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Contentid:
6585
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Title: Suggestions for American Immigrant Literature, Part 2
Body: Here are some more suggestions from TESL-L users for good literature about immigration to America or by immigrants: A book I'd recommend on the American immigrant experience is: Accidental Asian by Eric Liu. Another book that I recently read a review of, but haven't read that sounds interesting is: Stealing Buddha's Dinner by Bich Minh Nguyen. For non-fiction information on immigration I recommend: Legacies: The Story of the Immigrant Second Generation by Portes and Rumbaut as well as an earlier book of theirs: Immigrant America: A Portrait (2nd ed). Pruett-Said, T. [TESL-L] immigrant experience literature. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 11 May 2007). --- I scanned my library and found two wonderful choices: From a Town on the Hudson: A Japanese Woman's Life in America by Yuko Koyano The Mistress of Spices by Chita Banerjee Divakaruni The latter is published as a MacMillan ELT reader in abridged form. Anthohy, M. [TESL-L] Immigrant Writers/Literature. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 9 May 2007). --- Buying on Time by Anatas Siseika, a Lithuanian Canadian writing about immigrant life in Ontario in the 50s and 60s. Reynolds, B. Re: [TESL-L] Immigrant Writers/Literature. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 10 May 2007).
Source: TESL-L
Inputdate: 2007-08-08 07:24:42
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Title: Suggestions for American Immigrant Literature, Part 2
Body: Here are some more suggestions from TESL-L users for good literature about immigration to America or by immigrants: A book I'd recommend on the American immigrant experience is: Accidental Asian by Eric Liu. Another book that I recently read a review of, but haven't read that sounds interesting is: Stealing Buddha's Dinner by Bich Minh Nguyen. For non-fiction information on immigration I recommend: Legacies: The Story of the Immigrant Second Generation by Portes and Rumbaut as well as an earlier book of theirs: Immigrant America: A Portrait (2nd ed). Pruett-Said, T. [TESL-L] immigrant experience literature. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 11 May 2007). --- I scanned my library and found two wonderful choices: From a Town on the Hudson: A Japanese Woman's Life in America by Yuko Koyano The Mistress of Spices by Chita Banerjee Divakaruni The latter is published as a MacMillan ELT reader in abridged form. Anthohy, M. [TESL-L] Immigrant Writers/Literature. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 9 May 2007). --- Buying on Time by Anatas Siseika, a Lithuanian Canadian writing about immigrant life in Ontario in the 50s and 60s. Reynolds, B. Re: [TESL-L] Immigrant Writers/Literature. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 10 May 2007).
Source: TESL-L
Inputdate: 2007-08-08 07:24:42
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6586
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Title: Ideas for Using Sentence Strips: Part 2
Body: Here are more ideas, continued from last week, that FLTEACH users have suggested for using write-on, wipe-off sentence strips: I took the time and money one year to get those adhesive magnets, cut them up and put them on all the strips (I have long ones and shorter ones). The shorter ones are different colors. The shorter ones are great for categorizing vocab on the board. I had 4 rows of kids. I gave each row a basket with the vocab all divided up. Each basket's words were in a different color. I put categories on the board, and each team member took a word and had to work together to place them in the correct category. Discussion follows and some kids had interesting reasons for putting a certain word in a category. Another idea is out of order sentences. Two teams use the same sentence, but at opposite sides of room. Each group has to make the sentence correct. The kids stand in a long line to make the sentence. A leader is supervising the action and rings a bell when complete. Make a couple of sets where each team is a different color. Clip them together or put a small number in the corner so you know which sentence you're doing-- don't forget to make yourself a key. Clip them together when done, so you can use them for the next period and so they don't get mixed together. Genovese, D. Re: Request for creative ideas with sentence strips. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Jul 2007). --- My students love quick "Read-my-lips dictation" (sentence, word or syllable dictation): I announce the number of syllables (or words) to come and write as many lines on the board for all to see. They do the same on their board. I lip my syllables while they try to guess what I "said.” Then I say it out loud, repeating if needed. I wait a few seconds, so they can write down their guesses on their boards. Then, I write it on the board myself for all to see/correct... You can also use them for pair-work and draw-describe activities. An example: project an image on the board (or give a copy of the image to each student) describe the image with false and true statements to which the students write a response; correct out loud on board. Move on to next image. Or, provide two images per pair of students; give them time to prepare 3 to 5 questions to their corresponding image; then they can take turns being teacher/student while describing their image to the other member of the pair. Rebate, E. Re: Request for creative ideas with sentence strips. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Jul 2007).
Source: FLTEACH
Inputdate: 2007-08-08 07:25:25
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Title: Ideas for Using Sentence Strips: Part 2
Body: Here are more ideas, continued from last week, that FLTEACH users have suggested for using write-on, wipe-off sentence strips: I took the time and money one year to get those adhesive magnets, cut them up and put them on all the strips (I have long ones and shorter ones). The shorter ones are different colors. The shorter ones are great for categorizing vocab on the board. I had 4 rows of kids. I gave each row a basket with the vocab all divided up. Each basket's words were in a different color. I put categories on the board, and each team member took a word and had to work together to place them in the correct category. Discussion follows and some kids had interesting reasons for putting a certain word in a category. Another idea is out of order sentences. Two teams use the same sentence, but at opposite sides of room. Each group has to make the sentence correct. The kids stand in a long line to make the sentence. A leader is supervising the action and rings a bell when complete. Make a couple of sets where each team is a different color. Clip them together or put a small number in the corner so you know which sentence you're doing-- don't forget to make yourself a key. Clip them together when done, so you can use them for the next period and so they don't get mixed together. Genovese, D. Re: Request for creative ideas with sentence strips. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Jul 2007). --- My students love quick "Read-my-lips dictation" (sentence, word or syllable dictation): I announce the number of syllables (or words) to come and write as many lines on the board for all to see. They do the same on their board. I lip my syllables while they try to guess what I "said.” Then I say it out loud, repeating if needed. I wait a few seconds, so they can write down their guesses on their boards. Then, I write it on the board myself for all to see/correct... You can also use them for pair-work and draw-describe activities. An example: project an image on the board (or give a copy of the image to each student) describe the image with false and true statements to which the students write a response; correct out loud on board. Move on to next image. Or, provide two images per pair of students; give them time to prepare 3 to 5 questions to their corresponding image; then they can take turns being teacher/student while describing their image to the other member of the pair. Rebate, E. Re: Request for creative ideas with sentence strips. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Jul 2007).
Source: FLTEACH
Inputdate: 2007-08-08 07:25:25
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6587
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Title: Activity Idea: Battleship
Body: Here is an idea from FLTEACH users. If you need instructions for how the real game works, go to http://en.wikipedia.org/wiki/Battleship_(game) . Battleships are a great activity. I use them plenty. If you put subjects (you, my mother, my friends, we) on the vertical and action verbs in the horizontal, then students need to ask and answer questions. You can use all the tenses (depending on what you are practicing) and the different actions you want to practice. For present tense I have pictures depicting work, watch TV, arrive late, wash clothes, and clean the house. A student asks, “Does your mother work on Sundays?” If you have a submarine, then you must answer “Yes, my mother works on Sundays” or “No, my mother does not work on Sundays” (if you do not have a sub). The “You” questions must be answered with “I.” And the “you all” questions must be answer with “we.” Alonso-Post, D. Re: Battleship for level I. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Jul 2007). --- I review commands in Spanish 3 by playing Battleship. Instead of letters and numbers, I have one column of verbs, ranging from easy to difficult, tricky spellings (-car, -gar, etc.), and irregulars. On the other, I list all command types (tu aff, tu neg., Ud. aff, Ud. neg, Uds aff, Uds neg, vos. aff, and vos. neg). Students hit each others' ships by correctly stating the command. If there is any discrepancy, they must spell the command. Henman, B. Re: Battleship for level I. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Jul 2007). --- Other ideas: *One axis can be characters in a story and the other can be verbs or adjectives or nouns and the kids have to make a statement that includes both. *triggers for the subjunctive on the vertical axis and verbs or verb phrases across the top. You just need a blank grid to fill in the vertical and horizontal and then duplicate or put one on the overhead and have kids copy. There are tons of ways to use it. Ward, C. Re: Battleship for level I. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 19 Jul 2007). --- I use it to practice adjective agreement. Across the top, I list adjectives, and down I list subjects, making sure I have all the gender and number possibilities, some that begin with vowels, etc. I also like to teach them fun stuff to say (your turn! Wow! you cheat / cheated / cheater. Blaz, D. Re: Battleship for level I. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 20 Jul 2007).
Source: FLTEACH
Inputdate: 2007-08-08 07:26:16
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Title: Activity Idea: Battleship
Body: Here is an idea from FLTEACH users. If you need instructions for how the real game works, go to http://en.wikipedia.org/wiki/Battleship_(game) . Battleships are a great activity. I use them plenty. If you put subjects (you, my mother, my friends, we) on the vertical and action verbs in the horizontal, then students need to ask and answer questions. You can use all the tenses (depending on what you are practicing) and the different actions you want to practice. For present tense I have pictures depicting work, watch TV, arrive late, wash clothes, and clean the house. A student asks, “Does your mother work on Sundays?” If you have a submarine, then you must answer “Yes, my mother works on Sundays” or “No, my mother does not work on Sundays” (if you do not have a sub). The “You” questions must be answered with “I.” And the “you all” questions must be answer with “we.” Alonso-Post, D. Re: Battleship for level I. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Jul 2007). --- I review commands in Spanish 3 by playing Battleship. Instead of letters and numbers, I have one column of verbs, ranging from easy to difficult, tricky spellings (-car, -gar, etc.), and irregulars. On the other, I list all command types (tu aff, tu neg., Ud. aff, Ud. neg, Uds aff, Uds neg, vos. aff, and vos. neg). Students hit each others' ships by correctly stating the command. If there is any discrepancy, they must spell the command. Henman, B. Re: Battleship for level I. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Jul 2007). --- Other ideas: *One axis can be characters in a story and the other can be verbs or adjectives or nouns and the kids have to make a statement that includes both. *triggers for the subjunctive on the vertical axis and verbs or verb phrases across the top. You just need a blank grid to fill in the vertical and horizontal and then duplicate or put one on the overhead and have kids copy. There are tons of ways to use it. Ward, C. Re: Battleship for level I. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 19 Jul 2007). --- I use it to practice adjective agreement. Across the top, I list adjectives, and down I list subjects, making sure I have all the gender and number possibilities, some that begin with vowels, etc. I also like to teach them fun stuff to say (your turn! Wow! you cheat / cheated / cheater. Blaz, D. Re: Battleship for level I. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 20 Jul 2007).
Source: FLTEACH
Inputdate: 2007-08-08 07:26:16
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6588
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Title: 700 Reasons to Study Languages
Body: From http://www.llas.ac.uk/700reasons/orderform.aspx This website identifies more than 700 reasons for studying languages. The research will be particularly useful for educators, especially those encouraging students to continue with languages. The 700 reasons are available as a searchable database at http://www.llas.ac.uk/700reasons/700reasons.aspx .
Source: The Higher Education Academy
Inputdate: 2007-08-08 07:26:57
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Title: 700 Reasons to Study Languages
Body: From http://www.llas.ac.uk/700reasons/orderform.aspx This website identifies more than 700 reasons for studying languages. The research will be particularly useful for educators, especially those encouraging students to continue with languages. The 700 reasons are available as a searchable database at http://www.llas.ac.uk/700reasons/700reasons.aspx .
Source: The Higher Education Academy
Inputdate: 2007-08-08 07:26:57
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6589
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Title: Resources for International Education in Kansas
Body: From http://www.kansasintheworld.org/kcies/aboutus.asp The Kansas Committee for International Education in the Schools (KCIES) is a statewide group of policymakers, educators, representatives of the business community, and other interested individuals first organized in 2003. The KCIES promotes the infusion of international topics into the K-12 curriculum, raises public awareness of the need for international education, and provides resources for teachers, students, parents and communities. Their website contains international lesson plans, a bimonthly electronic newsletter for teachers that suggests ways to incorporate East Asian content into the classroom at all grade levels, and notices of upcoming events of interest to those who deal with international studies. It is available at http://www.kansasintheworld.org/kcies .
Source: Kansas Committee for International Education in the Schools
Inputdate: 2007-08-08 07:28:03
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Title: Resources for International Education in Kansas
Body: From http://www.kansasintheworld.org/kcies/aboutus.asp The Kansas Committee for International Education in the Schools (KCIES) is a statewide group of policymakers, educators, representatives of the business community, and other interested individuals first organized in 2003. The KCIES promotes the infusion of international topics into the K-12 curriculum, raises public awareness of the need for international education, and provides resources for teachers, students, parents and communities. Their website contains international lesson plans, a bimonthly electronic newsletter for teachers that suggests ways to incorporate East Asian content into the classroom at all grade levels, and notices of upcoming events of interest to those who deal with international studies. It is available at http://www.kansasintheworld.org/kcies .
Source: Kansas Committee for International Education in the Schools
Inputdate: 2007-08-08 07:28:03
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6590
Content Type: 1
Title: New Book: Preparing and Developing Technology-proficient L2 Teachers
Body: From https://calico.org/p-288-%20Calling%20on%20CALL.html Preparing and Developing Technology-proficient L2 Teachers Editors: Margaret Ann Kassen, Roberta Z. Lavine, Kathryn Murphy-Judy, and Martine Peters Published by the Computer Assisted Language Instruction Consortium The book is divided into five sections: national frameworks, specific contexts, learning communities, toolboxes, and critical reflection. For an abstract of each chapter as well as purchase information, go to the CALICO website at https://calico.org/p-288-%20Calling%20on%20CALL.html .
Source: CALICO
Inputdate: 2007-08-18 08:15:55
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Title: New Book: Preparing and Developing Technology-proficient L2 Teachers
Body: From https://calico.org/p-288-%20Calling%20on%20CALL.html Preparing and Developing Technology-proficient L2 Teachers Editors: Margaret Ann Kassen, Roberta Z. Lavine, Kathryn Murphy-Judy, and Martine Peters Published by the Computer Assisted Language Instruction Consortium The book is divided into five sections: national frameworks, specific contexts, learning communities, toolboxes, and critical reflection. For an abstract of each chapter as well as purchase information, go to the CALICO website at https://calico.org/p-288-%20Calling%20on%20CALL.html .
Source: CALICO
Inputdate: 2007-08-18 08:15:55
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Contentid:
6591
Content Type: 1
Title: New Book: Language Acquisition and Development
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=125738 Language Acquisition and Development: Studies of Learners of First and Other Languages Edited by Brian Tomlinson Publisher: Continuum Summary: This book presents new research in the field of language acquisition and development. The contributors pay attention to first language development and other language acquisition (second, foreign and additional), and focus on issues directly relevant to both areas of investigation. One of the main aims of the book is to discover how research and practice in first language development can contribute to the teaching and learning of other languages, and vice versa. The book is distinctive in this area in its application of theoretical findings to the development of principles, objectives and procedures for language learning. Language Acquisition and Development will be of interest to postgraduates and academics researching language acquisition, language development and applied linguistics and to language teachers with an interest in language learning theory. Visit the publisher’s website at http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=125738 .
Source: Continuum
Inputdate: 2007-08-18 08:17:35
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Title: New Book: Language Acquisition and Development
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=125738 Language Acquisition and Development: Studies of Learners of First and Other Languages Edited by Brian Tomlinson Publisher: Continuum Summary: This book presents new research in the field of language acquisition and development. The contributors pay attention to first language development and other language acquisition (second, foreign and additional), and focus on issues directly relevant to both areas of investigation. One of the main aims of the book is to discover how research and practice in first language development can contribute to the teaching and learning of other languages, and vice versa. The book is distinctive in this area in its application of theoretical findings to the development of principles, objectives and procedures for language learning. Language Acquisition and Development will be of interest to postgraduates and academics researching language acquisition, language development and applied linguistics and to language teachers with an interest in language learning theory. Visit the publisher’s website at http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=125738 .
Source: Continuum
Inputdate: 2007-08-18 08:17:35
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Contentid:
6592
Content Type: 1
Title: Call for Proposals: Institute on Field Linguistics and Language Documentation
Body: InField: Institute on Field Linguistics and Language Documentation University of California, Santa Barbara June 23rd – July 3rd, 2008 The Organizing Committee of InField solicits applications for workshops in language documentation, language maintenance, and/or language revitalization to be held as part of the Institute on Field Linguistics and Language Documentation, at the University of California, Santa Barbara, June 23 rd – July 3rd, 2008. We particularly seek proposals from current practitioners in this area, who would like to teach a workshop of two to eight hours in length to an audience of practicing linguists, graduate students in linguistics, and/or language activists with an interest in documenting, maintaining, or revitalizing a language. For a full description of InField, including workshops currently being planned, visit the website at http://www.linguistics.ucsb.edu/faculty/infield . The proposal should include a statement of the topic of the proposed workshop, the rationale for including it as part of InField, the proposed length of the workshop, and a brief description of the workshop content and how it would be taught. Please keep proposals to a maximum of two-pages in length. Please include also a statement of qualifications of the instructor. Workshop instructors will receive reimbursement for travel, room and board, and a modest honorarium. Proposals should be submitted to infield@linguistics.ucsb.edu . Deadline for proposals: September 15, 2007
Source: ILAT
Inputdate: 2007-08-18 08:20:44
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Title: Call for Proposals: Institute on Field Linguistics and Language Documentation
Body: InField: Institute on Field Linguistics and Language Documentation University of California, Santa Barbara June 23rd – July 3rd, 2008 The Organizing Committee of InField solicits applications for workshops in language documentation, language maintenance, and/or language revitalization to be held as part of the Institute on Field Linguistics and Language Documentation, at the University of California, Santa Barbara, June 23 rd – July 3rd, 2008. We particularly seek proposals from current practitioners in this area, who would like to teach a workshop of two to eight hours in length to an audience of practicing linguists, graduate students in linguistics, and/or language activists with an interest in documenting, maintaining, or revitalizing a language. For a full description of InField, including workshops currently being planned, visit the website at http://www.linguistics.ucsb.edu/faculty/infield . The proposal should include a statement of the topic of the proposed workshop, the rationale for including it as part of InField, the proposed length of the workshop, and a brief description of the workshop content and how it would be taught. Please keep proposals to a maximum of two-pages in length. Please include also a statement of qualifications of the instructor. Workshop instructors will receive reimbursement for travel, room and board, and a modest honorarium. Proposals should be submitted to infield@linguistics.ucsb.edu . Deadline for proposals: September 15, 2007
Source: ILAT
Inputdate: 2007-08-18 08:20:44
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6593
Content Type: 1
Title: Call for Chapters: Handbook of Research on Collaborative Learning using Concept Mapping
Body: CALL FOR CHAPTERS Proposals Submission Deadline Extended: 9/30/2007 Full Articles Due: 1/30/2008 Handbook of Research on Collaborative Learning using Concept Mapping A book edited by Patricia Lupion Torres PhD. Universidade Catolica do Parana (PUCPR), Brazil & Rita de Cassia Veiga Marriott MEd. University of Birmingham/UK & Universidade Catolica do Parana/Brazil For more information, go to http://www.igi-pub.com/requests/details.asp?ID=178 .
Source: NETEACH
Inputdate: 2007-08-18 08:23:58
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Title: Call for Chapters: Handbook of Research on Collaborative Learning using Concept Mapping
Body: CALL FOR CHAPTERS Proposals Submission Deadline Extended: 9/30/2007 Full Articles Due: 1/30/2008 Handbook of Research on Collaborative Learning using Concept Mapping A book edited by Patricia Lupion Torres PhD. Universidade Catolica do Parana (PUCPR), Brazil & Rita de Cassia Veiga Marriott MEd. University of Birmingham/UK & Universidade Catolica do Parana/Brazil For more information, go to http://www.igi-pub.com/requests/details.asp?ID=178 .
Source: NETEACH
Inputdate: 2007-08-18 08:23:58
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6594
Content Type: 1
Title: Call for Papers: Second International Conference on Applied Linguistics, Taiwan
Body: From http://linguistlist.org/issues/18/18-2330.html Second International Conference on Applied Linguistics 2008 ICAL Conference will be held at National Chiayi University, Taiwan, on October 23-26, 2008. We welcome panel or individual papers related to the theme: a) language policy and planning in the communities of new citizens and aboriginal peoples in Taiwan b) verbal and nonverbal humor c) language functions and applications d) macro- and micro-sociolinguistics e) spoken discourse socialization, socialization in and through language, spoken discourse socialization, negotiation of different discourses f) meaning construction, negotiation and understanding g) pragmatics h) gender i) religion j) interface of phonology, syntax, semantics and pragmatics, communications k) translation and interpretation l) pedagogy, ESP, EAP, and so on. Call Deadline: 25-Dec-2007 For more information, go to http://web.ncyu.edu.tw/~chaochih/ncyu2008ical.htm .
Source: LINGUIST List
Inputdate: 2007-08-18 08:26:19
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Title: Call for Papers: Second International Conference on Applied Linguistics, Taiwan
Body: From http://linguistlist.org/issues/18/18-2330.html Second International Conference on Applied Linguistics 2008 ICAL Conference will be held at National Chiayi University, Taiwan, on October 23-26, 2008. We welcome panel or individual papers related to the theme: a) language policy and planning in the communities of new citizens and aboriginal peoples in Taiwan b) verbal and nonverbal humor c) language functions and applications d) macro- and micro-sociolinguistics e) spoken discourse socialization, socialization in and through language, spoken discourse socialization, negotiation of different discourses f) meaning construction, negotiation and understanding g) pragmatics h) gender i) religion j) interface of phonology, syntax, semantics and pragmatics, communications k) translation and interpretation l) pedagogy, ESP, EAP, and so on. Call Deadline: 25-Dec-2007 For more information, go to http://web.ncyu.edu.tw/~chaochih/ncyu2008ical.htm .
Source: LINGUIST List
Inputdate: 2007-08-18 08:26:19
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