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6946
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Title: Article Features Glastonbury School District’s Foreign Language Program
Body: From http://tinyurl.com/ytzw54 Foreign-Languages Acquisition a Vital Part of District’s Mission By Kathleen Kennedy Manoa November 6, 2007 Thousands of Glastonbury, Connecticut, students have built proficiency in French, Russian, Spanish, Latin, Japanese, and now, Mandarin Chinese. The 8,000-student district began fashioning its renowned foreign-language program half a century ago in what was then a rural hamlet outside Hartford. The program is now viewed as a model for meeting the demand for graduates with language skills and an understanding of other countries and cultures. Thousands of Glastonbury students have built proficiency in those languages, as well as Spanish, Latin, Japanese, and now, Mandarin Chinese. The 8,000-student district began fashioning its renowned foreign-language program half a century ago in what was then a rural hamlet outside Hartford. The program is now viewed as a model for meeting the demand for graduates with language skills and an understanding of other countries and cultures. By high school, many Glastonbury students are going on study trips abroad and exchange programs that immerse them in the language and culture they’ve been studying. Half of all Glastonbury graduates have studied at least two languages throughout their schooling, while four in 10 have acquired some knowledge of three languages. Read the entire article at http://tinyurl.com/ytzw54 ; this will require a free registration process which will enable subscribers to access two Education Week articles per week. The Glastonbury Foreign Language Department has its own website which is full of resources for language teachers, including examples of lesson plans and essential questions, an annotated list of resources for language teachers, and annotated lists of resources for American Sign Language, Arabic, Chinese, French, German, Japanese, Latin, Russian, Spanish, and English Language Learners. Browse the website at http://foreignlanguage.org/index.htm .
Source: Education Week
Inputdate: 2007-11-12 12:03:46
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Title: Article Features Glastonbury School District’s Foreign Language Program
Body: From http://tinyurl.com/ytzw54 Foreign-Languages Acquisition a Vital Part of District’s Mission By Kathleen Kennedy Manoa November 6, 2007 Thousands of Glastonbury, Connecticut, students have built proficiency in French, Russian, Spanish, Latin, Japanese, and now, Mandarin Chinese. The 8,000-student district began fashioning its renowned foreign-language program half a century ago in what was then a rural hamlet outside Hartford. The program is now viewed as a model for meeting the demand for graduates with language skills and an understanding of other countries and cultures. Thousands of Glastonbury students have built proficiency in those languages, as well as Spanish, Latin, Japanese, and now, Mandarin Chinese. The 8,000-student district began fashioning its renowned foreign-language program half a century ago in what was then a rural hamlet outside Hartford. The program is now viewed as a model for meeting the demand for graduates with language skills and an understanding of other countries and cultures. By high school, many Glastonbury students are going on study trips abroad and exchange programs that immerse them in the language and culture they’ve been studying. Half of all Glastonbury graduates have studied at least two languages throughout their schooling, while four in 10 have acquired some knowledge of three languages. Read the entire article at http://tinyurl.com/ytzw54 ; this will require a free registration process which will enable subscribers to access two Education Week articles per week. The Glastonbury Foreign Language Department has its own website which is full of resources for language teachers, including examples of lesson plans and essential questions, an annotated list of resources for language teachers, and annotated lists of resources for American Sign Language, Arabic, Chinese, French, German, Japanese, Latin, Russian, Spanish, and English Language Learners. Browse the website at http://foreignlanguage.org/index.htm .
Source: Education Week
Inputdate: 2007-11-12 12:03:46
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6947
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Title: College Cost Reduction and Access Act of 2007
Body: From http://www.languagepolicy.org/legislation The College Cost and Reduction Act of 2007 was passed in both the House of Representatives and the Senate. It was signed by President Bush on Thursday, September 27, 2007 and became Public Law No. 110-84. The purpose of this legislation is to increase college financial aid and reduce loan costs in order to make college more affordable. Of particular interest to language professionals, this bill would provide student loan forgiveness to borrowers who serve in areas of national need as early childhood educators, nurses, foreign language specialists, librarians, certain highly qualified teachers, child welfare workers, speech language pathologists, National Service participants, and public sector employees. It also would establish a TEACH Grant program providing tuition assistance to undergraduate and graduate students who commit to teaching a high-need subject in a high-need school for four years. Read more about the new law at http://www.languagepolicy.org/legislation .
Source: JNCL-NCLIS
Inputdate: 2007-11-12 12:04:34
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Title: College Cost Reduction and Access Act of 2007
Body: From http://www.languagepolicy.org/legislation The College Cost and Reduction Act of 2007 was passed in both the House of Representatives and the Senate. It was signed by President Bush on Thursday, September 27, 2007 and became Public Law No. 110-84. The purpose of this legislation is to increase college financial aid and reduce loan costs in order to make college more affordable. Of particular interest to language professionals, this bill would provide student loan forgiveness to borrowers who serve in areas of national need as early childhood educators, nurses, foreign language specialists, librarians, certain highly qualified teachers, child welfare workers, speech language pathologists, National Service participants, and public sector employees. It also would establish a TEACH Grant program providing tuition assistance to undergraduate and graduate students who commit to teaching a high-need subject in a high-need school for four years. Read more about the new law at http://www.languagepolicy.org/legislation .
Source: JNCL-NCLIS
Inputdate: 2007-11-12 12:04:34
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6948
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Title: Illinois Drops Its Alternative Test for English-Language Learners
Body: From http://www.edweek.org/ew/articles/2007/11/07/11brief-2.h27.html?tmp=1356833858 Illinois Drops Its Alternative Test for English-Language Learners November 6, 2007 Illinois has stopped using an alternative mathematics and reading test for English-language learners because state officials haven’t been able to convince the U.S. Department of Education the test is comparable to the state’s regular tests. The Illinois Measure of Annual Growth in English, or IMAGE, uses simplified English to test ELLs in math and reading. Matthew Vanover, a spokesman for the Illinois board of education, said the state will eventually develop another alternative test for Illinois’ 36,000 English-learners, but in the meantime, they will take regular state tests with accommodations. The federal Education Department has required several other states—including Arkansas and Wisconsin—to stop using their alternative tests for ELLs, but has approved such tests in North Carolina and Virginia.
Source: Education Week
Inputdate: 2007-11-12 12:05:22
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Title: Illinois Drops Its Alternative Test for English-Language Learners
Body: From http://www.edweek.org/ew/articles/2007/11/07/11brief-2.h27.html?tmp=1356833858 Illinois Drops Its Alternative Test for English-Language Learners November 6, 2007 Illinois has stopped using an alternative mathematics and reading test for English-language learners because state officials haven’t been able to convince the U.S. Department of Education the test is comparable to the state’s regular tests. The Illinois Measure of Annual Growth in English, or IMAGE, uses simplified English to test ELLs in math and reading. Matthew Vanover, a spokesman for the Illinois board of education, said the state will eventually develop another alternative test for Illinois’ 36,000 English-learners, but in the meantime, they will take regular state tests with accommodations. The federal Education Department has required several other states—including Arkansas and Wisconsin—to stop using their alternative tests for ELLs, but has approved such tests in North Carolina and Virginia.
Source: Education Week
Inputdate: 2007-11-12 12:05:22
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6949
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Title: Handouts on Teaching Deaf Students
Body: From http://clerccenter.gallaudet.edu/SupportServices/series/index.html#4000 A series of handouts dealing with Deaf and hard-of-hearing students is available from the Laurent Clerc National Deaf Education Center’s website. Topics include the following: -Checklist For Effective Communication -Twelve Practical Ways To Support Literacy And Transition -Communication Tips for Deaf and Hard of Hearing Children in The Classroom The handouts are available at http://clerccenter.gallaudet.edu/SupportServices/series/index.html#4000 .
Source: Laurent Clerc National Deaf Education Center
Inputdate: 2007-11-12 12:06:19
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Title: Handouts on Teaching Deaf Students
Body: From http://clerccenter.gallaudet.edu/SupportServices/series/index.html#4000 A series of handouts dealing with Deaf and hard-of-hearing students is available from the Laurent Clerc National Deaf Education Center’s website. Topics include the following: -Checklist For Effective Communication -Twelve Practical Ways To Support Literacy And Transition -Communication Tips for Deaf and Hard of Hearing Children in The Classroom The handouts are available at http://clerccenter.gallaudet.edu/SupportServices/series/index.html#4000 .
Source: Laurent Clerc National Deaf Education Center
Inputdate: 2007-11-12 12:06:19
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6950
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Title: The 13th Annual California Indian Storytelling Festival
Body: From http://www.actaonline.org/calendar/index.htm#thirteenth The 13th Annual California Indian Storytelling Festival Saturday, November 17, 2007 – 9:00 am to 7:00 pm San Leandro Public Library Theater Center 300 Estudillo Avenue San Leandro, California The 13th Annual California Indian Storytelling Festival will bring together Native storytellers from throughout California, with special guests from Hawaii. The festival program includes storytelling performances, panel discussions, and other presentations on indigenous oral traditions, folklore and storytelling. Festival workshops are recommended for adults and teens, ages 15 and up. Storytelling and music performances are recommended for adults and children ages 8 and up. Admission: at the door only, $15 general, $10 elders/students/children, $15 dinner with the storytellers For more information visit the California Indian Storytellers Association website at http://www.cistory.org/13th_story_festival.htm .
Source: ACTA
Inputdate: 2007-11-12 12:07:08
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Title: The 13th Annual California Indian Storytelling Festival
Body: From http://www.actaonline.org/calendar/index.htm#thirteenth The 13th Annual California Indian Storytelling Festival Saturday, November 17, 2007 – 9:00 am to 7:00 pm San Leandro Public Library Theater Center 300 Estudillo Avenue San Leandro, California The 13th Annual California Indian Storytelling Festival will bring together Native storytellers from throughout California, with special guests from Hawaii. The festival program includes storytelling performances, panel discussions, and other presentations on indigenous oral traditions, folklore and storytelling. Festival workshops are recommended for adults and teens, ages 15 and up. Storytelling and music performances are recommended for adults and children ages 8 and up. Admission: at the door only, $15 general, $10 elders/students/children, $15 dinner with the storytellers For more information visit the California Indian Storytellers Association website at http://www.cistory.org/13th_story_festival.htm .
Source: ACTA
Inputdate: 2007-11-12 12:07:08
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6951
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Title: American Association of Teachers of Arabic New Website
Body: From http://aataweb.org The American Association of Teachers of Arabic (AATA) has new contact information and a new website. American Association of Teachers of Arabic (AATA) aims to facilitate communication and cooperation between teachers of Arabic and to promote study, criticism, research and instruction in the field of Arabic language pedagogy, Arabic linguistics and Arabic literature. AATA maintains an annual refereed journal and a monthly email newsletter. For further information about AATA publications and activities, to join the organization, or inquire about mailing list rental, contact AATA at 3416 Primm Lane Birmingham, AL 35216 USA Telephone: 205.822.6800 Fax: 205.823.2760 Email: info@aataweb.org Resources available to the public on the AATA website include a background on the history and structure of Arabic, a list of Arabic programs, and links to Arabic manuscripts. The website is available at http://aataweb.org .
Source: AATA
Inputdate: 2007-11-12 12:09:27
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Title: American Association of Teachers of Arabic New Website
Body: From http://aataweb.org The American Association of Teachers of Arabic (AATA) has new contact information and a new website. American Association of Teachers of Arabic (AATA) aims to facilitate communication and cooperation between teachers of Arabic and to promote study, criticism, research and instruction in the field of Arabic language pedagogy, Arabic linguistics and Arabic literature. AATA maintains an annual refereed journal and a monthly email newsletter. For further information about AATA publications and activities, to join the organization, or inquire about mailing list rental, contact AATA at 3416 Primm Lane Birmingham, AL 35216 USA Telephone: 205.822.6800 Fax: 205.823.2760 Email: info@aataweb.org Resources available to the public on the AATA website include a background on the history and structure of Arabic, a list of Arabic programs, and links to Arabic manuscripts. The website is available at http://aataweb.org .
Source: AATA
Inputdate: 2007-11-12 12:09:27
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6952
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Title: Resources for South Asian Languages
Body: From http://salrc.uchicago.edu/resources/supported.shtml The South Asia Language Resource Center, one of the National Foreign Language Resource Centers, has links to numerous tools and lessons for learning languages of South Asia. Supported languages include Hindi, Kannada, Nepali, Pashto, Sindhi, Tamil, Tibetan, and Urdu. Annotated links to these resources are available at http://salrc.uchicago.edu/resources/supported.shtml .
Source: SALRC
Inputdate: 2007-11-12 12:11:07
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Title: Resources for South Asian Languages
Body: From http://salrc.uchicago.edu/resources/supported.shtml The South Asia Language Resource Center, one of the National Foreign Language Resource Centers, has links to numerous tools and lessons for learning languages of South Asia. Supported languages include Hindi, Kannada, Nepali, Pashto, Sindhi, Tamil, Tibetan, and Urdu. Annotated links to these resources are available at http://salrc.uchicago.edu/resources/supported.shtml .
Source: SALRC
Inputdate: 2007-11-12 12:11:07
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6953
Content Type: 1
Title: A Japanese Guide to Japanese Grammar
Body: From http://www.guidetojapanese.org This site explains Japanese grammar in a systematic step-by-step process and is released under the Creative Commons License. It was created as a resource for those who want to learn Japanese grammar in a rational, intuitive way that makes sense in Japanese. The explanations are focused on how to make sense of the grammar not from English but from a Japanese point of view. The website is also available in German, Spanish, French, Italian, Russian, Turkish, Finnish, and Korean. It is available at http://www.guidetojapanese.org .
Source: www.guidetojapanese.org
Inputdate: 2007-11-12 12:12:07
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Title: A Japanese Guide to Japanese Grammar
Body: From http://www.guidetojapanese.org This site explains Japanese grammar in a systematic step-by-step process and is released under the Creative Commons License. It was created as a resource for those who want to learn Japanese grammar in a rational, intuitive way that makes sense in Japanese. The explanations are focused on how to make sense of the grammar not from English but from a Japanese point of view. The website is also available in German, Spanish, French, Italian, Russian, Turkish, Finnish, and Korean. It is available at http://www.guidetojapanese.org .
Source: www.guidetojapanese.org
Inputdate: 2007-11-12 12:12:07
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6954
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Title: San Francisco Croatian Festival
Body: From http://www.actaonline.org/calendar/index.htm#croatianfestiv San Francisco Croatian Festival Sunday, November 18, 2007 – 2:00 pm Croatian American Cultural Center 60 Onondaga Avenue San Francisco, California Sinovi of Chicago will join Bay Area performing groups for an all-day celebration of music, song, and dance. Sinovi (“the sons”) began performing together in 1979 when they were still in high school. Alumni of the Duquesne University Tamburitzans, they are renowned throughout the country for their fun-loving and colorful performances that are rooted in a deep knowledge and love of tamburitza music. Their program will include both traditional tamburitza repertoire and original compositions by members of the group. Admission: $10 For more information visit the Croatian American Cultural Center’s website at http://www.croatianamericanweb.org .
Source: ACTA
Inputdate: 2007-11-12 12:13:37
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Title: San Francisco Croatian Festival
Body: From http://www.actaonline.org/calendar/index.htm#croatianfestiv San Francisco Croatian Festival Sunday, November 18, 2007 – 2:00 pm Croatian American Cultural Center 60 Onondaga Avenue San Francisco, California Sinovi of Chicago will join Bay Area performing groups for an all-day celebration of music, song, and dance. Sinovi (“the sons”) began performing together in 1979 when they were still in high school. Alumni of the Duquesne University Tamburitzans, they are renowned throughout the country for their fun-loving and colorful performances that are rooted in a deep knowledge and love of tamburitza music. Their program will include both traditional tamburitza repertoire and original compositions by members of the group. Admission: $10 For more information visit the Croatian American Cultural Center’s website at http://www.croatianamericanweb.org .
Source: ACTA
Inputdate: 2007-11-12 12:13:37
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Contentid:
6955
Content Type: 1
Title: Ideas for Teaching “Die Familie” in German
Body: Here are some ideas by AATG listserv users for teaching and practicing family vocabulary in German: Give each student the name of a famous person, either real or fictitious. Have them talk about the person's family without naming him/her, and the other students have to listen and say the person's name. Example: Seine Frau heisst Laura, und seine Toechter heissen Barbara und Jenna. Sein Bruder heisst Jeb. Seine Eltern heissen George und Barbara. Er wohnt in Washington. (answer: George W.) Some other people/characters: Lisa Simpson, John F. Kennedy, anyone from the Brady Bunch, Paris Hilton, Jessica Simpson, Britney Spears, Michael Jackson. Seidlitz, L. [AATG-L] Die Familie. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 8 Oct 2007). --- I put the students into groups of 8 or 9 and they have to make a "living" family tree. They stand in the correct positions and introduce themselves and others. z.B.: "Ich bin Marta. Das ist meine Mutter Ingrid. Das ist mein Onkel Fritz." etc. Each student must introduce 5 other family members in the family tree. The students not involved in the family tree must draw the family tree and label each person's name and relationship. Gronlund, P. [AATG-L] Die Familie. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 9 Oct 2007). --- For an online activity about the family, go to http://www.langenscheidt.de/lehrwerke_onlineprojekte/genial_A1/ub09/f_uebung.html The students go to the authentic websites of the German families first and then fill out the accompanying exercises. They can then print out the exercises. Instructions for the teacher can be found here: http://www.langenscheidt.de/lehrwerke_onlineprojekte/genial_A1/komm/komm9/f_komm9.html The online activity was developed for geni@l, but can be done with other textbooks as well after the students have worked on the vocabulary for the family and possessive adjectives. Schalliol, D. Re: [AATG-L] Die Familie - Online Activity. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 10 Oct 2007).
Source: AATG-L
Inputdate: 2007-11-12 12:14:21
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Title: Ideas for Teaching “Die Familie” in German
Body: Here are some ideas by AATG listserv users for teaching and practicing family vocabulary in German: Give each student the name of a famous person, either real or fictitious. Have them talk about the person's family without naming him/her, and the other students have to listen and say the person's name. Example: Seine Frau heisst Laura, und seine Toechter heissen Barbara und Jenna. Sein Bruder heisst Jeb. Seine Eltern heissen George und Barbara. Er wohnt in Washington. (answer: George W.) Some other people/characters: Lisa Simpson, John F. Kennedy, anyone from the Brady Bunch, Paris Hilton, Jessica Simpson, Britney Spears, Michael Jackson. Seidlitz, L. [AATG-L] Die Familie. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 8 Oct 2007). --- I put the students into groups of 8 or 9 and they have to make a "living" family tree. They stand in the correct positions and introduce themselves and others. z.B.: "Ich bin Marta. Das ist meine Mutter Ingrid. Das ist mein Onkel Fritz." etc. Each student must introduce 5 other family members in the family tree. The students not involved in the family tree must draw the family tree and label each person's name and relationship. Gronlund, P. [AATG-L] Die Familie. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 9 Oct 2007). --- For an online activity about the family, go to http://www.langenscheidt.de/lehrwerke_onlineprojekte/genial_A1/ub09/f_uebung.html The students go to the authentic websites of the German families first and then fill out the accompanying exercises. They can then print out the exercises. Instructions for the teacher can be found here: http://www.langenscheidt.de/lehrwerke_onlineprojekte/genial_A1/komm/komm9/f_komm9.html The online activity was developed for geni@l, but can be done with other textbooks as well after the students have worked on the vocabulary for the family and possessive adjectives. Schalliol, D. Re: [AATG-L] Die Familie - Online Activity. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 10 Oct 2007).
Source: AATG-L
Inputdate: 2007-11-12 12:14:21
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