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Displaying 7101-7110 of 28843 results.
Contentid:
7327
Content Type: 1
Title: Online Resource for English Vocabulary Activities: Learning Vocabulary Fun
Body: The Learning Vocabulary Fun website has six different activity types for practicing English vocabulary. Once you have selected an activity, you can choose from a wide range of topics and often a level of difficulty. Access these activities at http://www.vocabulary.co.il/index_main.php .
Source: Vocabulary.co.il
Inputdate: 2008-02-02 11:07:30
Lastmodifieddate: 2008-02-02 11:07:30
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Publishdate: 2008-02-04 00:00:00
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Title: Online Resource for English Vocabulary Activities: Learning Vocabulary Fun
Body: The Learning Vocabulary Fun website has six different activity types for practicing English vocabulary. Once you have selected an activity, you can choose from a wide range of topics and often a level of difficulty. Access these activities at http://www.vocabulary.co.il/index_main.php .
Source: Vocabulary.co.il
Inputdate: 2008-02-02 11:07:30
Lastmodifieddate: 2008-02-02 11:07:30
Expdate:
Publishdate: 2008-02-04 00:00:00
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Contentid:
7328
Content Type: 1
Title: ESL Jobs in Texas
Body: The Texas Teachers of English to Speakers of Other Languages maintains a listing of job announcements at http://www.textesolv.org .
Source: TexTESOL
Inputdate: 2008-02-02 11:08:39
Lastmodifieddate: 2008-02-02 11:08:39
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Publishdate: 2008-02-04 00:00:00
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Active: 1
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Content Type: 1
Title: ESL Jobs in Texas
Body: The Texas Teachers of English to Speakers of Other Languages maintains a listing of job announcements at http://www.textesolv.org .
Source: TexTESOL
Inputdate: 2008-02-02 11:08:39
Lastmodifieddate: 2008-02-02 11:08:39
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Publishdate: 2008-02-04 00:00:00
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Contentid:
7329
Content Type: 1
Title: Online Article: Effects of Instructional Hours and Intensity of Instruction on NRS Level Gain in Listening and Speaking
Body: From http://www.cal.org/resources/digest/levelgain.html Effects of Instructional Hours and Intensity of Instruction on NRS Level Gain in Listening and Speaking Sarah Young, Center for Applied Linguistics Abstract This digest reports on a descriptive study examining two questions related to adult English language learners’ educational level gains in the National Reporting System for Adult Education (NRS), as measured by the standardized oral proficiency assessment BEST Plus: (1) What is the relationship between instructional hours and educational level gain on BEST Plus? and (2) What is the relationship between intensity of instruction and educational level gain on BEST Plus? To provide guidance to users on the number of instructional hours needed for students to show a level gain on BEST Plus, the Center for Applied Linguistics collected pretest and posttest data on more than 6,500 students from two states. The largest number of students pretested with BEST Plus tested into the NRS Beginning ESL Literacy level (49%). The fewest were placed in the NRS Advanced ESL level (7%). Statistical analyses were conducted to see how examinee performance at each level varied according to number of instructional hours and intensity of instruction. Instructional hours were defined as the number of hours that students actually attended class, ranging from fewer than 60 hours to more than 140 hours. Intensity of instruction was defined as how often students attended class over a given period of time, ranging from low intensity (e.g., 100 hours of instruction over 250 days) to high intensity (e.g., 100 hours of instruction over 75 days). Results showed that across NRS educational functioning levels, the greater the number of instructional hours, the higher the percentage of students who made level gain. There was also a general trend toward greater NRS level gain for students with high levels of instructional intensity than for those with low intensity. Intensity of instruction had the greatest impact on students at the Beginning ESL Literacy, Low Intermediate, and Advanced ESL levels. Additional research is needed to better understand differences in level gain and the learner and programmatic factors, including number of instructional hours and intensity of instruction, that may influence oral language proficiency as measured by NRS level gain. Read this digest at http://www.cal.org/resources/digest/levelgain.html or download it in PDF format from http://www.cal.org/resources/digest/digest_pdfs/levelgain.pdf .
Source: CAL
Inputdate: 2008-02-02 11:10:06
Lastmodifieddate: 2008-02-02 11:10:06
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Publishdate: 2008-02-04 00:00:00
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Active: 1
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Content Type: 1
Title: Online Article: Effects of Instructional Hours and Intensity of Instruction on NRS Level Gain in Listening and Speaking
Body: From http://www.cal.org/resources/digest/levelgain.html Effects of Instructional Hours and Intensity of Instruction on NRS Level Gain in Listening and Speaking Sarah Young, Center for Applied Linguistics Abstract This digest reports on a descriptive study examining two questions related to adult English language learners’ educational level gains in the National Reporting System for Adult Education (NRS), as measured by the standardized oral proficiency assessment BEST Plus: (1) What is the relationship between instructional hours and educational level gain on BEST Plus? and (2) What is the relationship between intensity of instruction and educational level gain on BEST Plus? To provide guidance to users on the number of instructional hours needed for students to show a level gain on BEST Plus, the Center for Applied Linguistics collected pretest and posttest data on more than 6,500 students from two states. The largest number of students pretested with BEST Plus tested into the NRS Beginning ESL Literacy level (49%). The fewest were placed in the NRS Advanced ESL level (7%). Statistical analyses were conducted to see how examinee performance at each level varied according to number of instructional hours and intensity of instruction. Instructional hours were defined as the number of hours that students actually attended class, ranging from fewer than 60 hours to more than 140 hours. Intensity of instruction was defined as how often students attended class over a given period of time, ranging from low intensity (e.g., 100 hours of instruction over 250 days) to high intensity (e.g., 100 hours of instruction over 75 days). Results showed that across NRS educational functioning levels, the greater the number of instructional hours, the higher the percentage of students who made level gain. There was also a general trend toward greater NRS level gain for students with high levels of instructional intensity than for those with low intensity. Intensity of instruction had the greatest impact on students at the Beginning ESL Literacy, Low Intermediate, and Advanced ESL levels. Additional research is needed to better understand differences in level gain and the learner and programmatic factors, including number of instructional hours and intensity of instruction, that may influence oral language proficiency as measured by NRS level gain. Read this digest at http://www.cal.org/resources/digest/levelgain.html or download it in PDF format from http://www.cal.org/resources/digest/digest_pdfs/levelgain.pdf .
Source: CAL
Inputdate: 2008-02-02 11:10:06
Lastmodifieddate: 2008-02-02 11:10:06
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Publishdate: 2008-02-04 00:00:00
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Active: 1
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Contentid:
7330
Content Type: 1
Title: Foreign Language Teacher's Guide to Learning Disabilities
Body: The Instant Access Treasure Chest is a foreign language teacher's guide to learning disabilities. This meta-site is organized under the following topics: Assistive Technology Attention Deficit Disorder Attention Deficit Hyperactivity Disorder Auditory Deficits College Policies for Students with Disabilities Commercial Sites Conference Handouts Dyslexia Foreign Language and LD General Information Government Resources Hyperlexia Learning Styles Legal Information Questions and Answers Teaching Students with Disabilities Visual Deficits Visit the website at http://www.fln.vcu.edu/ld/ld.html .
Source: Virginia Commonwealth University
Inputdate: 2008-02-02 11:12:09
Lastmodifieddate: 2008-02-02 11:12:09
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Publishdate: 2008-02-04 00:00:00
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Active: 1
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Content Type: 1
Title: Foreign Language Teacher's Guide to Learning Disabilities
Body: The Instant Access Treasure Chest is a foreign language teacher's guide to learning disabilities. This meta-site is organized under the following topics: Assistive Technology Attention Deficit Disorder Attention Deficit Hyperactivity Disorder Auditory Deficits College Policies for Students with Disabilities Commercial Sites Conference Handouts Dyslexia Foreign Language and LD General Information Government Resources Hyperlexia Learning Styles Legal Information Questions and Answers Teaching Students with Disabilities Visual Deficits Visit the website at http://www.fln.vcu.edu/ld/ld.html .
Source: Virginia Commonwealth University
Inputdate: 2008-02-02 11:12:09
Lastmodifieddate: 2008-02-02 11:12:09
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Publishdate: 2008-02-04 00:00:00
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Active: 1
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Contentid:
7331
Content Type: 1
Title: Directory of Resources for Technology in FLES Programs
Body: FLES@web is a directory of resources for teachers and researchers interested in using computer technologies in the FLES curriculum. Browse the website at http://www.public.iastate.edu/~egarcia/fles.html .
Source: Iowa State University
Inputdate: 2008-02-02 11:13:38
Lastmodifieddate: 2008-02-02 11:13:38
Expdate:
Publishdate: 2008-02-04 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Directory of Resources for Technology in FLES Programs
Body: FLES@web is a directory of resources for teachers and researchers interested in using computer technologies in the FLES curriculum. Browse the website at http://www.public.iastate.edu/~egarcia/fles.html .
Source: Iowa State University
Inputdate: 2008-02-02 11:13:38
Lastmodifieddate: 2008-02-02 11:13:38
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Publishdate: 2008-02-04 00:00:00
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Active: 1
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Contentid:
7332
Content Type: 1
Title: National Library of Virtual Manipulatives
Body: From http://nlvm.usu.edu/en/nav/siteinfo.html The National Library of Virtual Manipulatives (NLVM) is an NSF supported project that began in 1999 to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis). Topics include Number & Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability. These manipulative activities may be especially well-suited for students who are learning math in a second language. The NLVM is available at http://nlvm.usu.edu/en/nav/vlibrary.html .
Source: Utah State University
Inputdate: 2008-02-02 11:15:17
Lastmodifieddate: 2008-02-02 11:15:17
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Publishdate: 2008-02-04 00:00:00
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Active: 1
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Content Type: 1
Title: National Library of Virtual Manipulatives
Body: From http://nlvm.usu.edu/en/nav/siteinfo.html The National Library of Virtual Manipulatives (NLVM) is an NSF supported project that began in 1999 to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis). Topics include Number & Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability. These manipulative activities may be especially well-suited for students who are learning math in a second language. The NLVM is available at http://nlvm.usu.edu/en/nav/vlibrary.html .
Source: Utah State University
Inputdate: 2008-02-02 11:15:17
Lastmodifieddate: 2008-02-02 11:15:17
Expdate:
Publishdate: 2008-02-04 00:00:00
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Active: 1
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Contentid:
7333
Content Type: 1
Title: University of Sydney Papers in TESOL: Call for Papers
Body: University of Sydney Papers in TESOL Call for Papers for Volume 3, 2008 The University of Sydney Papers in TESOL is a peer-reviewed journal. It is published by the TESOL Program, Faculty of Education and Social Work, the University of Sydney, Australia. The University of Sydney Papers in TESOL is dedicated to the understanding of TESOL research broadly defined. It is fundamentally concerned with theoretical and methodological issues of contemporary TESOL and TESOL related research. Manuscripts considered for publication will be reviewed by the members of the Editorial Board for their presentation, analysis, expert use of appropriate research methods, and rigorous development of theories relevant to problems in TESOL studies. The University of Sydney Papers in TESOL publishes research articles that: (1) are within the area of TESOL; (2) appeal to the general interests of its readership; and (3) meet the basic requirements for articles published in the journal. The University of Sydney Papers in TESOL is currently accepting manuscripts for review for Volume 3 2008 issue (June 2008). The deadline for submission is February 29, 2008. Further information for contributors and previous published issues can be found at http://www-faculty.edfac.usyd.edu.au/projects/usp_in_tesol .
Source: LTEST-L
Inputdate: 2008-02-10 02:59:47
Lastmodifieddate: 2008-02-10 02:59:47
Expdate: 2008-02-29 00:00:00
Publishdate: 2008-02-11 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: University of Sydney Papers in TESOL: Call for Papers
Body: University of Sydney Papers in TESOL Call for Papers for Volume 3, 2008 The University of Sydney Papers in TESOL is a peer-reviewed journal. It is published by the TESOL Program, Faculty of Education and Social Work, the University of Sydney, Australia. The University of Sydney Papers in TESOL is dedicated to the understanding of TESOL research broadly defined. It is fundamentally concerned with theoretical and methodological issues of contemporary TESOL and TESOL related research. Manuscripts considered for publication will be reviewed by the members of the Editorial Board for their presentation, analysis, expert use of appropriate research methods, and rigorous development of theories relevant to problems in TESOL studies. The University of Sydney Papers in TESOL publishes research articles that: (1) are within the area of TESOL; (2) appeal to the general interests of its readership; and (3) meet the basic requirements for articles published in the journal. The University of Sydney Papers in TESOL is currently accepting manuscripts for review for Volume 3 2008 issue (June 2008). The deadline for submission is February 29, 2008. Further information for contributors and previous published issues can be found at http://www-faculty.edfac.usyd.edu.au/projects/usp_in_tesol .
Source: LTEST-L
Inputdate: 2008-02-10 02:59:47
Lastmodifieddate: 2008-02-10 02:59:47
Expdate: 2008-02-29 00:00:00
Publishdate: 2008-02-11 00:00:00
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Active: 1
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Contentid:
7334
Content Type: 1
Title: Call for Papers: Texas Foreign Language Education Conference
Body: Texas Foreign Language Education Conference TexFLEC 2008 The University of Texas at Austin April 25-26, 2008 CALL FOR PROPOSALS Submission Deadline: February 20, 2008 Proposals for presentations are requested in the following areas: language planning and language politics; teaching practices; material development; assessment and evaluation of language education; center-periphery scholarship; language power and application; integrative/instrumental motivation; internal/external motivation; language maintenance and additive multilingualism; and heritage language learning. Presentations should explore some aspect(s) of the impact of globalization on foreign/second language education in various geographical and cultural contexts. For submission guidelines, registration information, and updates on the keynote address, please visit: http://studentorgs.utexas.edu/flesa/texflec/tex2008/index.htm .
Source: BILING
Inputdate: 2008-02-10 03:00:59
Lastmodifieddate: 2008-02-10 03:00:59
Expdate: 2008-04-27 00:00:00
Publishdate: 2008-02-11 00:00:00
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Active: 1
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Content Type: 1
Title: Call for Papers: Texas Foreign Language Education Conference
Body: Texas Foreign Language Education Conference TexFLEC 2008 The University of Texas at Austin April 25-26, 2008 CALL FOR PROPOSALS Submission Deadline: February 20, 2008 Proposals for presentations are requested in the following areas: language planning and language politics; teaching practices; material development; assessment and evaluation of language education; center-periphery scholarship; language power and application; integrative/instrumental motivation; internal/external motivation; language maintenance and additive multilingualism; and heritage language learning. Presentations should explore some aspect(s) of the impact of globalization on foreign/second language education in various geographical and cultural contexts. For submission guidelines, registration information, and updates on the keynote address, please visit: http://studentorgs.utexas.edu/flesa/texflec/tex2008/index.htm .
Source: BILING
Inputdate: 2008-02-10 03:00:59
Lastmodifieddate: 2008-02-10 03:00:59
Expdate: 2008-04-27 00:00:00
Publishdate: 2008-02-11 00:00:00
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Contentid:
7335
Content Type: 1
Title: Web Conference: Preparing Teachers for Cultural and Linguistic Diversity in Today's Classrooms
Body: From http://www.aacte.org/Events/web_conferences.aspx American Association of Colleges for Teacher Education WEB CONFERENCE "What Every Teacher Educator Should Know: Preparing Teachers for Cultural and Linguistic Diversity in Today's Classrooms" March 11 - 13, 2008 Registration Deadline: February 29, 2008 This multi-day web event includes a mix of pre-recorded and live sessions, online chats, and resource sharing. Participants will have access to sessions and resources for up to 2 months after the conference. For more information and to register, go to http://www.aacte.org/Events/web_conferences.aspx .
Source: AACTE
Inputdate: 2008-02-10 03:07:23
Lastmodifieddate: 2008-02-10 03:07:23
Expdate: 2008-03-14 00:00:00
Publishdate: 2008-02-11 00:00:00
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Content Type: 1
Title: Web Conference: Preparing Teachers for Cultural and Linguistic Diversity in Today's Classrooms
Body: From http://www.aacte.org/Events/web_conferences.aspx American Association of Colleges for Teacher Education WEB CONFERENCE "What Every Teacher Educator Should Know: Preparing Teachers for Cultural and Linguistic Diversity in Today's Classrooms" March 11 - 13, 2008 Registration Deadline: February 29, 2008 This multi-day web event includes a mix of pre-recorded and live sessions, online chats, and resource sharing. Participants will have access to sessions and resources for up to 2 months after the conference. For more information and to register, go to http://www.aacte.org/Events/web_conferences.aspx .
Source: AACTE
Inputdate: 2008-02-10 03:07:23
Lastmodifieddate: 2008-02-10 03:07:23
Expdate: 2008-03-14 00:00:00
Publishdate: 2008-02-11 00:00:00
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Contentid:
7336
Content Type: 1
Title: Conference: Reassessing the Foreign Language Curriculum in the Age of Globalization
Body: The Consortium for Language Teaching and Learning will host a conference to be held at Brown University in Providence, Rhode Island, on April 4-5, 2008. Entitled "Reassessing the Foreign Language Curriculum in the Age of Globalization: Responses to the MLA Report on Foreign Languages and Higher Education", the conference will feature presentations by Scott McGinnis of the Defense Language Institute, Clara Yu of the Monterey Institute for International Studies, Hans Lauge Hansen of Aarhus University, Elizabeth Welles of the MLA, Damon Rarick of the University of Rhode Island, Roger Allen of the University of Pennsylvania, Rick Donato of the University of Pittsburgh, and Katherine Arens of the University of Texas. The keynote speaker on Friday evening will be the distinguished Chinese-American author and winner of the National Book Award, Ha Jin. For further information and to register online, see the Consortium website: http://www.languageconsortium.org .
Source: LLTI
Inputdate: 2008-02-10 03:08:53
Lastmodifieddate: 2008-02-10 03:08:53
Expdate: 2008-04-07 00:00:00
Publishdate: 2008-02-11 00:00:00
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Active: 1
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Content Type: 1
Title: Conference: Reassessing the Foreign Language Curriculum in the Age of Globalization
Body: The Consortium for Language Teaching and Learning will host a conference to be held at Brown University in Providence, Rhode Island, on April 4-5, 2008. Entitled "Reassessing the Foreign Language Curriculum in the Age of Globalization: Responses to the MLA Report on Foreign Languages and Higher Education", the conference will feature presentations by Scott McGinnis of the Defense Language Institute, Clara Yu of the Monterey Institute for International Studies, Hans Lauge Hansen of Aarhus University, Elizabeth Welles of the MLA, Damon Rarick of the University of Rhode Island, Roger Allen of the University of Pennsylvania, Rick Donato of the University of Pittsburgh, and Katherine Arens of the University of Texas. The keynote speaker on Friday evening will be the distinguished Chinese-American author and winner of the National Book Award, Ha Jin. For further information and to register online, see the Consortium website: http://www.languageconsortium.org .
Source: LLTI
Inputdate: 2008-02-10 03:08:53
Lastmodifieddate: 2008-02-10 03:08:53
Expdate: 2008-04-07 00:00:00
Publishdate: 2008-02-11 00:00:00
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Active: 1
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