Me gusta cocinar. Tengo un carro magnífico, entonces necesito un garaje. I have several of these made up to match some of the listings. The buyer reads the description and the realtor has to find a house for him/her. The realtor has to orally tell why the house is right for them. Then I have them switch roles so each has an opportunity to be the realtor. Ireland, A. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Mar 2007). --- http://www.patrimonionacional.es/palacios.htm has virtual tours of the palaces of Spain. Walters, S. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Mar 2007).
Source: FLTEACH
Inputdate: 2007-04-29 09:54:55
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Title: Ideas for Practicing House Vocabulary
Body: An FLTEACH user recently asked for ideas for a unit on houses: rooms, furniture, different styles, etc. Here are some of the ideas submitted: --- I have my students create a two-part ideal house project... 1) They have to create a physical model of the house, whether it be a diorama, or a floor plan. And that has to be labeled with numbers for the rooms of the house, letters for the furniture and then a legend somewhere. 2) They have to write 3-4 sentences for each room of the house, telling me what people do in those rooms... Pamela. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Mar 2007). --- I have my students to draw a layout of their room on poster board and then identify a certain number of items in the room. Since we study comparatives and superlatives (ex. My mirror is prettier than my sister's mirror) they then have to compare at least three items in the room with someone else's room in their house. They also have to say two superlatives such as (I have the biggest bed in the house). This all must be memorized and presented at one time. You can also give them a picture of a room with nothing in it and have them draw items in the room as you call them out and tell them their location such as (hay una mesita al lado de la cama). This works on direction words and room items at the same time. Barber, S. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Mar 2007). --- For each topic below, there is a list of words, a quiz, a test, oral exercises, flashcard game, matching game, concentration game, word search game, etc. bathroom- http://www.studyspanish.com/vocab/bath.htm kitchen- http://www.studyspanish.com/vocab/kitchen.htm utility room- http://www.studyspanish.com/vocab/utilityroom.htm workshop- http://www.studyspanish.com/vocab/workshop.htm baby's room- http://www.studyspanish.com/vocab/baby.htm dining room- http://www.studyspanish.com/vocab/dineroom.htm house exterior- http://www.studyspanish.com/vocab/houseext.htm bedroom- http://www.studyspanish.com/vocab/bedroom.htm housework- http://www.studyspanish.com/vocab/housework.htm living room- http://www.studyspanish.com/vocab/livroom.htm Webmaster, StudySpanish.com. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Mar 2007). --- 1. Listening Activity: To learn the names of the rooms: I handout a simple blank floor plan. Each room has an item in it to identify it (for example a sofa in the living room, stove in the kitchen, etc...). Each student has 4 crayons (everyone has the same 4 colors). I tell them what color to "paint" each room in Spanish. 2. Realtor Hunt: I went online to a local realtor and found different kinds of houses for sale. Some were condos/townhomes, others were huge houses that cost millions. I left the listings in English just like they were on the website. Students work in pairs, one is the realtor and one is the buyer. The buyer is given a situation card. For example, Soy un hombre sin esposa. No necesito una casa grande. Me gusta cocinar. Tengo un carro magnífico, entonces necesito un garaje. I have several of these made up to match some of the listings. The buyer reads the description and the realtor has to find a house for him/her. The realtor has to orally tell why the house is right for them. Then I have them switch roles so each has an opportunity to be the realtor. Ireland, A. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Mar 2007). --- http://www.patrimonionacional.es/palacios.htm has virtual tours of the palaces of Spain. Walters, S. Re: House ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Mar 2007).
Source: FLTEACH
Inputdate: 2007-04-29 09:54:55
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Contentid:
6135
Content Type: 1
Title: Clip Art for Second Language Instruction
Body: From http://tell.fll.purdue.edu Royalty-Free Clip Art Collection for Foreign/Second Language Instruction This page contains a growing collection of clip art (simple line-drawings) to be used by foreign language instructors. Drawings are designed to be culturally and linguistically neutral as much as possible. Drawings are organized into the following groupings: # Verbs # Adjectives # Nouns * Buildings and places * Food and drinks * People and animals * Sports * Things and events * Time * Vehicle # Medical # Pronouns The site is available in English at http://tell.fll.purdue.edu/JapanProj/FLClipart/default.html . It is available in Japanese at http://tell.fll.purdue.edu/JapanProj/FLClipart/default-j.html .
Source: Purdue University
Inputdate: 2007-04-29 09:55:38
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Title: Clip Art for Second Language Instruction
Body: From http://tell.fll.purdue.edu Royalty-Free Clip Art Collection for Foreign/Second Language Instruction This page contains a growing collection of clip art (simple line-drawings) to be used by foreign language instructors. Drawings are designed to be culturally and linguistically neutral as much as possible. Drawings are organized into the following groupings: # Verbs # Adjectives # Nouns * Buildings and places * Food and drinks * People and animals * Sports * Things and events * Time * Vehicle # Medical # Pronouns The site is available in English at http://tell.fll.purdue.edu/JapanProj/FLClipart/default.html . It is available in Japanese at http://tell.fll.purdue.edu/JapanProj/FLClipart/default-j.html .
Source: Purdue University
Inputdate: 2007-04-29 09:55:38
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Contentid:
6136
Content Type: 1
Title: Time for Time: A Useful Website for Teaching Time
Body: From http://www.time-for-time.com Time for Time is a resource for teachers and students to learn everything you could want to know about the concept of time. It includes games, worksheets, quizzes, lesson plans, and general information about time. Teachers can make their own telling time worksheets and adapt them to any language. Visit the site at http://www.time-for-time.com .
Source: Time for Time
Inputdate: 2007-04-29 09:56:26
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Title: Time for Time: A Useful Website for Teaching Time
Body: From http://www.time-for-time.com Time for Time is a resource for teachers and students to learn everything you could want to know about the concept of time. It includes games, worksheets, quizzes, lesson plans, and general information about time. Teachers can make their own telling time worksheets and adapt them to any language. Visit the site at http://www.time-for-time.com .
Source: Time for Time
Inputdate: 2007-04-29 09:56:26
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6137
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Title: New Book: Special Education Considerations for English Language Learners: Delivering a Continuum of Services
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/03/new_book_specia.html Special Education Considerations for English Language Learners: Delivering a Continuum of Services By Else Hamayan, Barbara Marler, Cristina Sanchez-Lopez, and Jack Damico. Foreword by Nancy Cloud. Publisher: Caslon Publishing and Consulting Summary: How can educators distinguish between learning disabilities and language difficulties? Historically in the United States, there has been a tendency to refer English language learners (ELLs) inappropriately to special education. This has led to the overidentification of ELLs as having special education needs and a disproportionate representation of ELLs in special education. This handbook advocates the creation of school-based teams that include ESL/bilingual specialists, special education specialists, and other professionals who collectively have the expertise needed to explore factors that influence an ELLs’ response to intervention, including personal and family factors, physical and psychological factors, previous schooling, oral language and literacy development, academic achievement, and cultural differences. The authors provide tools and strategies that teams can use to assess the nature of the ELLs’ learning difficulty, collaborate in service provision, create a continuum of interventions, and measure the ELLs’ response to those interventions. Visit the publisher’s website at http://www.caslonpublishing.com/Special_Education_Considerations_for_English_Language_Learners.htm .
Source: OELA
Inputdate: 2007-05-03 04:19:09
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Title: New Book: Special Education Considerations for English Language Learners: Delivering a Continuum of Services
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/03/new_book_specia.html Special Education Considerations for English Language Learners: Delivering a Continuum of Services By Else Hamayan, Barbara Marler, Cristina Sanchez-Lopez, and Jack Damico. Foreword by Nancy Cloud. Publisher: Caslon Publishing and Consulting Summary: How can educators distinguish between learning disabilities and language difficulties? Historically in the United States, there has been a tendency to refer English language learners (ELLs) inappropriately to special education. This has led to the overidentification of ELLs as having special education needs and a disproportionate representation of ELLs in special education. This handbook advocates the creation of school-based teams that include ESL/bilingual specialists, special education specialists, and other professionals who collectively have the expertise needed to explore factors that influence an ELLs’ response to intervention, including personal and family factors, physical and psychological factors, previous schooling, oral language and literacy development, academic achievement, and cultural differences. The authors provide tools and strategies that teams can use to assess the nature of the ELLs’ learning difficulty, collaborate in service provision, create a continuum of interventions, and measure the ELLs’ response to those interventions. Visit the publisher’s website at http://www.caslonpublishing.com/Special_Education_Considerations_for_English_Language_Learners.htm .
Source: OELA
Inputdate: 2007-05-03 04:19:09
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