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Contentid:
6825
Content Type: 1
Title: Article: American Indian Language Policy Research and Teacher Training Center
Body: From http://media.www.dailylobo.com/media/storage/paper344/news/2007/09/24/News/Faculty.Works.Toward.Preserving.Languages-2986911.shtml Faculty works toward preserving languages Jeremy Hunt September 24, 2007 Every two weeks, one of the world's 7,000 languages becomes extinct. UNM faculty is working to keep American Indian languages alive in New Mexico and trying to establish a center to help preserve them. "The issue of language maintenance is not just some academic exercise," said Christine Sims, a professor in the language literacy and sociocultural department. "These indigenous languages are spoken nowhere else in the world." The American Indian Language Policy Research and Teacher Training Center would give tribes the support they need to preserve their languages, Sims said. The center will hold workshops and help tribal leaders develop curriculum to fit the needs of their people, she said. Congress passed legislation with a $200,000 appropriation to fund the center, said Rep. Heather Wilson, who introduced the bill. Read the entire article at http://media.www.dailylobo.com/media/storage/paper344/news/2007/09/24/News/Faculty.Works.Toward.Preserving.Languages-2986911.shtml .
Source: New Mexico Daily Lobo
Inputdate: 2007-10-14 09:23:08
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Title: Article: American Indian Language Policy Research and Teacher Training Center
Body: From http://media.www.dailylobo.com/media/storage/paper344/news/2007/09/24/News/Faculty.Works.Toward.Preserving.Languages-2986911.shtml Faculty works toward preserving languages Jeremy Hunt September 24, 2007 Every two weeks, one of the world's 7,000 languages becomes extinct. UNM faculty is working to keep American Indian languages alive in New Mexico and trying to establish a center to help preserve them. "The issue of language maintenance is not just some academic exercise," said Christine Sims, a professor in the language literacy and sociocultural department. "These indigenous languages are spoken nowhere else in the world." The American Indian Language Policy Research and Teacher Training Center would give tribes the support they need to preserve their languages, Sims said. The center will hold workshops and help tribal leaders develop curriculum to fit the needs of their people, she said. Congress passed legislation with a $200,000 appropriation to fund the center, said Rep. Heather Wilson, who introduced the bill. Read the entire article at http://media.www.dailylobo.com/media/storage/paper344/news/2007/09/24/News/Faculty.Works.Toward.Preserving.Languages-2986911.shtml .
Source: New Mexico Daily Lobo
Inputdate: 2007-10-14 09:23:08
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6826
Content Type: 1
Title: Kiswahili Grammar Notes
Body: From http://tinyurl.com/dhuhq An online description of the grammar of Kiswahili for learning purposes is available at this website, along with an online dictionary and other resources such as a learning guide and an Africa guide. The grammar notes and other resources are available at http://tinyurl.com/dhuhq .
Source: Yale University
Inputdate: 2007-10-14 09:23:57
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Title: Kiswahili Grammar Notes
Body: From http://tinyurl.com/dhuhq An online description of the grammar of Kiswahili for learning purposes is available at this website, along with an online dictionary and other resources such as a learning guide and an Africa guide. The grammar notes and other resources are available at http://tinyurl.com/dhuhq .
Source: Yale University
Inputdate: 2007-10-14 09:23:57
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6827
Content Type: 1
Title: German Theater Abroad US Tour 2007
Body: From http://www.roadtheater.org The theater company German Theater Abroad (GTA) has been traveling between both sides of the Atlantic for the last 11 years. Contemporary plays form the core of the work with artists from different countries. Now the company is setting off on its biggest trip ever. The journey will take the troupe from New York through 16 states over 7 weeks. They will cover 6,000 miles and perform in 24 cities until they reach Los Angeles and the Pacific Ocean. For more information about GTA, go to http://www.roadtheater.org/index.html . For the tour schedule, go to http://www.roadtheater.org/tour.html .
Source: German Theater Abroad
Inputdate: 2007-10-14 09:25:09
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Expdate: 2009-01-05 00:00:00
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Title: German Theater Abroad US Tour 2007
Body: From http://www.roadtheater.org The theater company German Theater Abroad (GTA) has been traveling between both sides of the Atlantic for the last 11 years. Contemporary plays form the core of the work with artists from different countries. Now the company is setting off on its biggest trip ever. The journey will take the troupe from New York through 16 states over 7 weeks. They will cover 6,000 miles and perform in 24 cities until they reach Los Angeles and the Pacific Ocean. For more information about GTA, go to http://www.roadtheater.org/index.html . For the tour schedule, go to http://www.roadtheater.org/tour.html .
Source: German Theater Abroad
Inputdate: 2007-10-14 09:25:09
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Expdate: 2009-01-05 00:00:00
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Contentid:
6828
Content Type: 1
Title: Language Resources for Learning and Teaching German
Body: The Virginia Community College System’s Virtual Foreign Language Classroom website includes a webpage full of links to useful language and cultural resources for teaching and learning German at http://www.nvcc.edu/vflc/index.htm .
Source: Virginia Community College System
Inputdate: 2007-10-14 09:26:09
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Title: Language Resources for Learning and Teaching German
Body: The Virginia Community College System’s Virtual Foreign Language Classroom website includes a webpage full of links to useful language and cultural resources for teaching and learning German at http://www.nvcc.edu/vflc/index.htm .
Source: Virginia Community College System
Inputdate: 2007-10-14 09:26:09
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Contentid:
6829
Content Type: 1
Title: Online Latin Texts
Body: From http://www8.georgetown.edu/departments/medieval/labyrinth/library/latin/latin-lib.html Looking for more Latin texts? This meta-site has links to texts available online. Categories include Latin Bible, Liturgical Texts, Classical Greek Texts that Influenced Latin Traditions, Classical and Late Classical Latin Texts, Early Patristic Writings (c.150-c.300), Medieval Latin Texts and Translations (c.400-c.1500), Grammatical Curriculum Texts (Artes and Auctores), and Miscellaneous Latin Texts and Historical Documents. Visit the website at http://www8.georgetown.edu/departments/medieval/labyrinth/library/latin/latin-lib.html .
Source: Armarium Labyrinthi: Labyrinth Latin Bookcase
Inputdate: 2007-10-14 09:27:01
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Title: Online Latin Texts
Body: From http://www8.georgetown.edu/departments/medieval/labyrinth/library/latin/latin-lib.html Looking for more Latin texts? This meta-site has links to texts available online. Categories include Latin Bible, Liturgical Texts, Classical Greek Texts that Influenced Latin Traditions, Classical and Late Classical Latin Texts, Early Patristic Writings (c.150-c.300), Medieval Latin Texts and Translations (c.400-c.1500), Grammatical Curriculum Texts (Artes and Auctores), and Miscellaneous Latin Texts and Historical Documents. Visit the website at http://www8.georgetown.edu/departments/medieval/labyrinth/library/latin/latin-lib.html .
Source: Armarium Labyrinthi: Labyrinth Latin Bookcase
Inputdate: 2007-10-14 09:27:01
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Contentid:
6830
Content Type: 1
Title: Ideas for Practicing Sentence Structure in Latin
Body: Here are some ideas for working of properly constructed sentences with students, suggested by LatinTeach listserv users: On strips of cardboard, wrote some simple vocab the kids have been learning. Put magnetic strips on the back. These will stick to just about any white board or even chalkboard. My students are learning the difference between accusative and nominative. One the cardboard strips write the nominative form of the vocab words, "puella,” "insula," a couple of verbs "portat," "portant," and some endings "ae," "as.” Add a couple of adjectives, make sure you have enough endings for the adjectives as well (so two of the am's, etc.). I have two sets of cardboard strips with identical words, etc., in two different colors. Put one color on one side of the board, the other color on the other side. Make up crazy sentences "The good water carries the large islands" and the first team to get the sentence grammatically correct, as well as the vocab correct, gets a point. The team with the most points wins. McCormick-Lane, S. [Latinteach] game today in class. The Teaching of the Latin Language listserv (latinteach@nxport.com, 18 Sept 2007). --- I typed up sentences in Latin and their English translations. I then cut up the Latin word by word and put all the pieces into an envelope. 5 sentences total and using the same words as a direct object in one sentence and the subject in another, etc... The students then take the English sentences and have to reconstruct the Latin. Paul. Re: [Latinteach] game today in class - another. The Teaching of the Latin Language listserv (latinteach@nxport.com, 18 Sept 2007). --- You can do this as a vocabulary review as well. Divide class into teams and prepare 10 envelopes containing vocabulary words cut up. Each team has a sheet numbered 1-10. On cue, groups are given an envelope and try to figure out each word. When they finish one, they turn in envelope and solve another. First to get all correct wins. Ellen. Re: [Latinteach] game today in class - variation. The Teaching of the Latin Language listserv (latinteach@nxport.com, 23 Sept 2007).
Source: Latinteach
Inputdate: 2007-10-14 09:28:01
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Title: Ideas for Practicing Sentence Structure in Latin
Body: Here are some ideas for working of properly constructed sentences with students, suggested by LatinTeach listserv users: On strips of cardboard, wrote some simple vocab the kids have been learning. Put magnetic strips on the back. These will stick to just about any white board or even chalkboard. My students are learning the difference between accusative and nominative. One the cardboard strips write the nominative form of the vocab words, "puella,” "insula," a couple of verbs "portat," "portant," and some endings "ae," "as.” Add a couple of adjectives, make sure you have enough endings for the adjectives as well (so two of the am's, etc.). I have two sets of cardboard strips with identical words, etc., in two different colors. Put one color on one side of the board, the other color on the other side. Make up crazy sentences "The good water carries the large islands" and the first team to get the sentence grammatically correct, as well as the vocab correct, gets a point. The team with the most points wins. McCormick-Lane, S. [Latinteach] game today in class. The Teaching of the Latin Language listserv (latinteach@nxport.com, 18 Sept 2007). --- I typed up sentences in Latin and their English translations. I then cut up the Latin word by word and put all the pieces into an envelope. 5 sentences total and using the same words as a direct object in one sentence and the subject in another, etc... The students then take the English sentences and have to reconstruct the Latin. Paul. Re: [Latinteach] game today in class - another. The Teaching of the Latin Language listserv (latinteach@nxport.com, 18 Sept 2007). --- You can do this as a vocabulary review as well. Divide class into teams and prepare 10 envelopes containing vocabulary words cut up. Each team has a sheet numbered 1-10. On cue, groups are given an envelope and try to figure out each word. When they finish one, they turn in envelope and solve another. First to get all correct wins. Ellen. Re: [Latinteach] game today in class - variation. The Teaching of the Latin Language listserv (latinteach@nxport.com, 23 Sept 2007).
Source: Latinteach
Inputdate: 2007-10-14 09:28:01
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Contentid:
6831
Content Type: 1
Title: Idea for Practicing the Imperfect
Body: Here is a suggestion for practicing the imperfect from an FLTEACH user: Students always talk about their childhood in groups and bring pictures to show to their group. This time I asked them to bring a picture (when they were little ( 1-6 years old) ) and not to share their picture with anyone in class. They placed the pictures in a folder as they came in. I placed all the pictures on the board and then each student had to describe themselves as kids. The class would then guess which on was his/her picture. They had to include their physical characteristics (2); their personality 2) using target vocab (mischievous, an angel, whiny, tomboy, obedient, rebellious, etc.) and one of their favorite games (I liked to color, I liked to play video games, etc.). Afterwards I followed up with one question based on what they had said. Alonso, D. imperfect activity. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Oct 2007).
Source: FLTEACH
Inputdate: 2007-10-14 09:28:54
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Title: Idea for Practicing the Imperfect
Body: Here is a suggestion for practicing the imperfect from an FLTEACH user: Students always talk about their childhood in groups and bring pictures to show to their group. This time I asked them to bring a picture (when they were little ( 1-6 years old) ) and not to share their picture with anyone in class. They placed the pictures in a folder as they came in. I placed all the pictures on the board and then each student had to describe themselves as kids. The class would then guess which on was his/her picture. They had to include their physical characteristics (2); their personality 2) using target vocab (mischievous, an angel, whiny, tomboy, obedient, rebellious, etc.) and one of their favorite games (I liked to color, I liked to play video games, etc.). Afterwards I followed up with one question based on what they had said. Alonso, D. imperfect activity. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Oct 2007).
Source: FLTEACH
Inputdate: 2007-10-14 09:28:54
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Contentid:
6832
Content Type: 1
Title: Websites with Spanish Vocabulary and Audio
Body: Here are some websites recommended by FLTEACH users with Spanish vocabulary accompanied with audio clips. -Spanish vocabulary with audio http://www.languageguide.org/espanol -SPANISH VOCABULARY BUILDER http://languageadventure.net -Spanish Flashcards http://members.tripod.com/spanishflashcards -Spanish Vocabulary by topic, with audio http://www.spanicity.com/spanish-vocabulary.htm -Spanish numbers http://www.donquijote.org/spanishlanguage/numbers/index.asp -Spanish Alphabet http://www.donquijote.org/spanishlanguage/alphabet -Spanish Professor - Numbers http://www.jvlnet.com/%7Eliliana/Spanish_Numbers.html -Spanish Language Site 'Click & Listen' Glossary http://www.bellaonline.com/articles/art36842.asp -The Spanish Alphabet http://www.123teachme.com/learn_spanish/spanish_alphabet -Spanish Audio Dictionary http://www.elearnspanishlanguage.com/pronunciation/audiodictionary.html -Spanish Vocabulary Lessons http://www.elearnspanishlanguage.com/vocabulary/vocabindex.html -Spanish Vocabulary Tutorial (see "flash cards") http://www.studyspanish.com/vocab/index.htm Peckham, B. Re: Spanish vocabulary with audio. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Sept 2007).
Source: FLTEACH
Inputdate: 2007-10-14 09:30:03
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Title: Websites with Spanish Vocabulary and Audio
Body: Here are some websites recommended by FLTEACH users with Spanish vocabulary accompanied with audio clips. -Spanish vocabulary with audio http://www.languageguide.org/espanol -SPANISH VOCABULARY BUILDER http://languageadventure.net -Spanish Flashcards http://members.tripod.com/spanishflashcards -Spanish Vocabulary by topic, with audio http://www.spanicity.com/spanish-vocabulary.htm -Spanish numbers http://www.donquijote.org/spanishlanguage/numbers/index.asp -Spanish Alphabet http://www.donquijote.org/spanishlanguage/alphabet -Spanish Professor - Numbers http://www.jvlnet.com/%7Eliliana/Spanish_Numbers.html -Spanish Language Site 'Click & Listen' Glossary http://www.bellaonline.com/articles/art36842.asp -The Spanish Alphabet http://www.123teachme.com/learn_spanish/spanish_alphabet -Spanish Audio Dictionary http://www.elearnspanishlanguage.com/pronunciation/audiodictionary.html -Spanish Vocabulary Lessons http://www.elearnspanishlanguage.com/vocabulary/vocabindex.html -Spanish Vocabulary Tutorial (see "flash cards") http://www.studyspanish.com/vocab/index.htm Peckham, B. Re: Spanish vocabulary with audio. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Sept 2007).
Source: FLTEACH
Inputdate: 2007-10-14 09:30:03
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Contentid:
6833
Content Type: 1
Title: Free Spanish Plays at SUNY Geneseo
Body: On December 5, three one-act plays in Spanish (all comedies) will be staged at SUNY Geneseo, FREE OF CHARGE, by advanced Spanish language students and hispanohablantes. In the past, several area Spanish IV language teachers have brought their students to Geneseo for a similar performance. Because this year we have access to a larger auditorium, I am extending the invitation to all teachers in the area who may be interested in bringing their students to either one of the two performances: 9:00 a.m. or 7:00 p.m. If your group´s participation is confirmed (confirmation is subject to auditorium space availability allocated on a first-respond, first-confirmed basis), I would provide you all the material necessary for studying and discussing with your students ONE of the plays that will be staged. Material includes: * information about the playwright; * a master copy of the play; * clear, line-by-line explanations of the cultural and historical elements relevant to the play; * other information that would be helpful to your group´s discussion of the play. You would also receive directions to Geneseo and for your school´s bus driver to park during the performance. The performance will be FREE and will last between 40 to 50 minutes. If you and your students would be interested in coming to either performance, PLEASE reply to me BY WEDNESDAY, OCTOBER 17, answering the following questions: 1) What is your name and your contact information? Your name: Name of your school: Your preferred e-mail address: If necessary, phone number where you could be reached and best time to call you: 2) What is the name of your school´s principal and his/her e-mail information? Principal´s name: Email address: 3) Approximately how many students and teachers would come in your group? 4) Which of the two performances would your group attend? 9:00 a.m.? 7:00 p.m.? If you have any questions, please contact Rose McEwen, Ph.D. Associate Professor and Chair, Department of Foreign Languages and Literatures Coordinator, Latin American Studies Program Welles Hall 212-B Phone: 585 245-5247, ext. 4246 Fax: 585 245-5399
Source: FLTEACH
Inputdate: 2007-10-14 09:31:00
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Expdate: 2008-10-07 00:00:00
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Title: Free Spanish Plays at SUNY Geneseo
Body: On December 5, three one-act plays in Spanish (all comedies) will be staged at SUNY Geneseo, FREE OF CHARGE, by advanced Spanish language students and hispanohablantes. In the past, several area Spanish IV language teachers have brought their students to Geneseo for a similar performance. Because this year we have access to a larger auditorium, I am extending the invitation to all teachers in the area who may be interested in bringing their students to either one of the two performances: 9:00 a.m. or 7:00 p.m. If your group´s participation is confirmed (confirmation is subject to auditorium space availability allocated on a first-respond, first-confirmed basis), I would provide you all the material necessary for studying and discussing with your students ONE of the plays that will be staged. Material includes: * information about the playwright; * a master copy of the play; * clear, line-by-line explanations of the cultural and historical elements relevant to the play; * other information that would be helpful to your group´s discussion of the play. You would also receive directions to Geneseo and for your school´s bus driver to park during the performance. The performance will be FREE and will last between 40 to 50 minutes. If you and your students would be interested in coming to either performance, PLEASE reply to me BY WEDNESDAY, OCTOBER 17, answering the following questions: 1) What is your name and your contact information? Your name: Name of your school: Your preferred e-mail address: If necessary, phone number where you could be reached and best time to call you: 2) What is the name of your school´s principal and his/her e-mail information? Principal´s name: Email address: 3) Approximately how many students and teachers would come in your group? 4) Which of the two performances would your group attend? 9:00 a.m.? 7:00 p.m.? If you have any questions, please contact Rose McEwen, Ph.D. Associate Professor and Chair, Department of Foreign Languages and Literatures Coordinator, Latin American Studies Program Welles Hall 212-B Phone: 585 245-5247, ext. 4246 Fax: 585 245-5399
Source: FLTEACH
Inputdate: 2007-10-14 09:31:00
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Contentid:
6834
Content Type: 1
Title: Article: Challenge High School English Language Learners
Body: From http://tinyurl.com/277mpz Learning to Think in English Yu Ren Dong Summer 2007 Rather than treat high school English language learners like small children who are unable to understand, challenge them with higher-level thinking. Tran, a high school English language learner, is working with his teacher as he learns how to form sentences in English: TEACHER: Where is the tent? TRAN: It's behind the tree. TEACHER: Where is the family? TRAN: It's in the tent. TEACHER: Where is the bear? TRAN: It's in the jungle. A bear in a jungle? The teacher pretends to be shocked, and Tran laughs. A researcher in literary instruction who happens to be observing in the classroom that day asks, “Have you ever heard about any bears in jungles?” Tran confidently replies, “No, it doesn't make any sense. But you don't have to make sense, just make a sentence. Don't think!” (Fu, 1995, p. 82) In this lesson, a concentration on the basics of sentence formation has clearly short-circuited the meaning-making process, reducing learning to a thoughtless game. As mainstream subject-matter teachers see increasing numbers of English language learners come into their classrooms, many wonder how they can provide challenging and meaningful instruction to students with limited proficiency in English. Are basic reading and writing skills in English a prerequisite of content-specific learning? Are English language learners capable of dealing with complex ideas in English? Read the entire article at http://tinyurl.com/277mpz .
Source: Educational Leadership
Inputdate: 2007-10-14 09:32:01
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Title: Article: Challenge High School English Language Learners
Body: From http://tinyurl.com/277mpz Learning to Think in English Yu Ren Dong Summer 2007 Rather than treat high school English language learners like small children who are unable to understand, challenge them with higher-level thinking. Tran, a high school English language learner, is working with his teacher as he learns how to form sentences in English: TEACHER: Where is the tent? TRAN: It's behind the tree. TEACHER: Where is the family? TRAN: It's in the tent. TEACHER: Where is the bear? TRAN: It's in the jungle. A bear in a jungle? The teacher pretends to be shocked, and Tran laughs. A researcher in literary instruction who happens to be observing in the classroom that day asks, “Have you ever heard about any bears in jungles?” Tran confidently replies, “No, it doesn't make any sense. But you don't have to make sense, just make a sentence. Don't think!” (Fu, 1995, p. 82) In this lesson, a concentration on the basics of sentence formation has clearly short-circuited the meaning-making process, reducing learning to a thoughtless game. As mainstream subject-matter teachers see increasing numbers of English language learners come into their classrooms, many wonder how they can provide challenging and meaningful instruction to students with limited proficiency in English. Are basic reading and writing skills in English a prerequisite of content-specific learning? Are English language learners capable of dealing with complex ideas in English? Read the entire article at http://tinyurl.com/277mpz .
Source: Educational Leadership
Inputdate: 2007-10-14 09:32:01
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