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Contentid:
6986
Content Type: 1
Title: ESL Week in Ontario, Canada
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/11/english_as_a_se_13.html Toronto and communities across Ontario have once again agreed to designate November 18-24, 2007 as ESL Week in recognition of both those who have contributed and those who have benefited from ESL learning in Ontario. This public acknowledgment will coincide with TESL Ontario's annual conference to be held in Toronto, November 22-24 at the Holiday Inn on King. Various events and activities are taking place across the province to mark ESL Week. These include writing contests, spelling competitions, special lesson plans, and more. For more information about the ESL Week, visit TESL Ontario's Web site at http://www.teslontario.org/new/conference/2007/eslweek/ESLWeek2007.htm .
Source: OELA
Inputdate: 2007-11-18 05:19:36
Lastmodifieddate: 2007-11-18 05:19:36
Expdate: 2007-11-30 00:00:00
Publishdate: 2007-11-19 00:00:00
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Content Type: 1
Title: ESL Week in Ontario, Canada
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/11/english_as_a_se_13.html Toronto and communities across Ontario have once again agreed to designate November 18-24, 2007 as ESL Week in recognition of both those who have contributed and those who have benefited from ESL learning in Ontario. This public acknowledgment will coincide with TESL Ontario's annual conference to be held in Toronto, November 22-24 at the Holiday Inn on King. Various events and activities are taking place across the province to mark ESL Week. These include writing contests, spelling competitions, special lesson plans, and more. For more information about the ESL Week, visit TESL Ontario's Web site at http://www.teslontario.org/new/conference/2007/eslweek/ESLWeek2007.htm .
Source: OELA
Inputdate: 2007-11-18 05:19:36
Lastmodifieddate: 2007-11-18 05:19:36
Expdate: 2007-11-30 00:00:00
Publishdate: 2007-11-19 00:00:00
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Contentid:
6987
Content Type: 1
Title: Lists of English Phrasal Verbs
Body: Here are two online sources for looking up phrasal verbs: http://www.dictionary.cambridge.org/Default.asp?dict=P has on online dictionary for phrasal verbs (select Phrasal Verbs from the pull-down menu). An alphabetically organized of phrasal verbs and their definitions is available at http://www.eslcafe.com/pv .
Source: TESL-L
Inputdate: 2007-11-18 05:20:31
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Publishdate: 2007-11-19 00:00:00
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Content Type: 1
Title: Lists of English Phrasal Verbs
Body: Here are two online sources for looking up phrasal verbs: http://www.dictionary.cambridge.org/Default.asp?dict=P has on online dictionary for phrasal verbs (select Phrasal Verbs from the pull-down menu). An alphabetically organized of phrasal verbs and their definitions is available at http://www.eslcafe.com/pv .
Source: TESL-L
Inputdate: 2007-11-18 05:20:31
Lastmodifieddate: 2007-11-18 05:20:31
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Publishdate: 2007-11-19 00:00:00
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Contentid:
6988
Content Type: 1
Title: English for Engineers
Body: There is a website dedicated to novice teachers of English for Engineers courses at http://membres.lycos.fr/jcviel/tips/tips1.htm . The file is organized in three parts: PART I - TEACHING MATERIALS (Books, websites, software, videos and media, technical magazines) PART II - SYLLABUS (needs analysis, vocabulary, grammar, planning a syllabus, learning about technology) PART III- CLASS ACTIVITIES(written work, oral work, advanced students)
Source: EFL Tech - France
Inputdate: 2007-11-18 05:21:39
Lastmodifieddate: 2007-11-18 05:21:39
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Publishdate: 2007-11-19 00:00:00
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Title: English for Engineers
Body: There is a website dedicated to novice teachers of English for Engineers courses at http://membres.lycos.fr/jcviel/tips/tips1.htm . The file is organized in three parts: PART I - TEACHING MATERIALS (Books, websites, software, videos and media, technical magazines) PART II - SYLLABUS (needs analysis, vocabulary, grammar, planning a syllabus, learning about technology) PART III- CLASS ACTIVITIES(written work, oral work, advanced students)
Source: EFL Tech - France
Inputdate: 2007-11-18 05:21:39
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Publishdate: 2007-11-19 00:00:00
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Contentid:
6989
Content Type: 1
Title: Virtual Tourism Blog: Google Earth Tours with Video and Text
Body: Virtual Tourism This blog site about virtual tourism also has complete virtual tours organized by country in a sidebar on the left side of the screen. Typical virtual tours feature a Google Earth view of the destination with an informational text about it and a video to view. Visit this blog at http://virtualtourism.blogspot.com .
Source: Virtual Tourism
Inputdate: 2007-11-18 05:22:19
Lastmodifieddate: 2007-11-18 05:22:19
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Publishdate: 2007-11-19 00:00:00
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Title: Virtual Tourism Blog: Google Earth Tours with Video and Text
Body: Virtual Tourism This blog site about virtual tourism also has complete virtual tours organized by country in a sidebar on the left side of the screen. Typical virtual tours feature a Google Earth view of the destination with an informational text about it and a video to view. Visit this blog at http://virtualtourism.blogspot.com .
Source: Virtual Tourism
Inputdate: 2007-11-18 05:22:19
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Publishdate: 2007-11-19 00:00:00
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Contentid:
6990
Content Type: 1
Title: Graphic Organizer Idea for Future/Conditional Statements
Body: Here is an idea for producing future and conditional statements with a graphic organizer from an FLTEACH user: In my Honors 3 class, I give a few imperfect subjunctive when we do the conditional, just for some context. I think we do "I had," "I could," and "I were." Then, I assign a fishbone diagram. (It's that old brainstorming diagram.) They have to come up with some type of starting statement, like " If I had a million dollars," or "If I were the President," etc. That's the fish's head/spine. The next step is to branch off of that statement (The main body of the fish) with all the things that would result. Next, continue the skeleton with all the things that would result from those initial results, and so on, and so on. Continue this until you have the desired number of "bones." If you draw a line around your statements, they say that it resembles a strange kind of fish. Their results are very funny and they really enjoy the activity. (If I won the lottery, I would be rich. I would donate money to charity. Many people would have more food and clothing. They would be happy., etc.) Henman, B. Re: Conditional/Future Ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 12 Nov 2007). A template for a fishbone diagram is available at http://www.classtools.net/help_pages/fishbone.htm .
Source: FLTEACH
Inputdate: 2007-11-18 05:22:55
Lastmodifieddate: 2007-11-18 05:22:55
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Publishdate: 2007-11-19 00:00:00
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Content Type: 1
Title: Graphic Organizer Idea for Future/Conditional Statements
Body: Here is an idea for producing future and conditional statements with a graphic organizer from an FLTEACH user: In my Honors 3 class, I give a few imperfect subjunctive when we do the conditional, just for some context. I think we do "I had," "I could," and "I were." Then, I assign a fishbone diagram. (It's that old brainstorming diagram.) They have to come up with some type of starting statement, like " If I had a million dollars," or "If I were the President," etc. That's the fish's head/spine. The next step is to branch off of that statement (The main body of the fish) with all the things that would result. Next, continue the skeleton with all the things that would result from those initial results, and so on, and so on. Continue this until you have the desired number of "bones." If you draw a line around your statements, they say that it resembles a strange kind of fish. Their results are very funny and they really enjoy the activity. (If I won the lottery, I would be rich. I would donate money to charity. Many people would have more food and clothing. They would be happy., etc.) Henman, B. Re: Conditional/Future Ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 12 Nov 2007). A template for a fishbone diagram is available at http://www.classtools.net/help_pages/fishbone.htm .
Source: FLTEACH
Inputdate: 2007-11-18 05:22:55
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Publishdate: 2007-11-19 00:00:00
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Contentid:
6991
Content Type: 1
Title: Say Hello to the World
Body: From http://www.ipl.org/div/kidspace/hello This child-friendly website teaches kids to say hello in 29 different languages plus Braille. Clicking on a language leads to a brief description of how to introduce oneself plus how many speakers there are and where. There are also links to other online resources for these languages. Similar pages for other languages are being developed. Access this website at http://www.ipl.org/div/kidspace/hello .
Source: Internet Public Library
Inputdate: 2007-11-18 05:23:47
Lastmodifieddate: 2007-11-18 05:23:47
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Publishdate: 2007-11-19 00:00:00
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Content Type: 1
Title: Say Hello to the World
Body: From http://www.ipl.org/div/kidspace/hello This child-friendly website teaches kids to say hello in 29 different languages plus Braille. Clicking on a language leads to a brief description of how to introduce oneself plus how many speakers there are and where. There are also links to other online resources for these languages. Similar pages for other languages are being developed. Access this website at http://www.ipl.org/div/kidspace/hello .
Source: Internet Public Library
Inputdate: 2007-11-18 05:23:47
Lastmodifieddate: 2007-11-18 05:23:47
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Publishdate: 2007-11-19 00:00:00
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Contentid:
6992
Content Type: 1
Title: Langwitches: Technology Integration in the ELL and Foreign Language Classroom
Body: From http://www.langwitches.org LANGWITCHES.ORG includes standards, ideas, projects, tutorials, and software reviews. The goal is to encourage foreign language and ESL teachers to learn and experiment with technology and at the same time, become comfortable enough to expand their teaching methodology to include different kinds of technologies into their classrooms. Visit the website at http://www.langwitches.org .
Source: Langwitches
Inputdate: 2007-11-18 05:25:14
Lastmodifieddate: 2007-11-18 05:25:14
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Publishdate: 2007-11-19 00:00:00
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Content Type: 1
Title: Langwitches: Technology Integration in the ELL and Foreign Language Classroom
Body: From http://www.langwitches.org LANGWITCHES.ORG includes standards, ideas, projects, tutorials, and software reviews. The goal is to encourage foreign language and ESL teachers to learn and experiment with technology and at the same time, become comfortable enough to expand their teaching methodology to include different kinds of technologies into their classrooms. Visit the website at http://www.langwitches.org .
Source: Langwitches
Inputdate: 2007-11-18 05:25:14
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Publishdate: 2007-11-19 00:00:00
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Contentid:
6993
Content Type: 1
Title: New Book: Language Development and Age
Body: From http://linguistlist.org/issues/18/18-3482.html Language Development and Age by Julia Herschensohn Publisher: Cambridge University Press Summary: The anecdotal view of language acquisition is that children learn language with apparent ease, no instruction and in very little time, while adults find learning a new language to be cognitively challenging, labour intensive and time-consuming. In this book Herschensohn examines whether early childhood is a critical period for language acquisition after which individuals cannot learn a language as native speakers. She argues that a first language is largely susceptible to age constraints, showing major deficits past the age of twelve. Second language acquisition also shows age effects, but with a range of individual differences. The competence of expert adult learners, the unequal achievements of child learners of second languages, and the lack of consistent evidence for a maturational cutoff, all cast doubt on a critical period for second language acquisition. Visit the publisher’s website at http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=9780521872973 .
Source: LINGUIST List
Inputdate: 2007-11-24 06:00:15
Lastmodifieddate: 2007-11-24 06:00:15
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Publishdate: 2007-11-26 00:00:00
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Content Type: 1
Title: New Book: Language Development and Age
Body: From http://linguistlist.org/issues/18/18-3482.html Language Development and Age by Julia Herschensohn Publisher: Cambridge University Press Summary: The anecdotal view of language acquisition is that children learn language with apparent ease, no instruction and in very little time, while adults find learning a new language to be cognitively challenging, labour intensive and time-consuming. In this book Herschensohn examines whether early childhood is a critical period for language acquisition after which individuals cannot learn a language as native speakers. She argues that a first language is largely susceptible to age constraints, showing major deficits past the age of twelve. Second language acquisition also shows age effects, but with a range of individual differences. The competence of expert adult learners, the unequal achievements of child learners of second languages, and the lack of consistent evidence for a maturational cutoff, all cast doubt on a critical period for second language acquisition. Visit the publisher’s website at http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=9780521872973 .
Source: LINGUIST List
Inputdate: 2007-11-24 06:00:15
Lastmodifieddate: 2007-11-24 06:00:15
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Publishdate: 2007-11-26 00:00:00
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Contentid:
6994
Content Type: 1
Title: New Book: Conversation Analysis and Language for Specific Purposes
Body: From http://www.peterlang.com Conversation Analysis and Language for Specific Purposes Edited by Hugo Bowles and Paul Seedhouse Publisher: Peter Lang Publishing Group Summary: Research into the relationship between conversation analysis (CA) and different areas of applied linguistics is increasing rapidly. The aim of this volume is to show how conversation analysis can make a significant contribution to the teaching of spoken language for specific purposes (LSP) and to provide a firm foundation for future research and practice in this area. The first-ever collection in this area, the volume provides a theoretical and methodological framework for applying CA to LSP, as well as a series of illustrations of practical applications of CA in specific domains including interpreting, journalism, service encounters, academic discourse and the language classroom. The chapters in this collection are all written by CA practitioners with experience in the teaching of language for specific purposes and will appeal to researchers and students in applied linguistics and the social sciences, particularly those working in LSP teaching and teacher training. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail%2Ecfm&VID=11469 .
Source: Peter Lang Publishing Group
Inputdate: 2007-11-24 06:01:51
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Publishdate: 2007-11-26 00:00:00
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Title: New Book: Conversation Analysis and Language for Specific Purposes
Body: From http://www.peterlang.com Conversation Analysis and Language for Specific Purposes Edited by Hugo Bowles and Paul Seedhouse Publisher: Peter Lang Publishing Group Summary: Research into the relationship between conversation analysis (CA) and different areas of applied linguistics is increasing rapidly. The aim of this volume is to show how conversation analysis can make a significant contribution to the teaching of spoken language for specific purposes (LSP) and to provide a firm foundation for future research and practice in this area. The first-ever collection in this area, the volume provides a theoretical and methodological framework for applying CA to LSP, as well as a series of illustrations of practical applications of CA in specific domains including interpreting, journalism, service encounters, academic discourse and the language classroom. The chapters in this collection are all written by CA practitioners with experience in the teaching of language for specific purposes and will appeal to researchers and students in applied linguistics and the social sciences, particularly those working in LSP teaching and teacher training. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail%2Ecfm&VID=11469 .
Source: Peter Lang Publishing Group
Inputdate: 2007-11-24 06:01:51
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Publishdate: 2007-11-26 00:00:00
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Contentid:
6995
Content Type: 1
Title: November 2007 Issue of T·ELL·E-GRAM
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/11/latest_issue_of_18.html The November issue of Colorín Colorado's T·ELL·E-GRAM is available. Articles in this issue include: *Using Informal Assessments for English Language Learners *How to Let the School Know about Your Concerns *English Language Learners with Learning Disabilities Web Cast *New Web Site: AdLit.org *Report: A Descriptive Study of Services to LEP [Limited English Proficient] Students and LEP Students with Disabilities *How to Address Special Education Needs in the ELL Classroom Access the latest issue at http://www.colorincolorado.org/newsletters/tellegram/current .
Source: OELA
Inputdate: 2007-11-24 06:02:59
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Publishdate: 2007-11-26 00:00:00
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Title: November 2007 Issue of T·ELL·E-GRAM
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/11/latest_issue_of_18.html The November issue of Colorín Colorado's T·ELL·E-GRAM is available. Articles in this issue include: *Using Informal Assessments for English Language Learners *How to Let the School Know about Your Concerns *English Language Learners with Learning Disabilities Web Cast *New Web Site: AdLit.org *Report: A Descriptive Study of Services to LEP [Limited English Proficient] Students and LEP Students with Disabilities *How to Address Special Education Needs in the ELL Classroom Access the latest issue at http://www.colorincolorado.org/newsletters/tellegram/current .
Source: OELA
Inputdate: 2007-11-24 06:02:59
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Publishdate: 2007-11-26 00:00:00
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