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Contentid:
7668
Content Type: 1
Title: Science Resources in French
Body: Virtual laboratory experiments, interactive games, and more resources for children learning about science are available at http://www.cite-sciences.fr/francais/web_cite_fs.htm .
Source: à la cité
Inputdate: 2008-04-20 01:29:33
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Title: Science Resources in French
Body: Virtual laboratory experiments, interactive games, and more resources for children learning about science are available at http://www.cite-sciences.fr/francais/web_cite_fs.htm .
Source: à la cité
Inputdate: 2008-04-20 01:29:33
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7669
Content Type: 1
Title: 6th Grade Spanish Curriculum Available
Body: From http://www.curriki.org//xwiki/bin/view/Group_Wyoming6%2D8Spanish The Wyoming Middle-school Spanish Curriculum group has developed a curriculum for middle-school students who began their study of Spanish in early elementary school. The group is sharing its curriculum and curricular resources nationally as a service to the profession and as a method of gaining input into the continued evaluation and updating of its resources. An entire curriculum with all accompanying materials for the 6th grade of a sequence in which learners began their study of Spanish in early elementary school and are now at the Novice-mid to Novice-high level of proficiency in the language is available for teachers to download and use or adapt as they see fit; feedback is requested. Access this curriculum at http://www.curriki.org//xwiki/bin/view/Group_Wyoming6%2D8Spanish .
Source: 6th Grade Spanish Curriculum Available
Inputdate: 2008-04-20 01:30:14
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Title: 6th Grade Spanish Curriculum Available
Body: From http://www.curriki.org//xwiki/bin/view/Group_Wyoming6%2D8Spanish The Wyoming Middle-school Spanish Curriculum group has developed a curriculum for middle-school students who began their study of Spanish in early elementary school. The group is sharing its curriculum and curricular resources nationally as a service to the profession and as a method of gaining input into the continued evaluation and updating of its resources. An entire curriculum with all accompanying materials for the 6th grade of a sequence in which learners began their study of Spanish in early elementary school and are now at the Novice-mid to Novice-high level of proficiency in the language is available for teachers to download and use or adapt as they see fit; feedback is requested. Access this curriculum at http://www.curriki.org//xwiki/bin/view/Group_Wyoming6%2D8Spanish .
Source: 6th Grade Spanish Curriculum Available
Inputdate: 2008-04-20 01:30:14
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Contentid:
7670
Content Type: 1
Title: Super Spanish Websites
Body: A very extensive collection of links to websites useful to Spanish teachers and learners is available at http://www.uni.edu/becker/Spanish3.html . The links are organized by topic with new additions indicated as they appear.
Source: University of Northern Iowa
Inputdate: 2008-04-20 01:31:13
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Title: Super Spanish Websites
Body: A very extensive collection of links to websites useful to Spanish teachers and learners is available at http://www.uni.edu/becker/Spanish3.html . The links are organized by topic with new additions indicated as they appear.
Source: University of Northern Iowa
Inputdate: 2008-04-20 01:31:13
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Contentid:
7671
Content Type: 1
Title: TodoELE: Resources by and for Spanish Teachers
Body: From http://www.todoele.net TodoELE is a website created by and for teachers of Spanish as a foreign language. It includes teaching materials, activities, songs, film information and activities, grammar exercises, job postings, news, bibliographies of useful resources, and much more. Visit this website at http://www.todoele.net .
Source: TodoELE.net
Inputdate: 2008-04-20 01:32:03
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Publishdate: 2008-04-21 00:00:00
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Title: TodoELE: Resources by and for Spanish Teachers
Body: From http://www.todoele.net TodoELE is a website created by and for teachers of Spanish as a foreign language. It includes teaching materials, activities, songs, film information and activities, grammar exercises, job postings, news, bibliographies of useful resources, and much more. Visit this website at http://www.todoele.net .
Source: TodoELE.net
Inputdate: 2008-04-20 01:32:03
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Contentid:
7672
Content Type: 1
Title: Ideas for Teaching a Thematic Unit on Monsters, Part 1
Body: Ñandú listserv users responded to a recent request for ideas for a thematic unit on monsters for elementary students with the following suggestions, among others: --- I've thought of doing a unit using Where the Wild Things Are and one thought I had was to have students create a forest in the classroom, making trees and putting them up on the wall. Then do a traveling monster activity-similar to a Picasso dictation- have stations out with one large piece of paper and crayons or markers. The children work in small groups, "traveling" between the stations in their group. At the first station you could say "draw the body,” then they rotate. Then at the next you say "draw the head(s).” Etc. You can either tell them how many, what colors, what shapes (if you want to do shapes in the unit too) to draw each body part, or let them determine themselves. I envision using this more as a culmulatory activity, letting the children determine how many and what color of each to draw, and then have to report back to the class on what their monster has as an assessment. In the end you have several monsters that were all created by the group, and I would have each group place which ever one they worked on last where they wanted in the forest on the walls of the classroom to create our very own wild things forest in our class. This is a better activity for the higher levels, for a K class I would probably just do a Picasso dictation and have each student create their own wild thing. Roussos, S. Re: [nandu] monsters as thematic unit. Ñandú listserv (nandu@caltalk.cal.org, 9 Apr 2008). --- When I teach body parts with monsters, I have them do an archeological dig in Transylvania to find the body parts of various monsters who went to a party in Dracula's castle years ago.... I created outlines of the monsters Franco (Frankenstein). Murcielago (Dracula), Mo (the mummy) and lobo hombre (wolfman). I got pictures of the monster faces from a halloween shop (or enlarge something you find on the internet) laminate the bodies and place velcro on the various places on the body to attach the parts (i.e. arm, leg, foot, heart, brain, nose.....) Using wooden shapes (found it a craft store), color code a label each wooden part as a body part of a specific monster (i.e. write in green for Frankenstein, black for dracula, etc...) I attach a velcro on each of the wooden shapes that depict the body parts and place them in boxes of either packing noodles or rice. Each child gets a plastic spoon for digging up the parts. No hands can touch the body parts or the soil. Divide students into an amount of archeological teams that match the amount of different monsters. Assign a head archeologist for each team ie. Doctor Carlos Darwin, Doctora Carlota Darwin, Doctor Carlitos Darwin, etc. These team heads stay near the body and receive the body parts found by their specific team members. They place the parts on the body in the appropriate location. Team that finds and places all the parts to their assigned monster first wins a certificate from the mayor of Transylvania in a special ceremony. Functional language expressions include: I have the + body part Please give me the + body part I need the + body part Where is the + body part? I don't see it. We're finished! Myra M. Rios, M.A. FLES teacher Merion Elementary School, Lower Merion School District. Re: [nandu] monsters as thematic unit. Ñandú listserv (nandu@caltalk.cal.org, 9 Apr 2008). Read more ideas for monster activities and materials in next week's InterCom!
Source: Ñandú
Inputdate: 2008-04-20 01:40:54
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Publishdate: 2008-04-21 00:00:00
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Title: Ideas for Teaching a Thematic Unit on Monsters, Part 1
Body: Ñandú listserv users responded to a recent request for ideas for a thematic unit on monsters for elementary students with the following suggestions, among others: --- I've thought of doing a unit using Where the Wild Things Are and one thought I had was to have students create a forest in the classroom, making trees and putting them up on the wall. Then do a traveling monster activity-similar to a Picasso dictation- have stations out with one large piece of paper and crayons or markers. The children work in small groups, "traveling" between the stations in their group. At the first station you could say "draw the body,” then they rotate. Then at the next you say "draw the head(s).” Etc. You can either tell them how many, what colors, what shapes (if you want to do shapes in the unit too) to draw each body part, or let them determine themselves. I envision using this more as a culmulatory activity, letting the children determine how many and what color of each to draw, and then have to report back to the class on what their monster has as an assessment. In the end you have several monsters that were all created by the group, and I would have each group place which ever one they worked on last where they wanted in the forest on the walls of the classroom to create our very own wild things forest in our class. This is a better activity for the higher levels, for a K class I would probably just do a Picasso dictation and have each student create their own wild thing. Roussos, S. Re: [nandu] monsters as thematic unit. Ñandú listserv (nandu@caltalk.cal.org, 9 Apr 2008). --- When I teach body parts with monsters, I have them do an archeological dig in Transylvania to find the body parts of various monsters who went to a party in Dracula's castle years ago.... I created outlines of the monsters Franco (Frankenstein). Murcielago (Dracula), Mo (the mummy) and lobo hombre (wolfman). I got pictures of the monster faces from a halloween shop (or enlarge something you find on the internet) laminate the bodies and place velcro on the various places on the body to attach the parts (i.e. arm, leg, foot, heart, brain, nose.....) Using wooden shapes (found it a craft store), color code a label each wooden part as a body part of a specific monster (i.e. write in green for Frankenstein, black for dracula, etc...) I attach a velcro on each of the wooden shapes that depict the body parts and place them in boxes of either packing noodles or rice. Each child gets a plastic spoon for digging up the parts. No hands can touch the body parts or the soil. Divide students into an amount of archeological teams that match the amount of different monsters. Assign a head archeologist for each team ie. Doctor Carlos Darwin, Doctora Carlota Darwin, Doctor Carlitos Darwin, etc. These team heads stay near the body and receive the body parts found by their specific team members. They place the parts on the body in the appropriate location. Team that finds and places all the parts to their assigned monster first wins a certificate from the mayor of Transylvania in a special ceremony. Functional language expressions include: I have the + body part Please give me the + body part I need the + body part Where is the + body part? I don't see it. We're finished! Myra M. Rios, M.A. FLES teacher Merion Elementary School, Lower Merion School District. Re: [nandu] monsters as thematic unit. Ñandú listserv (nandu@caltalk.cal.org, 9 Apr 2008). Read more ideas for monster activities and materials in next week's InterCom!
Source: Ñandú
Inputdate: 2008-04-20 01:40:54
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Publishdate: 2008-04-21 00:00:00
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Contentid:
7673
Content Type: 1
Title: Resources for Foreign Language Learning and Special Needs Children
Body: From http://www.cal.org/earlylang/benefits/special_needs.html Should special needs children learn a foreign language? Read about firsthand experiences, as well as what researchers and practitioners have to say about this topic. Resources include firsthand experiences, bibliographies, and links to and lists of resources. Access this website at http://www.cal.org/earlylang/benefits/special_needs.html .
Source: Ñandutí
Inputdate: 2008-04-20 01:41:52
Lastmodifieddate: 2008-04-20 01:41:52
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Publishdate: 2008-04-21 00:00:00
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Active: 1
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Content Type: 1
Title: Resources for Foreign Language Learning and Special Needs Children
Body: From http://www.cal.org/earlylang/benefits/special_needs.html Should special needs children learn a foreign language? Read about firsthand experiences, as well as what researchers and practitioners have to say about this topic. Resources include firsthand experiences, bibliographies, and links to and lists of resources. Access this website at http://www.cal.org/earlylang/benefits/special_needs.html .
Source: Ñandutí
Inputdate: 2008-04-20 01:41:52
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Contentid:
7674
Content Type: 1
Title: Global Congress of the International Federation of French Teachers
Body: The Global Congress of the International Federation of French Teachers will take place July 21-25, 2008, in Québec. More information about the conference is available at http://www.fipf-quebec2008.com .
Source: FIPF
Inputdate: 2008-04-20 01:53:53
Lastmodifieddate: 2008-04-20 01:53:53
Expdate: 2008-07-31 00:00:00
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Title: Global Congress of the International Federation of French Teachers
Body: The Global Congress of the International Federation of French Teachers will take place July 21-25, 2008, in Québec. More information about the conference is available at http://www.fipf-quebec2008.com .
Source: FIPF
Inputdate: 2008-04-20 01:53:53
Lastmodifieddate: 2008-04-20 01:53:53
Expdate: 2008-07-31 00:00:00
Publishdate: 2008-04-21 00:00:00
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Contentid:
7676
Content Type: 1
Title: Book: Phonology and Second Language Acquisition
Body: From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2036 Phonology and Second Language Acquisition Edited by Jette G. Hansen Edwards and Mary L. Zampini Publisher: John Benjamins Summary: This volume is a collection of 13 chapters, each devoted to a particular issue that is crucial to our understanding of the way learners acquire, learn, and use an L2 sound system. In addition, it spans both theory and application in L2 phonology. The book is divided into three parts, with each section unified by broad thematic content: Part I, “Theoretical Issues and Frameworks in L2 Phonology,” lays the groundwork for examining L2 phonological acquisition. Part II, “Second Language Speech Perception and Production,” examines these two aspects of L2 speech in more detail. Finally, Part III, “Technology, Training, and Curriculum,” bridges the gap between theory and practice. Each chapter examines theoretical frameworks, major research findings (both classic and recent), methodological issues and choices for conducting research in a particular area of L2 phonology, and major implications of the research findings for more general models of language acquisition and/or pedagogy. Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2036 .
Source: John Benjamins
Inputdate: 2008-04-27 10:19:14
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Title: Book: Phonology and Second Language Acquisition
Body: From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2036 Phonology and Second Language Acquisition Edited by Jette G. Hansen Edwards and Mary L. Zampini Publisher: John Benjamins Summary: This volume is a collection of 13 chapters, each devoted to a particular issue that is crucial to our understanding of the way learners acquire, learn, and use an L2 sound system. In addition, it spans both theory and application in L2 phonology. The book is divided into three parts, with each section unified by broad thematic content: Part I, “Theoretical Issues and Frameworks in L2 Phonology,” lays the groundwork for examining L2 phonological acquisition. Part II, “Second Language Speech Perception and Production,” examines these two aspects of L2 speech in more detail. Finally, Part III, “Technology, Training, and Curriculum,” bridges the gap between theory and practice. Each chapter examines theoretical frameworks, major research findings (both classic and recent), methodological issues and choices for conducting research in a particular area of L2 phonology, and major implications of the research findings for more general models of language acquisition and/or pedagogy. Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2036 .
Source: John Benjamins
Inputdate: 2008-04-27 10:19:14
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Contentid:
7677
Content Type: 1
Title: Book: Cognitive Approaches to Pedagogical Grammar
Body: From http://www.degruyter.de/cont/fb/sp/detailEn.cfm?id=IS-9783110195958-1 Cognitive Approaches to Pedagogical Grammar A Volume in Honour of René Dirven Ed. by Sabine De Knop and Teun De Rycker Publisher: de Gruyter Summary: In the last 25 years foreign language teaching has been able to increase its efficiency through an orientation towards authentic language materials, pragmatic language functions and interactive learning methods. However, so far foreign language teaching has lacked a sufficiently strong theoretical framework to support the teaching of language in all its aspects. Arguably, such a linguistic theory has to be usage-based and cognition-oriented. Since cognitive linguistics - and especially cognitive grammar - is concerned with conceptual issues against the larger background of human cognition and because it is based on actual language use, it becomes a powerful tool for dealing adequately with the main issues of a pedagogical grammar. A pedagogical grammar aims at providing all the essential linguistic patterns considered relevant by theoretical and descriptive linguistics for the preparation of teaching materials and their exploitation in foreign language instruction. Visit the publisher’s website at http://www.degruyter.de/cont/fb/sp/detailEn.cfm?id=IS-9783110195958-1 .
Source: de Gruyter
Inputdate: 2008-04-27 10:20:00
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Title: Book: Cognitive Approaches to Pedagogical Grammar
Body: From http://www.degruyter.de/cont/fb/sp/detailEn.cfm?id=IS-9783110195958-1 Cognitive Approaches to Pedagogical Grammar A Volume in Honour of René Dirven Ed. by Sabine De Knop and Teun De Rycker Publisher: de Gruyter Summary: In the last 25 years foreign language teaching has been able to increase its efficiency through an orientation towards authentic language materials, pragmatic language functions and interactive learning methods. However, so far foreign language teaching has lacked a sufficiently strong theoretical framework to support the teaching of language in all its aspects. Arguably, such a linguistic theory has to be usage-based and cognition-oriented. Since cognitive linguistics - and especially cognitive grammar - is concerned with conceptual issues against the larger background of human cognition and because it is based on actual language use, it becomes a powerful tool for dealing adequately with the main issues of a pedagogical grammar. A pedagogical grammar aims at providing all the essential linguistic patterns considered relevant by theoretical and descriptive linguistics for the preparation of teaching materials and their exploitation in foreign language instruction. Visit the publisher’s website at http://www.degruyter.de/cont/fb/sp/detailEn.cfm?id=IS-9783110195958-1 .
Source: de Gruyter
Inputdate: 2008-04-27 10:20:00
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Contentid:
7678
Content Type: 1
Title: Call for Presentations: Conference on the Teaching of Spanish, Miami University
Body: The Department of Spanish and Portuguese and the Teacher Education Department at Miami University invite you to present at its 2008 Conference on the Teaching of Spanish. Our guest speaker will be the renowned educator and author of ¡Ven Conmigo! and ¡Exprésate! , Nancy Humbach. The conference will take place on Friday, October 17, 2008, on the beautiful Miami University, Oxford campus. The conference organizers are seeking speakers who can offer direction and practical ideas for experienced or new language educators to use in their classrooms. Come share your experiences, solutions, successes, and what you learned from your failures in the foreign language classroom. If you are interested in presenting at the conference, submit a one- to two-paragraph summary of your presentation by May 10, 2008, to Martha Castañeda at the following address: Miami University Teacher Education Department McGuffey 401 Oxford, OH 45056 Submissions will also be accepted via e-mail to Nohelia Rojas-Miesse at miessena@muohio.edu. Please attach your summary to the email message as a Microsoft Word document or PDF. You will be notified regarding acceptance by May 30, 2008. Presenters must submit their session handouts no later than September 10, 2008, for distribution to all conference attendees in electronic form. Presenters serve on a contributing basis, are required to register for the conference and pay for the reduced presenter rate of $20. Presenters are not reimbursed for lodging or travel. Please consider this opportunity to present and contribute to the foreign language teaching profession. Deadline to submit summaries: May 10, 2008 Deadline for notification of acceptance: May 30, 2008 Deadline to submit session handouts: September 10, 2008 Conference: October 17, 2008
Source: OFLA
Inputdate: 2008-04-27 10:21:20
Lastmodifieddate: 2008-04-27 10:21:20
Expdate: 2008-05-30 00:00:00
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Title: Call for Presentations: Conference on the Teaching of Spanish, Miami University
Body: The Department of Spanish and Portuguese and the Teacher Education Department at Miami University invite you to present at its 2008 Conference on the Teaching of Spanish. Our guest speaker will be the renowned educator and author of ¡Ven Conmigo! and ¡Exprésate! , Nancy Humbach. The conference will take place on Friday, October 17, 2008, on the beautiful Miami University, Oxford campus. The conference organizers are seeking speakers who can offer direction and practical ideas for experienced or new language educators to use in their classrooms. Come share your experiences, solutions, successes, and what you learned from your failures in the foreign language classroom. If you are interested in presenting at the conference, submit a one- to two-paragraph summary of your presentation by May 10, 2008, to Martha Castañeda at the following address: Miami University Teacher Education Department McGuffey 401 Oxford, OH 45056 Submissions will also be accepted via e-mail to Nohelia Rojas-Miesse at miessena@muohio.edu. Please attach your summary to the email message as a Microsoft Word document or PDF. You will be notified regarding acceptance by May 30, 2008. Presenters must submit their session handouts no later than September 10, 2008, for distribution to all conference attendees in electronic form. Presenters serve on a contributing basis, are required to register for the conference and pay for the reduced presenter rate of $20. Presenters are not reimbursed for lodging or travel. Please consider this opportunity to present and contribute to the foreign language teaching profession. Deadline to submit summaries: May 10, 2008 Deadline for notification of acceptance: May 30, 2008 Deadline to submit session handouts: September 10, 2008 Conference: October 17, 2008
Source: OFLA
Inputdate: 2008-04-27 10:21:20
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Expdate: 2008-05-30 00:00:00
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