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Contentid:
6325
Content Type: 1
Title: Saints’ Names and Historical Background on French Names
Body: An FLTEACH user gives the following background and useful link for Saints’ Days: In many European countries, they celebrate their birthdays, but also celebrate their "Name Days". In fact, they are more likely to get a gift from their parents on their name day than on their actual birthday. These are the days on the official calendar of saints... the day of their name. Here is a site of all the saints names on the calendar: http://www.catholic-forum.com/saints/month00.htm Flaugher, D. Catholic Name Days - Fete Days. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 29 May 2007). --- Another FLTEACH user contributes more links giving background on French legal restrictions on names: Check out the current legislation: http://www.franceloisirs.com/catalogue/produit-344509.html?channelName=PARENF . This explanation includes an overview of the history of the law, the influence of the revolution and of Napoleon, examples of some of the "excesses" that resulted in additional restrictions. Better is: http://meilleursprenoms.com/site/Legislation/legislation.htm . Ponterio, B. Re: Catholic Name Days - Fete Days. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Jun 2007).
Source: FLTEACH
Inputdate: 2007-06-10 10:51:26
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Title: Saints’ Names and Historical Background on French Names
Body: An FLTEACH user gives the following background and useful link for Saints’ Days: In many European countries, they celebrate their birthdays, but also celebrate their "Name Days". In fact, they are more likely to get a gift from their parents on their name day than on their actual birthday. These are the days on the official calendar of saints... the day of their name. Here is a site of all the saints names on the calendar: http://www.catholic-forum.com/saints/month00.htm Flaugher, D. Catholic Name Days - Fete Days. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 29 May 2007). --- Another FLTEACH user contributes more links giving background on French legal restrictions on names: Check out the current legislation: http://www.franceloisirs.com/catalogue/produit-344509.html?channelName=PARENF . This explanation includes an overview of the history of the law, the influence of the revolution and of Napoleon, examples of some of the "excesses" that resulted in additional restrictions. Better is: http://meilleursprenoms.com/site/Legislation/legislation.htm . Ponterio, B. Re: Catholic Name Days - Fete Days. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Jun 2007).
Source: FLTEACH
Inputdate: 2007-06-10 10:51:26
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Contentid:
6326
Content Type: 1
Title: Songs by Topic in Spanish
Body: FLTEACH users recently suggested songs that go with different topics in Spanish. Here are some of the suggestions: *Ser and regular -ar verbs: Ella y El (Ricardo Arjona) *Preterite: Pobre Juan (Mana), El 28 (Orega de VanGogh), Te Busqué (Nelly Furtado y Juanes) *Imperfecto: El muelle de San Blas (Maná), Rojo relativo (Tiziano Ferro) *Preterite vs Imperfect - Cuando los Angeles lloran (Mana), Visa para un sueño (Juan Luis Guerra), El me mintió (Amanda Miguel) *Intro to Subjunctive - Ojala que llueva cafe (Juan Luis Guerra), A Dios le pido (Juanes), Ojalá (Silvio Rodríguez) *Requests/wishes/conditional clauses: Vivir sin aire (Maná) *If clauses: Mujeres, Si el norte fuera el sur (Ricardo Arjona) *Computer/tech vocab: Mi PC (Juan Luis Guerra) *Clothing/adjectives: Camisa negra (Juanes) *Los viajes: Buscándola (Maná) *Gustar: Me gustas tú (Manu Chao) *Verbs like gustar/object pronouns: Me vale (Maná) *Adverbs: Suavemente (Elvis Crespo) *Reflexives: Ella (Bebe) *First year review (name, age, occupation, clothing): Desaparecidos (Maná) *Family: El reloj cucú (Maná), Amor y Contro (Ruben Blades) *Pronouns and articles: Vive la vida loca (Ricky Martin) *Parts of the body: Gracias a Dios (Maná) *Prepositional/direct pronouns: Vivo por ella (David Bustamante) *Hospital y enfermedades: Me sube la bilirrubina (Juan Luis Guerra) *Present progressive: Buscando América (Ruben Blades) *Demonstrative adjectives and/or direct object pronouns: Ese hombre (La India *Shopping: Busco algo barato, Maquillaje (Mecano) For more ideas, visit the FLTEACH archives at http://www.cortland.edu/flteach .
Source: FLTEACH
Inputdate: 2007-06-10 10:52:16
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Title: Songs by Topic in Spanish
Body: FLTEACH users recently suggested songs that go with different topics in Spanish. Here are some of the suggestions: *Ser and regular -ar verbs: Ella y El (Ricardo Arjona) *Preterite: Pobre Juan (Mana), El 28 (Orega de VanGogh), Te Busqué (Nelly Furtado y Juanes) *Imperfecto: El muelle de San Blas (Maná), Rojo relativo (Tiziano Ferro) *Preterite vs Imperfect - Cuando los Angeles lloran (Mana), Visa para un sueño (Juan Luis Guerra), El me mintió (Amanda Miguel) *Intro to Subjunctive - Ojala que llueva cafe (Juan Luis Guerra), A Dios le pido (Juanes), Ojalá (Silvio Rodríguez) *Requests/wishes/conditional clauses: Vivir sin aire (Maná) *If clauses: Mujeres, Si el norte fuera el sur (Ricardo Arjona) *Computer/tech vocab: Mi PC (Juan Luis Guerra) *Clothing/adjectives: Camisa negra (Juanes) *Los viajes: Buscándola (Maná) *Gustar: Me gustas tú (Manu Chao) *Verbs like gustar/object pronouns: Me vale (Maná) *Adverbs: Suavemente (Elvis Crespo) *Reflexives: Ella (Bebe) *First year review (name, age, occupation, clothing): Desaparecidos (Maná) *Family: El reloj cucú (Maná), Amor y Contro (Ruben Blades) *Pronouns and articles: Vive la vida loca (Ricky Martin) *Parts of the body: Gracias a Dios (Maná) *Prepositional/direct pronouns: Vivo por ella (David Bustamante) *Hospital y enfermedades: Me sube la bilirrubina (Juan Luis Guerra) *Present progressive: Buscando América (Ruben Blades) *Demonstrative adjectives and/or direct object pronouns: Ese hombre (La India *Shopping: Busco algo barato, Maquillaje (Mecano) For more ideas, visit the FLTEACH archives at http://www.cortland.edu/flteach .
Source: FLTEACH
Inputdate: 2007-06-10 10:52:16
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Contentid:
6327
Content Type: 1
Title: Podcasts in Spanish
Body: From http://faculty.weber.edu/tspanos/podcasts/mypodcasts.htm Spanish Professors.Pod has to do with "Podcasting" and "Videocasting". The basic idea is to invite other Spanish faculty members and their students to make an audio recording in Spanish between 2-15 minutes on a topic/subject/theme of their choice, and then share it with other colleagues and students of Spanish all over the world. Currently most of the podcasts and videocasts are done by students and professors in the Spanish department at Weber State University. Visit the site at http://faculty.weber.edu/tspanos/podcasts/mypodcasts.htm .
Source: Spanish Professors.Pod
Inputdate: 2007-06-10 10:53:05
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Title: Podcasts in Spanish
Body: From http://faculty.weber.edu/tspanos/podcasts/mypodcasts.htm Spanish Professors.Pod has to do with "Podcasting" and "Videocasting". The basic idea is to invite other Spanish faculty members and their students to make an audio recording in Spanish between 2-15 minutes on a topic/subject/theme of their choice, and then share it with other colleagues and students of Spanish all over the world. Currently most of the podcasts and videocasts are done by students and professors in the Spanish department at Weber State University. Visit the site at http://faculty.weber.edu/tspanos/podcasts/mypodcasts.htm .
Source: Spanish Professors.Pod
Inputdate: 2007-06-10 10:53:05
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Publishdate: 2007-06-11 00:00:00
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Contentid:
6328
Content Type: 1
Title: Improvised Drama Site
Body: Many people are interested in using drama in the English classroom. A terrific source for improvised drama is at Improv Encyclopedia: http://www.humanpingpongball.com/game_categories.html They call these "games" but they are spontaneous role-plays. Unlike a play, there is no script. All the teacher has to do is to set up the drama situation and then the participants carry on from there. Some adaptation will be required. The nonverbal games will not be useful. Kees, D. [TESL-L] Drama devices in ESL Settings. Teachers of English as a Second Language listserv (TESL-L@LISTSERV.CUNY.EDU, 25 May 2007).
Source: TESL-L
Inputdate: 2007-06-10 10:53:54
Lastmodifieddate: 2007-06-10 10:53:54
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Publishdate: 2007-06-11 00:00:00
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Content Type: 1
Title: Improvised Drama Site
Body: Many people are interested in using drama in the English classroom. A terrific source for improvised drama is at Improv Encyclopedia: http://www.humanpingpongball.com/game_categories.html They call these "games" but they are spontaneous role-plays. Unlike a play, there is no script. All the teacher has to do is to set up the drama situation and then the participants carry on from there. Some adaptation will be required. The nonverbal games will not be useful. Kees, D. [TESL-L] Drama devices in ESL Settings. Teachers of English as a Second Language listserv (TESL-L@LISTSERV.CUNY.EDU, 25 May 2007).
Source: TESL-L
Inputdate: 2007-06-10 10:53:54
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Publishdate: 2007-06-11 00:00:00
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Contentid:
6329
Content Type: 1
Title: Editorial: NCLB, Educational Equity, and English Language Learners
Body: from http://www.elladvocates.org/media/NCLB/EdWeek6jun07.html A Diminished Vision of Civil Rights: No Child Left Behind and the growing divide in how educational equity is understood By James Crawford Education Week, June 5, 2007 At the core of today’s debates over school accountability lies a contentious question: Does the federal No Child Left Behind Act represent a historic advance for civil rights, or a giant step backward for the children it purports to help? This argument has divided the civil rights community itself, along with its traditional allies in Congress. Disagreement is especially acute among advocates for English-language learners, known in the shorthand of K-12 education as “ELLs.” Read the entire editorial at http://www.elladvocates.org/media/NCLB/EdWeek6jun07.html .
Source: Institute for Language and Education Policy
Inputdate: 2007-06-10 10:54:37
Lastmodifieddate: 2007-06-10 10:54:37
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Publishdate: 2007-06-11 00:00:00
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Title: Editorial: NCLB, Educational Equity, and English Language Learners
Body: from http://www.elladvocates.org/media/NCLB/EdWeek6jun07.html A Diminished Vision of Civil Rights: No Child Left Behind and the growing divide in how educational equity is understood By James Crawford Education Week, June 5, 2007 At the core of today’s debates over school accountability lies a contentious question: Does the federal No Child Left Behind Act represent a historic advance for civil rights, or a giant step backward for the children it purports to help? This argument has divided the civil rights community itself, along with its traditional allies in Congress. Disagreement is especially acute among advocates for English-language learners, known in the shorthand of K-12 education as “ELLs.” Read the entire editorial at http://www.elladvocates.org/media/NCLB/EdWeek6jun07.html .
Source: Institute for Language and Education Policy
Inputdate: 2007-06-10 10:54:37
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Publishdate: 2007-06-11 00:00:00
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Contentid:
6330
Content Type: 1
Title: Etymologic: Challenging Online Game
Body: From http://www.etymologic.com/index.cgi In this etymology game you'll be presented with 10 randomly selected etymology (word origin) or word definition puzzles to solve; in each case the word or phrase is highlighted in bold, and a number of possible answers will be presented. You need to choose the correct answer to score a point for that question. Beware! The false answers will often also seem quite plausible, and some of the true answers are hard to believe, but we have documentation! This game is very challenging, but the answers may interest advanced English language learners. Play the game at http://www.etymologic.com .
Source: Etymologic
Inputdate: 2007-06-10 10:55:38
Lastmodifieddate: 2007-06-10 10:55:38
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Publishdate: 2007-06-11 00:00:00
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Content Type: 1
Title: Etymologic: Challenging Online Game
Body: From http://www.etymologic.com/index.cgi In this etymology game you'll be presented with 10 randomly selected etymology (word origin) or word definition puzzles to solve; in each case the word or phrase is highlighted in bold, and a number of possible answers will be presented. You need to choose the correct answer to score a point for that question. Beware! The false answers will often also seem quite plausible, and some of the true answers are hard to believe, but we have documentation! This game is very challenging, but the answers may interest advanced English language learners. Play the game at http://www.etymologic.com .
Source: Etymologic
Inputdate: 2007-06-10 10:55:38
Lastmodifieddate: 2007-06-10 10:55:38
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Publishdate: 2007-06-11 00:00:00
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Contentid:
6331
Content Type: 1
Title: World Language Channel at Teacher Tube
Body: From http://www.teachertube.com TeacherTube, the brainchild of 14-year education veteran Jason Smith, gives teachers a more educationally focused, safe venue than YouTube to watch and upload videos that help demonstrate a new concept or skill, address specific learning objectives, or provide professional development for their fellow educators. The World Languages channel currently has 88 videos, and there are 8 groups dedicated to world languages, including Classical Languages, Modern Languages, English Language Teaching, and ASL Instructors. Go to the World Languages channel at http://www.teachertube.com/channel_detail.php?chid=64 .
Source: Teacher Tube
Inputdate: 2007-06-10 10:56:33
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Publishdate: 2007-06-11 00:00:00
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Content Type: 1
Title: World Language Channel at Teacher Tube
Body: From http://www.teachertube.com TeacherTube, the brainchild of 14-year education veteran Jason Smith, gives teachers a more educationally focused, safe venue than YouTube to watch and upload videos that help demonstrate a new concept or skill, address specific learning objectives, or provide professional development for their fellow educators. The World Languages channel currently has 88 videos, and there are 8 groups dedicated to world languages, including Classical Languages, Modern Languages, English Language Teaching, and ASL Instructors. Go to the World Languages channel at http://www.teachertube.com/channel_detail.php?chid=64 .
Source: Teacher Tube
Inputdate: 2007-06-10 10:56:33
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Publishdate: 2007-06-11 00:00:00
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Contentid:
6332
Content Type: 1
Title: Fashion Show Ideas
Body: Here are some ideas from FLTEACH users about how to do a fashion show in class to reinforce clothing vocabulary and related structures: I had my students work with a partner. Each had to prepare their own "description" for the runway. While one "strutted" (wearing what they had put in their script) the other read the description. Then they exchanged positions. I videotaped the entire thing, collected their scripts and graded them on the written part. Then as I watched the videotape, I followed their scripts to check for pronunciation mistakes. They had several days to prepare as they had to practice with their partners. Kozlen, D. Re: Fashion Show. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Mar 2007). --- My classes worked on a project based on the reality show, 'Project Runway'. Students had to create three designs on a poster board, labeling all the articles of clothing as well as any accessories. They had to create a formal, informal and sporty outfit. Those who felt they weren't creative got to be the judges. While the 'designers' worked on their projects, the judges had to complete worksheets and work on their vocabulary for 'judging and commenting'. Designers then had to present their work orally to the judges. The judges had score cards and wrote comments on each designer. I graded the judges score notes and the designers design boards and of course their oral presentation for pronunciation and clarity. Weir, J. Re: Fashion Show. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Mar 2007).
Source: FLTEACH
Inputdate: 2007-06-10 10:57:13
Lastmodifieddate: 2007-06-10 10:57:13
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Publishdate: 2007-06-11 00:00:00
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Content Type: 1
Title: Fashion Show Ideas
Body: Here are some ideas from FLTEACH users about how to do a fashion show in class to reinforce clothing vocabulary and related structures: I had my students work with a partner. Each had to prepare their own "description" for the runway. While one "strutted" (wearing what they had put in their script) the other read the description. Then they exchanged positions. I videotaped the entire thing, collected their scripts and graded them on the written part. Then as I watched the videotape, I followed their scripts to check for pronunciation mistakes. They had several days to prepare as they had to practice with their partners. Kozlen, D. Re: Fashion Show. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Mar 2007). --- My classes worked on a project based on the reality show, 'Project Runway'. Students had to create three designs on a poster board, labeling all the articles of clothing as well as any accessories. They had to create a formal, informal and sporty outfit. Those who felt they weren't creative got to be the judges. While the 'designers' worked on their projects, the judges had to complete worksheets and work on their vocabulary for 'judging and commenting'. Designers then had to present their work orally to the judges. The judges had score cards and wrote comments on each designer. I graded the judges score notes and the designers design boards and of course their oral presentation for pronunciation and clarity. Weir, J. Re: Fashion Show. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 Mar 2007).
Source: FLTEACH
Inputdate: 2007-06-10 10:57:13
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Publishdate: 2007-06-11 00:00:00
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Contentid:
6333
Content Type: 1
Title: Ferd’nand: Wordless Comics
Body: From http://www.comics.com/comics/ferdnand/index.html Looking for wordless comic strips? Ferd’nand comics are always wordless. Some ideas for using them: -Have students write captions or speech balloons to accompany the pictures. -Scramble the pictures and have students sort them, then paraphrase the action of the strip. -Use for giving comprehensible input. Ferd’nand comic strips are available at http://www.comics.com/comics/ferdnand/index.html .
Source: Comics.com
Inputdate: 2007-06-10 10:58:12
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Publishdate: 2007-06-11 00:00:00
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Title: Ferd’nand: Wordless Comics
Body: From http://www.comics.com/comics/ferdnand/index.html Looking for wordless comic strips? Ferd’nand comics are always wordless. Some ideas for using them: -Have students write captions or speech balloons to accompany the pictures. -Scramble the pictures and have students sort them, then paraphrase the action of the strip. -Use for giving comprehensible input. Ferd’nand comic strips are available at http://www.comics.com/comics/ferdnand/index.html .
Source: Comics.com
Inputdate: 2007-06-10 10:58:12
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Publishdate: 2007-06-11 00:00:00
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Contentid:
6334
Content Type: 1
Title: New Foreign Language Tipsheet for Blind and Low Vision Students
Body: NEW FOREIGN LANGUAGE TIPSHEET FOR BLIND AND LOW VISION STUDENTS http://www.miusa.org/ncde/tipsheets/foreignlang#students-with-visual-impairments-1 . The National Clearinghouse on Disability and Exchange collaboratively developed a new tipsheet on students who are blind and visually impaired learning foreign languages. It includes: * Uses of assistive technologies and Braille in learning foreign languages and their capabilities in handling world languages * How teachers can prepare for, adapt teaching styles, modify class activities, and provide accommodations to students who are blind or have low vision * Issues particular to learning a foreign language that does not use the Roman/Latin alphabet * Considerations for students who are blind or visually impaired in selecting different types of course structures, self-learning modules and foreign language programs overseas. This information is part of a larger "Foreign Languages and Students with Learning, Vision and Hearing Disabilities" resource sheet online at: www.miusa.org/ncde/tipsheets/foreignlang .
Source: Mobility International USA
Inputdate: 2007-06-10 10:58:55
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Publishdate: 2007-06-11 00:00:00
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Title: New Foreign Language Tipsheet for Blind and Low Vision Students
Body: NEW FOREIGN LANGUAGE TIPSHEET FOR BLIND AND LOW VISION STUDENTS http://www.miusa.org/ncde/tipsheets/foreignlang#students-with-visual-impairments-1 . The National Clearinghouse on Disability and Exchange collaboratively developed a new tipsheet on students who are blind and visually impaired learning foreign languages. It includes: * Uses of assistive technologies and Braille in learning foreign languages and their capabilities in handling world languages * How teachers can prepare for, adapt teaching styles, modify class activities, and provide accommodations to students who are blind or have low vision * Issues particular to learning a foreign language that does not use the Roman/Latin alphabet * Considerations for students who are blind or visually impaired in selecting different types of course structures, self-learning modules and foreign language programs overseas. This information is part of a larger "Foreign Languages and Students with Learning, Vision and Hearing Disabilities" resource sheet online at: www.miusa.org/ncde/tipsheets/foreignlang .
Source: Mobility International USA
Inputdate: 2007-06-10 10:58:55
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