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7699
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Title: April 2008 Issue of T·ELL·E-GRAM
Body: From http://www.colorincolorado.org/newsletters/tellegram/current The theme of the April 2008 issue of T·ELL·E-GRAM is assessment and English language learners, offering information about formal and informal assessments, No Child Left Behind and ELLs, state standards, and more. Access this month’s issue at http://www.colorincolorado.org/newsletters/tellegram/current .
Source: Colorín Colorado
Inputdate: 2008-04-27 10:43:41
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Title: April 2008 Issue of T·ELL·E-GRAM
Body: From http://www.colorincolorado.org/newsletters/tellegram/current The theme of the April 2008 issue of T·ELL·E-GRAM is assessment and English language learners, offering information about formal and informal assessments, No Child Left Behind and ELLs, state standards, and more. Access this month’s issue at http://www.colorincolorado.org/newsletters/tellegram/current .
Source: Colorín Colorado
Inputdate: 2008-04-27 10:43:41
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7700
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Title: Framework for Quality Professional Development for Practitioners Working With Adult English Language Learners
Body: http://www.cal.org/caela The CAELA Network in cooperation with the Office of Vocational and Adult Education (OVAE), U.S. Department of Education is pleased to announce the completion of its Framework for Quality Professional Development for Practitioners Working With Adult English Language Learners. This framework was created to guide the development of high quality professional development opportunities for practitioners working with adult English language learners. It can be used by practitioners across the United States to plan, implement, and evaluate professional development for practitioners working with adult English language learners at the state and program levels. The framework is available for viewing and download at http://www.cal.org/caelanetwork/pd_resources/framework.html .
Source: CAELA
Inputdate: 2008-04-27 10:44:45
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Title: Framework for Quality Professional Development for Practitioners Working With Adult English Language Learners
Body: http://www.cal.org/caela The CAELA Network in cooperation with the Office of Vocational and Adult Education (OVAE), U.S. Department of Education is pleased to announce the completion of its Framework for Quality Professional Development for Practitioners Working With Adult English Language Learners. This framework was created to guide the development of high quality professional development opportunities for practitioners working with adult English language learners. It can be used by practitioners across the United States to plan, implement, and evaluate professional development for practitioners working with adult English language learners at the state and program levels. The framework is available for viewing and download at http://www.cal.org/caelanetwork/pd_resources/framework.html .
Source: CAELA
Inputdate: 2008-04-27 10:44:45
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Contentid:
7701
Content Type: 1
Title: SIOP Model Professional Development Services and Materials
Body: The Center for Applied Linguistics has a variety of materials and services relating to the Sheltered Instruction Observation Protocol model. Resources include common questions about the SIOP, links to research and development projects, publications for sale, information about professional development services, sample SIOP lesson plans, and more. These resources are available at http://www.cal.org/siop .
Source: CAL
Inputdate: 2008-04-27 10:46:00
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Title: SIOP Model Professional Development Services and Materials
Body: The Center for Applied Linguistics has a variety of materials and services relating to the Sheltered Instruction Observation Protocol model. Resources include common questions about the SIOP, links to research and development projects, publications for sale, information about professional development services, sample SIOP lesson plans, and more. These resources are available at http://www.cal.org/siop .
Source: CAL
Inputdate: 2008-04-27 10:46:00
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7702
Content Type: 1
Title: PEN World Voices Festival of International Literature in New York
Body: From http://www.pen.org/page.php/prmID/1096 The fourth annual PEN World Voices Festival of International Literature takes place April 29-May 4, 2008, in New York. This year’s theme is Public Lives/Private Lives. The writers in this year’s Festival will mine this rich theme in a variety of literary conversations, panels, readings, and performances. The festival includes writers from the USA, Egypt, Lebanon, Saudi Arabia, India, Mexico, the Netherlands, the United Kingdom, Australia, Senegal, France, Bolivia, Italy, Turkey, Hungary, Somalia, South Africa, China, Israel, Zimbabwe, Norway, Nigeria, Czechoslovakia, Spain, Ireland, Ethiopia, Greece, Burma, Iceland, Sri Lanka, Canada, Austria, Germany, Serbia, Bosnia, Peru, Kenya, and Djibouti. For more information and a schedule of presentations, go to http://www.pen.org/page.php/prmID/1096 .
Source: PEN American Center
Inputdate: 2008-04-27 10:46:53
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Expdate: 2008-10-30 00:00:00
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Title: PEN World Voices Festival of International Literature in New York
Body: From http://www.pen.org/page.php/prmID/1096 The fourth annual PEN World Voices Festival of International Literature takes place April 29-May 4, 2008, in New York. This year’s theme is Public Lives/Private Lives. The writers in this year’s Festival will mine this rich theme in a variety of literary conversations, panels, readings, and performances. The festival includes writers from the USA, Egypt, Lebanon, Saudi Arabia, India, Mexico, the Netherlands, the United Kingdom, Australia, Senegal, France, Bolivia, Italy, Turkey, Hungary, Somalia, South Africa, China, Israel, Zimbabwe, Norway, Nigeria, Czechoslovakia, Spain, Ireland, Ethiopia, Greece, Burma, Iceland, Sri Lanka, Canada, Austria, Germany, Serbia, Bosnia, Peru, Kenya, and Djibouti. For more information and a schedule of presentations, go to http://www.pen.org/page.php/prmID/1096 .
Source: PEN American Center
Inputdate: 2008-04-27 10:46:53
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Expdate: 2008-10-30 00:00:00
Publishdate: 2008-04-28 00:00:00
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Contentid:
7703
Content Type: 1
Title: Create Worksheets, Game Cards, Boardgames, and More Online
Body: From http://www.toolsforeducators.com Free worksheets, worksheet creators, printables wizard and on-line teaching materials makers with images are available from Tools for Educators.com . Use these printout generators, game makers, and programs for teachers to make and print teaching resources with pictures or text. Examples of printables include dominoes (with pictures or words to match), Bingo cards, boardgames, dice, and crossword and word search generators. Access these tools at http://www.toolsforeducators.com .
Source: Tools for Educators
Inputdate: 2008-04-27 10:48:13
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Publishdate: 2008-04-28 00:00:00
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Title: Create Worksheets, Game Cards, Boardgames, and More Online
Body: From http://www.toolsforeducators.com Free worksheets, worksheet creators, printables wizard and on-line teaching materials makers with images are available from Tools for Educators.com . Use these printout generators, game makers, and programs for teachers to make and print teaching resources with pictures or text. Examples of printables include dominoes (with pictures or words to match), Bingo cards, boardgames, dice, and crossword and word search generators. Access these tools at http://www.toolsforeducators.com .
Source: Tools for Educators
Inputdate: 2008-04-27 10:48:13
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Publishdate: 2008-04-28 00:00:00
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Contentid:
7704
Content Type: 1
Title: CALLspot: A New Podcast about Computer-Assisted Language Learning
Body: The CALLspot is a podcast for language teachers and language teacher trainers. In each episode, a panel of CALL practitioners and experts discuss teaching and professional development resources, tackle the challenges of incorporating technology in language teaching, and explore major themes in computer-assisted language learning. Episode 1: What it Takes to Do CALL Volker Hegelheimer and Greg Kessler join host Shannon Sauro to discuss the skills and knowledge that are necessary for language educators to do CALL. Available at http://callspot.libsyn.com and on iTunes Coming Soon Episode 2: Continued Professional Development for CALL Practitioners Episode 3: Incorporating CALL into Your Classroom For more information, please e-mail callspot@gmail.com .
Source: ILR-INFO Discussion Group
Inputdate: 2008-04-27 10:49:01
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Title: CALLspot: A New Podcast about Computer-Assisted Language Learning
Body: The CALLspot is a podcast for language teachers and language teacher trainers. In each episode, a panel of CALL practitioners and experts discuss teaching and professional development resources, tackle the challenges of incorporating technology in language teaching, and explore major themes in computer-assisted language learning. Episode 1: What it Takes to Do CALL Volker Hegelheimer and Greg Kessler join host Shannon Sauro to discuss the skills and knowledge that are necessary for language educators to do CALL. Available at http://callspot.libsyn.com and on iTunes Coming Soon Episode 2: Continued Professional Development for CALL Practitioners Episode 3: Incorporating CALL into Your Classroom For more information, please e-mail callspot@gmail.com .
Source: ILR-INFO Discussion Group
Inputdate: 2008-04-27 10:49:01
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Publishdate: 2008-04-28 00:00:00
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Contentid:
7705
Content Type: 1
Title: April 2008 NCLRC Newsletter: Mathematics and CBI
Body: Content Based Instruction with Mathematics is the theme of the April 2008 NCLRC newsletter. Examples of how teachers integrate math concepts with their language teaching are in their feature story: One O’Clock, Two O'Clock, Three O’Clock, Matemáticas! Root Words discusses higher math courses to benefit heritage learners. These and other useful articles are available at http://www.nclrc.org/newsletter.html .
Source: NCLRC
Inputdate: 2008-04-27 10:50:02
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Title: April 2008 NCLRC Newsletter: Mathematics and CBI
Body: Content Based Instruction with Mathematics is the theme of the April 2008 NCLRC newsletter. Examples of how teachers integrate math concepts with their language teaching are in their feature story: One O’Clock, Two O'Clock, Three O’Clock, Matemáticas! Root Words discusses higher math courses to benefit heritage learners. These and other useful articles are available at http://www.nclrc.org/newsletter.html .
Source: NCLRC
Inputdate: 2008-04-27 10:50:02
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Publishdate: 2008-04-28 00:00:00
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Contentid:
7706
Content Type: 1
Title: Ideas for Teaching a Thematic Unit on Monsters, Part 2
Body: Ñandú listserv users responded to a recent request for ideas for a thematic unit on monsters for elementary students with the many suggestions. Here are more of them, continued from last week’s InterCom: --- I paired up my body parts unit last year with monsters. We read "Go Away Big Green Monster" (French - Va t'en Grand Monstre Vert) and there are a lot of peripheral activities you could do with that book. The 2nd and 3rd graders read "Mon Ami Jérémie" a book about a boy who is a bit bullied at school, but he has something in a box, what is it? He describes it, and nobody believes him... The boys knock the box to the ground and out comes a...toy? No, it's not a toy! It's a monster. The bullies go running and the boy says thanks to his friend, who jumps back in the box. Book is by Cristina Ivaldi and mine came with a cassette tape with the story as well as some listening activities. We did a pre-reading activities before reading to prepare them for the vocabulary, took the book in chunks, and then acted parts out. Then the kids all drew their own monsters and presented to the group. Another nice thing to pair with this is feelings, such as whether you are afraid of something or not, as well as adjectives that would be unusual for describing people, you can use to describe monsters. With the young ones (3-6) they like doing monster magnets -- it's a kit you can find at some toy stores. It comes in a metal case with several silly monster heads. You punch out the flexible magnetic parts of the face and place one of the faces on the metal case, then make different faces as you like. The magnets stick to the face because the metal is underneath. There's one or two of the heads and features I just remove as they are too scary. This is a small group activity. I have all the eyes, noses, mouths, ears and hair separated out and then we say the words as we put them on. With two kits, about 4 kids at once. For larger groups if you have a magnetic whiteboard, you could make your own silly monster features and put magnetic backing on them, then have the kids come up and make a monster on the board. For little ones I find that putting things together with magnets flows much better than any kind of drawing, and allows the focus to stay on the descriptions and the words. You could also do this with the "Go Away Big Green Monster" theme, where you describe a monster and build it on the white board, then tell each thing to "go away" and the children take it away. I've seen in lots of places these little rubber monsters that go on the end of your finger. You could also do different little games with these. Kholer, M. re:[nandu] monsters as thematic unit. Ñandú listserv (nandu@caltalk.cal.org, 9 Apr 2008). --- More ideas will be in next week's InterCom.
Source: Ñandú
Inputdate: 2008-04-27 10:54:56
Lastmodifieddate: 2008-04-27 10:54:56
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Publishdate: 2008-04-28 00:00:00
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Title: Ideas for Teaching a Thematic Unit on Monsters, Part 2
Body: Ñandú listserv users responded to a recent request for ideas for a thematic unit on monsters for elementary students with the many suggestions. Here are more of them, continued from last week’s InterCom: --- I paired up my body parts unit last year with monsters. We read "Go Away Big Green Monster" (French - Va t'en Grand Monstre Vert) and there are a lot of peripheral activities you could do with that book. The 2nd and 3rd graders read "Mon Ami Jérémie" a book about a boy who is a bit bullied at school, but he has something in a box, what is it? He describes it, and nobody believes him... The boys knock the box to the ground and out comes a...toy? No, it's not a toy! It's a monster. The bullies go running and the boy says thanks to his friend, who jumps back in the box. Book is by Cristina Ivaldi and mine came with a cassette tape with the story as well as some listening activities. We did a pre-reading activities before reading to prepare them for the vocabulary, took the book in chunks, and then acted parts out. Then the kids all drew their own monsters and presented to the group. Another nice thing to pair with this is feelings, such as whether you are afraid of something or not, as well as adjectives that would be unusual for describing people, you can use to describe monsters. With the young ones (3-6) they like doing monster magnets -- it's a kit you can find at some toy stores. It comes in a metal case with several silly monster heads. You punch out the flexible magnetic parts of the face and place one of the faces on the metal case, then make different faces as you like. The magnets stick to the face because the metal is underneath. There's one or two of the heads and features I just remove as they are too scary. This is a small group activity. I have all the eyes, noses, mouths, ears and hair separated out and then we say the words as we put them on. With two kits, about 4 kids at once. For larger groups if you have a magnetic whiteboard, you could make your own silly monster features and put magnetic backing on them, then have the kids come up and make a monster on the board. For little ones I find that putting things together with magnets flows much better than any kind of drawing, and allows the focus to stay on the descriptions and the words. You could also do this with the "Go Away Big Green Monster" theme, where you describe a monster and build it on the white board, then tell each thing to "go away" and the children take it away. I've seen in lots of places these little rubber monsters that go on the end of your finger. You could also do different little games with these. Kholer, M. re:[nandu] monsters as thematic unit. Ñandú listserv (nandu@caltalk.cal.org, 9 Apr 2008). --- More ideas will be in next week's InterCom.
Source: Ñandú
Inputdate: 2008-04-27 10:54:56
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Contentid:
7707
Content Type: 1
Title: Book: Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology
Body: From http://www.degruyter.de Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology Edited by Frank Boers and Seth Lindstromberg Publisher: de Gruyter Summary: The volume explores and exploits the presence of linguistic 'motivation' - or, systematic non-arbitrariness - in the lexicon. The first half of the volume reports ample empirical evidence of the pedagogical effectiveness of presenting vocabulary to learners as non-arbitrary. The data reported indicate that the proposed instructional methods can benefit when both the nature of the target lexis and the basic cognitive orientations of particular learners are taken into account. The first half of the book mostly targets lexis that has already attracted a fair amount of attention from Cognitive Linguists in the past (e.g. phrasal verbs and figurative idioms). The second half broadens the scope considerably by revealing the non-arbitrariness of diverse other lexical patterns, including collocations and word partnerships generally. This is achieved by recognizing some long-neglected dimensions of linguistic motivation - etymological and phonological motivation, in particular. Concrete suggestions are made for putting the non-arbitrary nature of words and phrases to good use in instructed language learning. Visit the publisher’s website at http://www.degruyter.de/cont/fb/sp/detailEn.cfm?id=IS-9783110196306-1 .
Source: de Gruyter
Inputdate: 2008-05-04 11:03:36
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Publishdate: 2008-05-05 00:00:00
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Title: Book: Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology
Body: From http://www.degruyter.de Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology Edited by Frank Boers and Seth Lindstromberg Publisher: de Gruyter Summary: The volume explores and exploits the presence of linguistic 'motivation' - or, systematic non-arbitrariness - in the lexicon. The first half of the volume reports ample empirical evidence of the pedagogical effectiveness of presenting vocabulary to learners as non-arbitrary. The data reported indicate that the proposed instructional methods can benefit when both the nature of the target lexis and the basic cognitive orientations of particular learners are taken into account. The first half of the book mostly targets lexis that has already attracted a fair amount of attention from Cognitive Linguists in the past (e.g. phrasal verbs and figurative idioms). The second half broadens the scope considerably by revealing the non-arbitrariness of diverse other lexical patterns, including collocations and word partnerships generally. This is achieved by recognizing some long-neglected dimensions of linguistic motivation - etymological and phonological motivation, in particular. Concrete suggestions are made for putting the non-arbitrary nature of words and phrases to good use in instructed language learning. Visit the publisher’s website at http://www.degruyter.de/cont/fb/sp/detailEn.cfm?id=IS-9783110196306-1 .
Source: de Gruyter
Inputdate: 2008-05-04 11:03:36
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Contentid:
7708
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Title: Book: Dynamic Assessment
Body: From http://linguistlist.org/issues/19/19-1001.html Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development by Matthew E. Poehner Publisher: Springer Summary: Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. This book presents the first in-depth analysis of DA’s application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment. Visit the publisher’s website at http://www.springer.com/linguistics/book/978-0-387-75774-2 .
Source: LINGUIST List
Inputdate: 2008-05-04 11:04:35
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Title: Book: Dynamic Assessment
Body: From http://linguistlist.org/issues/19/19-1001.html Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development by Matthew E. Poehner Publisher: Springer Summary: Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. This book presents the first in-depth analysis of DA’s application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment. Visit the publisher’s website at http://www.springer.com/linguistics/book/978-0-387-75774-2 .
Source: LINGUIST List
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