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6675
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Title: Ideas for Practicing Numbers: Part 1
Body: FLTEACH users have suggested a wide range of activities for practicing numbers. Here are some of them: 1) Ball toss--I say a number in one language and whoever catches the ball says it in the other language 2) Concentration--every student is assigned a number, and we get a rhythm going---slap, slap, clap, clap, snap, snap... Once everyone is on the rhythm, number jumps in, saying "uno" on the first snap, and then another number with the second snap. The next time, the student who just had her number called says HER number on the first snap of the fingers and then a NEW person's number on the second snap. 3) Mystery number game--I come up with a five digit number (or so). Then they have to guess it... Let's say my number is 9209. The first volunteer says, "Es tu número 2103?" (“Is your number 2103?”) I would say, "Mi número es más grande. Tienes dos números correctos y UN número en el lugar correcto.” (“My number is bigger. You have two numbers correct and one number in the correct place.”) The game continues until they get the number. 4) Bingo... They write the numbers as numbers on their papers--and I call them in Spanish. If they get "Gano!" as I call it, they have to tell me, in Spanish, which numbers they have. Pamela. Creative ways to practice numbers? Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Aug 2007). --- I created a 3x5 card for each student and put two numbers in fraction format (example for a group of three people: 12 /73, 73/22, 22/12). Whatever the bottom number is on one card must be the top number on the next card. The last card should have as the bottom number the top number for the first card. So, it goes in a circle. I also create a list for myself to know the order of the numbers. Each student draws/is dealt a card and then we begin. I say the first number. The students have to listen and when they hear their top number, they must quickly say the bottom number. Once they get the routine, then I challenge them to see how fast we can get through the stack. We redeal the cards. I get out the stop watch. I post their time on the board for other classes to try and beat, or for them to beat the next day. Simpson, K. Re: Creative ways to practice numbers? Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Aug 2007). --- Split the class into groups of four. Give each a card with four dates on it, A, B, C, D. Everyone takes a turn reading their A date, and they would be something like "5/17/1517 (Jose), 5/5/1757 (Maria), 7/17/1507 (Guadalupe), and 7/7/1775 (Pablo)." After everyone reads date A, they individually decide the correct chronological order of the dates. The last example, then, hopefully everyone will decide Guadalupe, Jose, Maria, and then Pablo. Then the group continues with date B, date C, etc. You can be as tricky or as easy as you want, keep the same year and just change the day, use all the difficult numbers. Another game more for recognition is a simple memory game, where you have the numerals to match up with written-out words. Henman, B. Re: Creative ways to practice numbers? Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Aug 2007). For more ideas for practicing numbers, see next week’s InterCom for Part 2.
Source: FLTEACH
Inputdate: 2007-08-31 02:12:17
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Title: Ideas for Practicing Numbers: Part 1
Body: FLTEACH users have suggested a wide range of activities for practicing numbers. Here are some of them: 1) Ball toss--I say a number in one language and whoever catches the ball says it in the other language 2) Concentration--every student is assigned a number, and we get a rhythm going---slap, slap, clap, clap, snap, snap... Once everyone is on the rhythm, number jumps in, saying "uno" on the first snap, and then another number with the second snap. The next time, the student who just had her number called says HER number on the first snap of the fingers and then a NEW person's number on the second snap. 3) Mystery number game--I come up with a five digit number (or so). Then they have to guess it... Let's say my number is 9209. The first volunteer says, "Es tu número 2103?" (“Is your number 2103?”) I would say, "Mi número es más grande. Tienes dos números correctos y UN número en el lugar correcto.” (“My number is bigger. You have two numbers correct and one number in the correct place.”) The game continues until they get the number. 4) Bingo... They write the numbers as numbers on their papers--and I call them in Spanish. If they get "Gano!" as I call it, they have to tell me, in Spanish, which numbers they have. Pamela. Creative ways to practice numbers? Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Aug 2007). --- I created a 3x5 card for each student and put two numbers in fraction format (example for a group of three people: 12 /73, 73/22, 22/12). Whatever the bottom number is on one card must be the top number on the next card. The last card should have as the bottom number the top number for the first card. So, it goes in a circle. I also create a list for myself to know the order of the numbers. Each student draws/is dealt a card and then we begin. I say the first number. The students have to listen and when they hear their top number, they must quickly say the bottom number. Once they get the routine, then I challenge them to see how fast we can get through the stack. We redeal the cards. I get out the stop watch. I post their time on the board for other classes to try and beat, or for them to beat the next day. Simpson, K. Re: Creative ways to practice numbers? Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Aug 2007). --- Split the class into groups of four. Give each a card with four dates on it, A, B, C, D. Everyone takes a turn reading their A date, and they would be something like "5/17/1517 (Jose), 5/5/1757 (Maria), 7/17/1507 (Guadalupe), and 7/7/1775 (Pablo)." After everyone reads date A, they individually decide the correct chronological order of the dates. The last example, then, hopefully everyone will decide Guadalupe, Jose, Maria, and then Pablo. Then the group continues with date B, date C, etc. You can be as tricky or as easy as you want, keep the same year and just change the day, use all the difficult numbers. Another game more for recognition is a simple memory game, where you have the numerals to match up with written-out words. Henman, B. Re: Creative ways to practice numbers? Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Aug 2007). For more ideas for practicing numbers, see next week’s InterCom for Part 2.
Source: FLTEACH
Inputdate: 2007-08-31 02:12:17
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6676
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Title: August 2007 NCLRC Newsletter
Body: The August 2007 newsletter from the National Capital Language Resource Center is available at http://www.nclrc.org/newsletter/english_newsletter.html. August's theme was Reaching Out to Struggling Students.
Source: NCLRC
Inputdate: 2007-08-31 02:13:11
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Title: August 2007 NCLRC Newsletter
Body: The August 2007 newsletter from the National Capital Language Resource Center is available at http://www.nclrc.org/newsletter/english_newsletter.html. August's theme was Reaching Out to Struggling Students.
Source: NCLRC
Inputdate: 2007-08-31 02:13:11
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6677
Content Type: 1
Title: Online Textbook: Autonomous Technology-Assisted Language Learning
Body: From http://en.wikibooks.org/wiki/ATALL Autonomous Technology-Assisted Language Learning (ATALL) includes (a) the development and use of technological tools to facilitate foreign language (FL) or second language (L2) learning (both to be used synonymously hereafter), and (b) research on the development and use of such tools. ATALL activities can be divided into the five primary domains of input, output, interaction, exercise, and assessment, which form five of the primary modules of this wikibook. ATALL is available at http://en.wikibooks.org/wiki/ATALL .
Source: Wikibooks
Inputdate: 2007-08-31 02:14:06
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Title: Online Textbook: Autonomous Technology-Assisted Language Learning
Body: From http://en.wikibooks.org/wiki/ATALL Autonomous Technology-Assisted Language Learning (ATALL) includes (a) the development and use of technological tools to facilitate foreign language (FL) or second language (L2) learning (both to be used synonymously hereafter), and (b) research on the development and use of such tools. ATALL activities can be divided into the five primary domains of input, output, interaction, exercise, and assessment, which form five of the primary modules of this wikibook. ATALL is available at http://en.wikibooks.org/wiki/ATALL .
Source: Wikibooks
Inputdate: 2007-08-31 02:14:06
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6678
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Title: New Edition: Bilinguality and Literacy
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=126298 Bilinguality and Literacy Second Edition: Principles and Practice Edited by Manjula Datta Publisher: Continuum Summary: The new edition of Bilinguality and Literacy argues that bilingual children’s literacy learning in English is necessarily an intercultural process. Children’s voices are strong in this revised, updated and expanded edition and looks closely at bilingual children’s writing development in view of the Ofsted statement that ‘fluent bilingual pupils struggle with writing (2003).’ Bilinguality and Literacy will be of interest to undergraduate students of applied linguistics, teacher training courses, and academics researching multilingualism and literacy. For more information, visit the publisher’s website at http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=126298 .
Source: Continuum
Inputdate: 2007-09-09 09:44:55
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Title: New Edition: Bilinguality and Literacy
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=126298 Bilinguality and Literacy Second Edition: Principles and Practice Edited by Manjula Datta Publisher: Continuum Summary: The new edition of Bilinguality and Literacy argues that bilingual children’s literacy learning in English is necessarily an intercultural process. Children’s voices are strong in this revised, updated and expanded edition and looks closely at bilingual children’s writing development in view of the Ofsted statement that ‘fluent bilingual pupils struggle with writing (2003).’ Bilinguality and Literacy will be of interest to undergraduate students of applied linguistics, teacher training courses, and academics researching multilingualism and literacy. For more information, visit the publisher’s website at http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=126298 .
Source: Continuum
Inputdate: 2007-09-09 09:44:55
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6679
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Title: Book: Differentiated Instruction: A Guide for Foreign Language Teachers
Body: From http://www.eyeoneducation.com/prodinfo.asp?number=7020%2D7 Differentiated Instruction: A Guide for Foreign Language Teachers by Deborah Blaz Publisher: Eye on Education Publisher’s summary: Deborah Blaz helps you differentiate lessons for your students based on their learning styles, interests, prior knowledge, socialization needs, and comfort zones. This book is devoted solely to applying the principles and practices of differentiated instruction to the teaching of foreign languages. It provides detailed classroom-tested examples of activities and lessons plans to help you - - prepare and teach “tiered” lessons - differentiate by content - differentiate by process - differentiate by product The rich and diverse activities in this book focus on all aspects of foreign language learning, including – - Vocabulary (vernacular and academic) - Speaking and Listening (question-and-answer activities, simulations, stimulations, etc.) - Prereading, Reading, and Postreading (activities, projects, and strategies, etc.) - Writing (books, blogs, note taking, etc.) Also included is a chapter on differentiated assessment which includes show-what-you-know assessments, tiered assessments, contracts, performance assessments, personalized assessments, partner and group testing, and more. Visit the publisher’s website at http://www.eyeoneducation.com/prodinfo.asp?number=7020%2D7 .
Source: Eye on Education
Inputdate: 2007-09-09 09:46:30
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Title: Book: Differentiated Instruction: A Guide for Foreign Language Teachers
Body: From http://www.eyeoneducation.com/prodinfo.asp?number=7020%2D7 Differentiated Instruction: A Guide for Foreign Language Teachers by Deborah Blaz Publisher: Eye on Education Publisher’s summary: Deborah Blaz helps you differentiate lessons for your students based on their learning styles, interests, prior knowledge, socialization needs, and comfort zones. This book is devoted solely to applying the principles and practices of differentiated instruction to the teaching of foreign languages. It provides detailed classroom-tested examples of activities and lessons plans to help you - - prepare and teach “tiered” lessons - differentiate by content - differentiate by process - differentiate by product The rich and diverse activities in this book focus on all aspects of foreign language learning, including – - Vocabulary (vernacular and academic) - Speaking and Listening (question-and-answer activities, simulations, stimulations, etc.) - Prereading, Reading, and Postreading (activities, projects, and strategies, etc.) - Writing (books, blogs, note taking, etc.) Also included is a chapter on differentiated assessment which includes show-what-you-know assessments, tiered assessments, contracts, performance assessments, personalized assessments, partner and group testing, and more. Visit the publisher’s website at http://www.eyeoneducation.com/prodinfo.asp?number=7020%2D7 .
Source: Eye on Education
Inputdate: 2007-09-09 09:46:30
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6680
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Title: Call for Papers: WorldCALL 2008
Body: WorldCALL 2008: CALL BRIDGES THE WORLD Fukuoka (Japan): 5-8 August 2008 WorldCALL is a worldwide professional association for teachers and educators interested in computer assisted language learning. WorldCALL members are established professional CALL associations from throughout the world. -Deadline for academic submissions: 30 November 2007 -Deadline for scholarship applications: 31 December 2007 For further information, please visit the conference website at: http://www.worldcall.org .
Source: LLTI
Inputdate: 2007-09-09 09:47:46
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Expdate: 2007-12-31 00:00:00
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Title: Call for Papers: WorldCALL 2008
Body: WorldCALL 2008: CALL BRIDGES THE WORLD Fukuoka (Japan): 5-8 August 2008 WorldCALL is a worldwide professional association for teachers and educators interested in computer assisted language learning. WorldCALL members are established professional CALL associations from throughout the world. -Deadline for academic submissions: 30 November 2007 -Deadline for scholarship applications: 31 December 2007 For further information, please visit the conference website at: http://www.worldcall.org .
Source: LLTI
Inputdate: 2007-09-09 09:47:46
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6681
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Title: Call for Papers: Porta Linguarum
Body: From http://linguistlist.org/issues/18/18-2392.html Porta Linguarum is an international interuniversity journal specialized in foreign language didactics. It aims to publish empirical studies, critical revisions, and theoretical models related to the factors that influence the teaching and learning processes. The journal is currently soliciting articles and book reviews. Call Deadline: 30-Oct-2007 For submissions information, go to http://www.ugr.es/~portalin .
Source: LINGUIST List
Inputdate: 2007-09-09 09:48:52
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Title: Call for Papers: Porta Linguarum
Body: From http://linguistlist.org/issues/18/18-2392.html Porta Linguarum is an international interuniversity journal specialized in foreign language didactics. It aims to publish empirical studies, critical revisions, and theoretical models related to the factors that influence the teaching and learning processes. The journal is currently soliciting articles and book reviews. Call Deadline: 30-Oct-2007 For submissions information, go to http://www.ugr.es/~portalin .
Source: LINGUIST List
Inputdate: 2007-09-09 09:48:52
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6682
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Title: Conference: Migration and Multilingualism
Body: From http://linguistlist.org/issues/18/18-2559.html International Conference at the Faculty of Education Free University of Bozen-Bolzano, Italy October 30-31, 2007 Migration and Multilingualism: The influence of the mother tongue on the acquisition of foreign languages: Implications for didactics For more information and registration, visit http://www.unibz.it/education/conference_migration/index.html?LanguageID=EN .
Source: LINGUIST List
Inputdate: 2007-09-09 09:55:56
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Expdate: 2007-11-02 00:00:00
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Title: Conference: Migration and Multilingualism
Body: From http://linguistlist.org/issues/18/18-2559.html International Conference at the Faculty of Education Free University of Bozen-Bolzano, Italy October 30-31, 2007 Migration and Multilingualism: The influence of the mother tongue on the acquisition of foreign languages: Implications for didactics For more information and registration, visit http://www.unibz.it/education/conference_migration/index.html?LanguageID=EN .
Source: LINGUIST List
Inputdate: 2007-09-09 09:55:56
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6683
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Title: SouthWest Association for Language Learning Technology Conference
Body: The SouthWest Association for Language Learning Technology will have its Fall 2007 conference October 26-27 at Stanford University. For more information, visit http://www.humanities.uci.edu/hirc/SWALLT/conferences.html .
Source: LLTI
Inputdate: 2007-09-09 10:01:52
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Expdate: 2007-10-28 00:00:00
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Title: SouthWest Association for Language Learning Technology Conference
Body: The SouthWest Association for Language Learning Technology will have its Fall 2007 conference October 26-27 at Stanford University. For more information, visit http://www.humanities.uci.edu/hirc/SWALLT/conferences.html .
Source: LLTI
Inputdate: 2007-09-09 10:01:52
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6684
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Title: Boston University Conference on Language Development/Society for Language Development Annual Symposium
Body: From http://linguistlist.org/issues/18/18-2412.html The Boston University Conference on Language Development will take place November 2-4, 2007. The keynote speaker is Ellen Bialystok. For more information about the conference, go to http://www.bu.edu/linguistics/APPLIED/BUCLD . The Society for Language Development’s Annual Symposium will take place in Boston on November 1, the day before the Boston University Conference. Its theme is "Generalization in Language Learning." Invited speakers are Janet Pierrehumbert, Josh Tenenbaum, andSteven Pinker. For more information about the forum, go to http://www.bcs.rochester.edu/sld/symposium.html .
Source: LINGUIST List
Inputdate: 2007-09-09 10:05:58
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Expdate: 2007-11-05 00:00:00
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Title: Boston University Conference on Language Development/Society for Language Development Annual Symposium
Body: From http://linguistlist.org/issues/18/18-2412.html The Boston University Conference on Language Development will take place November 2-4, 2007. The keynote speaker is Ellen Bialystok. For more information about the conference, go to http://www.bu.edu/linguistics/APPLIED/BUCLD . The Society for Language Development’s Annual Symposium will take place in Boston on November 1, the day before the Boston University Conference. Its theme is "Generalization in Language Learning." Invited speakers are Janet Pierrehumbert, Josh Tenenbaum, andSteven Pinker. For more information about the forum, go to http://www.bcs.rochester.edu/sld/symposium.html .
Source: LINGUIST List
Inputdate: 2007-09-09 10:05:58
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