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Contentid:
7729
Content Type: 1
Title: Spanish Language Version of College Navigator Now Online
Body: From http://www.ncela.gwu.edu/newsline/archives/2008/05/spanish_languag.html The U.S. Department of Education announces the release of a new Spanish language version of its college search tool, College Navigator. College Navigator is a free consumer information tool designed to help students, parents, high school counselors, and others get information about nearly 7,000 postsecondary institutions in the United States. It provides a wide range of information — such as programs offered, retention and graduation rates, prices, aid available, degrees awarded, campus safety, athletics, and accreditation — in a user-friendly tool. The Spanish language College Navigator site is available at https://nces.ed.gov/collegenavigator/?md=1 .
Source: OELA
Inputdate: 2008-05-04 11:24:35
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Title: Spanish Language Version of College Navigator Now Online
Body: From http://www.ncela.gwu.edu/newsline/archives/2008/05/spanish_languag.html The U.S. Department of Education announces the release of a new Spanish language version of its college search tool, College Navigator. College Navigator is a free consumer information tool designed to help students, parents, high school counselors, and others get information about nearly 7,000 postsecondary institutions in the United States. It provides a wide range of information — such as programs offered, retention and graduation rates, prices, aid available, degrees awarded, campus safety, athletics, and accreditation — in a user-friendly tool. The Spanish language College Navigator site is available at https://nces.ed.gov/collegenavigator/?md=1 .
Source: OELA
Inputdate: 2008-05-04 11:24:35
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7730
Content Type: 1
Title: Resources for Bhutanese Refugees
Body: Here are some sources of information about Bhutanese refugees who may be immigrating to the United States and taking English classes: -Some historical background on the current refugee situation is available at http://www.chhahari.com/bhutan/bhutan_hist.html . -A pamphlet entitled “Refugee Backgrounder #4: Bhutanese Refugees in Nepal” is available from the Cultural Orientation Resource Center at http://www.cal.org/co . The pamphlet may be downloaded from http://www.cal.org/co/pdffiles/backgrounder_bhutanese.pdf , and a supplement is available from http://www.cal.org/co/overseas/bhutanese/Bhutanese-final.pdf . -A website dedicated to information about Bhutanese refugees is available at http://www.bhutaneserefugees.com/index1.php?id=1 .
Source: Various
Inputdate: 2008-05-04 11:25:13
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Title: Resources for Bhutanese Refugees
Body: Here are some sources of information about Bhutanese refugees who may be immigrating to the United States and taking English classes: -Some historical background on the current refugee situation is available at http://www.chhahari.com/bhutan/bhutan_hist.html . -A pamphlet entitled “Refugee Backgrounder #4: Bhutanese Refugees in Nepal” is available from the Cultural Orientation Resource Center at http://www.cal.org/co . The pamphlet may be downloaded from http://www.cal.org/co/pdffiles/backgrounder_bhutanese.pdf , and a supplement is available from http://www.cal.org/co/overseas/bhutanese/Bhutanese-final.pdf . -A website dedicated to information about Bhutanese refugees is available at http://www.bhutaneserefugees.com/index1.php?id=1 .
Source: Various
Inputdate: 2008-05-04 11:25:13
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Contentid:
7731
Content Type: 1
Title: Opening of National Museum of Language
Body: From http://www.languagemuseum.org The National Museum of Language (NML), a small museum that explores the transformative powers of language, will be opened to the public this May after more than ten years in the making. A trail-blazer in the field—there are no more than three museums in the world with a similar focus--the Museum will examine the history, impact and art of language. The opening exhibit "Writing Language: Passing It On" will display how written language has developed over time. Attention is given to the development of alphabetic and pictographic writing systems. The alphabetic exhibit traces the beginnings of the Roman Alphabet from Sumerian clay tablets, its evolution into the alphabet used most widely worldwide today, and its relation to Arabic and Hebrew alphabets. The pictographic exhibit features the Chinese and Japanese scripts. The Museum will open Saturday, May 3, 2008, 10:00 AM - 4:00 PM. After the opening, visitors are then welcome on Tuesdays and Saturdays, 9:00 AM - 4:00 PM; first and third Sundays: 1:00 PM - 4:00 PM. Visit the museum’s website at http://www.languagemuseum.org . More information about the opening is available at http://www.languagemuseum.org/calendar.htm#opening .
Source: National Museum of Language
Inputdate: 2008-05-04 11:26:12
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Title: Opening of National Museum of Language
Body: From http://www.languagemuseum.org The National Museum of Language (NML), a small museum that explores the transformative powers of language, will be opened to the public this May after more than ten years in the making. A trail-blazer in the field—there are no more than three museums in the world with a similar focus--the Museum will examine the history, impact and art of language. The opening exhibit "Writing Language: Passing It On" will display how written language has developed over time. Attention is given to the development of alphabetic and pictographic writing systems. The alphabetic exhibit traces the beginnings of the Roman Alphabet from Sumerian clay tablets, its evolution into the alphabet used most widely worldwide today, and its relation to Arabic and Hebrew alphabets. The pictographic exhibit features the Chinese and Japanese scripts. The Museum will open Saturday, May 3, 2008, 10:00 AM - 4:00 PM. After the opening, visitors are then welcome on Tuesdays and Saturdays, 9:00 AM - 4:00 PM; first and third Sundays: 1:00 PM - 4:00 PM. Visit the museum’s website at http://www.languagemuseum.org . More information about the opening is available at http://www.languagemuseum.org/calendar.htm#opening .
Source: National Museum of Language
Inputdate: 2008-05-04 11:26:12
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Contentid:
7732
Content Type: 1
Title: TravelPod: Collection of Travel Blogs as Source for Virtual Tours
Body: From http://www.travelpod.com/cgi-bin/help.pl?tweb_helpID=faq#travelpod TravelPod is a site that has hosted travel blogs since 1997. Not only can you create your own free travel blog so that you can share your travel adventure with others, but also teachers (and anyone else) can access other people’s blogs, including photos of destinations all over the world. This site could be useful for taking students on virtual tours. You can find a particular destination by using an interactive map or clicking on the desired country name at http://www.travelpod.com/travelblogs-find/anycountry/worldmap/tpod.html . TravelPod is available at http://www.travelpod.com .
Source: TravelPod
Inputdate: 2008-05-04 11:27:51
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Title: TravelPod: Collection of Travel Blogs as Source for Virtual Tours
Body: From http://www.travelpod.com/cgi-bin/help.pl?tweb_helpID=faq#travelpod TravelPod is a site that has hosted travel blogs since 1997. Not only can you create your own free travel blog so that you can share your travel adventure with others, but also teachers (and anyone else) can access other people’s blogs, including photos of destinations all over the world. This site could be useful for taking students on virtual tours. You can find a particular destination by using an interactive map or clicking on the desired country name at http://www.travelpod.com/travelblogs-find/anycountry/worldmap/tpod.html . TravelPod is available at http://www.travelpod.com .
Source: TravelPod
Inputdate: 2008-05-04 11:27:51
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Contentid:
7733
Content Type: 1
Title: Ideas for Teaching a Thematic Unit on Monsters, Part 3
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 the last two weeks’ InterComs: --- You can add in adjectives to the mix and have kids create their own monsters. I often scaffold this by starting with a game of hangman, so that they hear me using the vocabulary first. Whenever there is a wrong letter, the child or team get to say whether the person (or monster, why not?) being "hung" has a big head or a small head, big ears or small ears, three eyes of four? a long torso or a short one? a fat arm or a skinny one? You can draw body parts of various shapes and sizes on a regular sheet of paper and photocopy, to let the kids then make their own monster as an art project. The kids can cut out the body parts themselves to save you time, each one getting one full page of body part options. As they work you can go around and have the kids practice the vocab as they plan and glue their monster together. i.e. Is your monster going to have a long arm or a short one? 2 short arms and a long one? The kids can even trade body parts with one another if they don't have enough parts, if you want to make the task more complex. You can include a fill in the blank like this, in your FL of course, at the bottom of the page on which they assemble the monster. "This is my monster. He has (number) (type) (body part). He also has ___ ___. He has no ___." They don't have to describe everything about the monster per se, just a few things he has and does not have. You can also have the kids stand up and show their monster once they are done, explaining it by using these phrases. I've used "Glad monster, Sad Monster" with the kids to talk about feelings. Though the book is in english I just kind of talk through the story in French and have the kits shout out different emotions as they see them. You can also describe each monster as you go, this also gets a nice color review as all the monsters are different colors. The film Monster, Inc., which is available on DVD where you can switch the language to Spanish, French, or other languages, might be a nice compliment to this unit. If I use a movie I don't just let it run. I pick a few scenes, watch a minute or two, and pause the film and ask questions in French. So you can ask: How many eyes does Mike have? is it a big eye or a small eye? How many legs does Mike have? The kids will activate knowledge they already have in English about the monsters and carry it over in to your FL. I have used the Melissa and Doug monster too and it is a ton of fun. I actually bought two monster kits but just used one body, with double the body parts in a bag. then we made a super weird monster with each kid able to choose one body part to add. We usually ended up with like 5 eyes, 3 tails, 7 arms, etc. Nees, J. [nandu] monsters. Ñandú listserv (nandu@caltalk.cal.org, 10 Apr 2008). --- Some other suggested resources include the following: -the Alien Language website at http://www.alienlanguage.co.uk/alienlanguage/index.htm has interactive activities for learning about body parts and is available in English, French, German, and Spanish -creating alebrijes for Spanish students. Information about these folk-art creatures is available at http://en.wikipedia.org/wiki/Alebrije . Ideas for using/creating them are available at at www.ctcurriculum.org and www.anacleta.com . A book to accompany them is El tallador de sueños by Diana Cohn and illustrated by Amy Córdova. -some songs: Il y a un monster dans ma chambre by Don Pedro, Y'a un monster by Brigitte Sourisse, and Je veux un monster pour ami/Yo quiero un monstruo que sea mi amigo from Sesame Street -some games and printables featuring cuddly monsters from the NOGGIN educational channel are available at http://www.noggin.com .
Source: Ñandú
Inputdate: 2008-05-04 11:28:49
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Title: Ideas for Teaching a Thematic Unit on Monsters, Part 3
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 the last two weeks’ InterComs: --- You can add in adjectives to the mix and have kids create their own monsters. I often scaffold this by starting with a game of hangman, so that they hear me using the vocabulary first. Whenever there is a wrong letter, the child or team get to say whether the person (or monster, why not?) being "hung" has a big head or a small head, big ears or small ears, three eyes of four? a long torso or a short one? a fat arm or a skinny one? You can draw body parts of various shapes and sizes on a regular sheet of paper and photocopy, to let the kids then make their own monster as an art project. The kids can cut out the body parts themselves to save you time, each one getting one full page of body part options. As they work you can go around and have the kids practice the vocab as they plan and glue their monster together. i.e. Is your monster going to have a long arm or a short one? 2 short arms and a long one? The kids can even trade body parts with one another if they don't have enough parts, if you want to make the task more complex. You can include a fill in the blank like this, in your FL of course, at the bottom of the page on which they assemble the monster. "This is my monster. He has (number) (type) (body part). He also has ___ ___. He has no ___." They don't have to describe everything about the monster per se, just a few things he has and does not have. You can also have the kids stand up and show their monster once they are done, explaining it by using these phrases. I've used "Glad monster, Sad Monster" with the kids to talk about feelings. Though the book is in english I just kind of talk through the story in French and have the kits shout out different emotions as they see them. You can also describe each monster as you go, this also gets a nice color review as all the monsters are different colors. The film Monster, Inc., which is available on DVD where you can switch the language to Spanish, French, or other languages, might be a nice compliment to this unit. If I use a movie I don't just let it run. I pick a few scenes, watch a minute or two, and pause the film and ask questions in French. So you can ask: How many eyes does Mike have? is it a big eye or a small eye? How many legs does Mike have? The kids will activate knowledge they already have in English about the monsters and carry it over in to your FL. I have used the Melissa and Doug monster too and it is a ton of fun. I actually bought two monster kits but just used one body, with double the body parts in a bag. then we made a super weird monster with each kid able to choose one body part to add. We usually ended up with like 5 eyes, 3 tails, 7 arms, etc. Nees, J. [nandu] monsters. Ñandú listserv (nandu@caltalk.cal.org, 10 Apr 2008). --- Some other suggested resources include the following: -the Alien Language website at http://www.alienlanguage.co.uk/alienlanguage/index.htm has interactive activities for learning about body parts and is available in English, French, German, and Spanish -creating alebrijes for Spanish students. Information about these folk-art creatures is available at http://en.wikipedia.org/wiki/Alebrije . Ideas for using/creating them are available at at www.ctcurriculum.org and www.anacleta.com . A book to accompany them is El tallador de sueños by Diana Cohn and illustrated by Amy Córdova. -some songs: Il y a un monster dans ma chambre by Don Pedro, Y'a un monster by Brigitte Sourisse, and Je veux un monster pour ami/Yo quiero un monstruo que sea mi amigo from Sesame Street -some games and printables featuring cuddly monsters from the NOGGIN educational channel are available at http://www.noggin.com .
Source: Ñandú
Inputdate: 2008-05-04 11:28:49
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Publishdate: 2008-05-05 00:00:00
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Contentid:
7734
Content Type: 1
Title: Book: Chinese as a Heritage Language: Fostering Rooted World Citizenry
Body: From http://tinyurl.com/5z6hdd Chinese as a Heritage Language: Fostering Rooted World Citizenry Edited by Agnes Weiyun He and Yun Xiao Publisher: University of Hawai’i Press Summary: The contributors examine the socio-cultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a heritage language may be acquired, maintained, and developed. They draw on developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism. The volume aims to lay a foundation for theories, models, and master scripts to be discussed, debated, and developed, and to stimulate research and enhance teaching both within and beyond Chinese language education. Visit the publisher’s website at http://tinyurl.com/5z6hdd .
Source: University of Hawai’i Press
Inputdate: 2008-05-11 10:20:21
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Title: Book: Chinese as a Heritage Language: Fostering Rooted World Citizenry
Body: From http://tinyurl.com/5z6hdd Chinese as a Heritage Language: Fostering Rooted World Citizenry Edited by Agnes Weiyun He and Yun Xiao Publisher: University of Hawai’i Press Summary: The contributors examine the socio-cultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a heritage language may be acquired, maintained, and developed. They draw on developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism. The volume aims to lay a foundation for theories, models, and master scripts to be discussed, debated, and developed, and to stimulate research and enhance teaching both within and beyond Chinese language education. Visit the publisher’s website at http://tinyurl.com/5z6hdd .
Source: University of Hawai’i Press
Inputdate: 2008-05-11 10:20:21
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Contentid:
7735
Content Type: 1
Title: Book: Processability Approaches to Second Language Development and Second Language Learning
Body: From http://www.c-s-p.org/Flyers/LinksPage.htm Processability Approaches to Second Language Development and Second Language Learning Edited by Jörg-U. Keßler Publisher: Cambridge Scholars Publishing Summary: A fundamental issue in second language acquisition research and in applied linguistics is the question of how learners acquire a second language. Today it is general knowledge that any second language learning follows certain, theoretically established and empirically supported developmental sequences. Based on Processability Theory (Pienemann 1998 and 2005) one can diagnose current states of individual learners’ second language development. Knowing about the path of second language development provides important insights into what learners are ready to acquire in the second language at a given point in time. This can support second language learning both in natural and instructional settings. Pienemann’s Processability Theory (PT) provides a well researched and empirically substantiated framework to explain the developmental sequences in second language learning across languages. Taking Pienemann (1998 and 2005) as the point of departure the chapters of this book apply, test and extend PT. The book is organised in four parts, (I) Introduction, (II) Current Theoretical Issues within the PT Framework, (III) Applying PT to the Second Language Classroom, and (IV) Work in Progress within the PT Framework. Visit the publisher’s website at http://www.c-s-p.org/Flyers/Processability-Aproaches-to-Second-Language-Development-and-Second-Language-Learning1-84718-416-2.htm .
Source: Cambridge Scholars Publishing
Inputdate: 2008-05-11 10:20:56
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Title: Book: Processability Approaches to Second Language Development and Second Language Learning
Body: From http://www.c-s-p.org/Flyers/LinksPage.htm Processability Approaches to Second Language Development and Second Language Learning Edited by Jörg-U. Keßler Publisher: Cambridge Scholars Publishing Summary: A fundamental issue in second language acquisition research and in applied linguistics is the question of how learners acquire a second language. Today it is general knowledge that any second language learning follows certain, theoretically established and empirically supported developmental sequences. Based on Processability Theory (Pienemann 1998 and 2005) one can diagnose current states of individual learners’ second language development. Knowing about the path of second language development provides important insights into what learners are ready to acquire in the second language at a given point in time. This can support second language learning both in natural and instructional settings. Pienemann’s Processability Theory (PT) provides a well researched and empirically substantiated framework to explain the developmental sequences in second language learning across languages. Taking Pienemann (1998 and 2005) as the point of departure the chapters of this book apply, test and extend PT. The book is organised in four parts, (I) Introduction, (II) Current Theoretical Issues within the PT Framework, (III) Applying PT to the Second Language Classroom, and (IV) Work in Progress within the PT Framework. Visit the publisher’s website at http://www.c-s-p.org/Flyers/Processability-Aproaches-to-Second-Language-Development-and-Second-Language-Learning1-84718-416-2.htm .
Source: Cambridge Scholars Publishing
Inputdate: 2008-05-11 10:20:56
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Contentid:
7736
Content Type: 1
Title: Call for Papers: 1st World Symposium in Portuguese Language Studies
Body: From http://linguistlist.org/issues/19/19-1485.html 1st World Symposium in Portuguese Language Studies 01-Sep-2008 - 05-Sep-2008 São Paulo - Universidade de S. Paulo, Brazil For more information, go to the Portuguese-language conference website at http://www.fflch.usp.br/eventos/simelp/resumo.php .
Source: LINGUIST List
Inputdate: 2008-05-11 10:21:49
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Expdate: 2008-09-09 00:00:00
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Title: Call for Papers: 1st World Symposium in Portuguese Language Studies
Body: From http://linguistlist.org/issues/19/19-1485.html 1st World Symposium in Portuguese Language Studies 01-Sep-2008 - 05-Sep-2008 São Paulo - Universidade de S. Paulo, Brazil For more information, go to the Portuguese-language conference website at http://www.fflch.usp.br/eventos/simelp/resumo.php .
Source: LINGUIST List
Inputdate: 2008-05-11 10:21:49
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Expdate: 2008-09-09 00:00:00
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7737
Content Type: 1
Title: A Second Language Acquisition Certificate Program for African Language Instructors
Body: From http://lang.nalrc.wisc.edu/nalrc/home.html A Second Language Acquisition Certificate Program for African Language Instructors May 27 - June 6, 2008 University of Wisconsin-Madison The program consists of a two-week intensive introduction to: a) Teaching the skills of Speaking and Listening in the African Language Classroom. b) Teaching the Skills of Writing and Reading in the African Language Classroom. c) Testing and Assessing the Four Skills in the African Language Classroom. d) Lesson Planning and Classroom Management. Participants will move from a theoretical overview to hands-on practice in teaching the four language skills: listening, speaking, reading and writing, and assessing them. Fees and related costs The NALRC will cover the program fees (for example, registration fees, administration costs, instruction costs) for all selected applicants. Other expenses, such as transportation, food, lodging, and books will be the responsibility of each participant’s African Studies Program. Download more information about this program from http://lang.nalrc.wisc.edu/nalrc/news/announcement/si2008.pdf .
Source: NALRC
Inputdate: 2008-05-11 10:22:44
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Title: A Second Language Acquisition Certificate Program for African Language Instructors
Body: From http://lang.nalrc.wisc.edu/nalrc/home.html A Second Language Acquisition Certificate Program for African Language Instructors May 27 - June 6, 2008 University of Wisconsin-Madison The program consists of a two-week intensive introduction to: a) Teaching the skills of Speaking and Listening in the African Language Classroom. b) Teaching the Skills of Writing and Reading in the African Language Classroom. c) Testing and Assessing the Four Skills in the African Language Classroom. d) Lesson Planning and Classroom Management. Participants will move from a theoretical overview to hands-on practice in teaching the four language skills: listening, speaking, reading and writing, and assessing them. Fees and related costs The NALRC will cover the program fees (for example, registration fees, administration costs, instruction costs) for all selected applicants. Other expenses, such as transportation, food, lodging, and books will be the responsibility of each participant’s African Studies Program. Download more information about this program from http://lang.nalrc.wisc.edu/nalrc/news/announcement/si2008.pdf .
Source: NALRC
Inputdate: 2008-05-11 10:22:44
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Contentid:
7738
Content Type: 1
Title: Online Course: Methods of Teaching Less Commonly Taught Languages
Body: From http://www.languageinstitute.wisc.edu/content/projects/online_LCTL_methods/online_LCTL_methods_course1.htm The Language Institute and the National Council of Less Commonly Taught Languages are pleased to announce the Fall 2008 pilot of Methods of Teaching Less Commonly Taught Languages, a new online course for post-secondary instructors of less commonly taught languages (LCTLs). Methods of Teaching Less Commonly Taught Language is a fully online course developed in the University of Wisconsin-Madison Language Institute, in collaboration with the National Council of Less Commonly Taught Languages (NCOLCTL), to provide pre- and in-service teachers of less commonly taught languages (LCTLs) at the postsecondary level with an introduction to language teaching methods. The course is built around the National Standards for Foreign Language Education. It is based on original material authored by the project team, videotaped interviews with LCTL professionals and students, videotaped exemplars of classroom practices, and readings from professional journals and other works. For more information about the online course, go to http://www.languageinstitute.wisc.edu/content/projects/online_LCTL_methods/online_LCTL_methods_course1.htm .
Source: University of Wisconsin-Madison
Inputdate: 2008-05-11 10:23:49
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Title: Online Course: Methods of Teaching Less Commonly Taught Languages
Body: From http://www.languageinstitute.wisc.edu/content/projects/online_LCTL_methods/online_LCTL_methods_course1.htm The Language Institute and the National Council of Less Commonly Taught Languages are pleased to announce the Fall 2008 pilot of Methods of Teaching Less Commonly Taught Languages, a new online course for post-secondary instructors of less commonly taught languages (LCTLs). Methods of Teaching Less Commonly Taught Language is a fully online course developed in the University of Wisconsin-Madison Language Institute, in collaboration with the National Council of Less Commonly Taught Languages (NCOLCTL), to provide pre- and in-service teachers of less commonly taught languages (LCTLs) at the postsecondary level with an introduction to language teaching methods. The course is built around the National Standards for Foreign Language Education. It is based on original material authored by the project team, videotaped interviews with LCTL professionals and students, videotaped exemplars of classroom practices, and readings from professional journals and other works. For more information about the online course, go to http://www.languageinstitute.wisc.edu/content/projects/online_LCTL_methods/online_LCTL_methods_course1.htm .
Source: University of Wisconsin-Madison
Inputdate: 2008-05-11 10:23:49
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