Contents
Displaying 801-810 of 28843 results.
Contentid:
856
Content Type: 1
Title: Linking LCTL Learners with Instruction
Body: From: CARLA The LCTL Project is perhaps best known for maintaining a series of searchable databases of where LCTLs are taught in North America. The largest database with over 8,000 records provides information on where LCTLs are instructed at post-secondary institutions. Another popular database features information on summer opportunities for studying LCTLs that currently has 45 listings for summer 2004. The other growing databases focus on LCTL instruction through distance education, study-abroad opportunities, and in K-12 programs around the country. These databases are the premier source of information for students, LCTL teachers, and government officials seeking LCTL program information. The databases together get approximately 32,000 "hits" per year and are updated on a daily basis. Check them out at http://carla.acad.umn.edu/lctl/access.html. If you see any additions/corrections that need to be made, please let us know!
Source: CARLA
Inputdate: 2003-11-21 10:04:00
Lastmodifieddate: 2003-11-21 10:04:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Linking LCTL Learners with Instruction
Body: From: CARLA The LCTL Project is perhaps best known for maintaining a series of searchable databases of where LCTLs are taught in North America. The largest database with over 8,000 records provides information on where LCTLs are instructed at post-secondary institutions. Another popular database features information on summer opportunities for studying LCTLs that currently has 45 listings for summer 2004. The other growing databases focus on LCTL instruction through distance education, study-abroad opportunities, and in K-12 programs around the country. These databases are the premier source of information for students, LCTL teachers, and government officials seeking LCTL program information. The databases together get approximately 32,000 "hits" per year and are updated on a daily basis. Check them out at http://carla.acad.umn.edu/lctl/access.html. If you see any additions/corrections that need to be made, please let us know!
Source: CARLA
Inputdate: 2003-11-21 10:04:00
Lastmodifieddate: 2003-11-21 10:04:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
857
Content Type: 1
Title: Teacher Professional Development for the Less Commonly Taught Languages
Body: From: CARLA To ascertain the needs for professional development and training for those engaged in the teaching of LCTLs, project staff conducted a broad survey of the LCTL community. Using data gleaned from a national questionnaire, authors Louis Janus and Bill Johnston examined the status quo and explored the needs of teachers as they themselves perceive them. Their final report builds on this descriptive summary of perceived needs and makes suggestions for future directions in terms of professional development, research, and advocacy for teachers of LCTLs. A PDF of this report is now available on the CARLA website at: http://carla.acad.umn.edu/lctl/survey-2003.pdf The statistical data from this field-based needs assessment survey are available at: http://carla.acad.umn.edu/lctl/survey/survey.html.
Source: CARLA
Inputdate: 2003-11-21 10:07:00
Lastmodifieddate: 2003-11-21 10:07:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Teacher Professional Development for the Less Commonly Taught Languages
Body: From: CARLA To ascertain the needs for professional development and training for those engaged in the teaching of LCTLs, project staff conducted a broad survey of the LCTL community. Using data gleaned from a national questionnaire, authors Louis Janus and Bill Johnston examined the status quo and explored the needs of teachers as they themselves perceive them. Their final report builds on this descriptive summary of perceived needs and makes suggestions for future directions in terms of professional development, research, and advocacy for teachers of LCTLs. A PDF of this report is now available on the CARLA website at: http://carla.acad.umn.edu/lctl/survey-2003.pdf The statistical data from this field-based needs assessment survey are available at: http://carla.acad.umn.edu/lctl/survey/survey.html.
Source: CARLA
Inputdate: 2003-11-21 10:07:00
Lastmodifieddate: 2003-11-21 10:07:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
858
Content Type: 1
Title: LCTL Mini-grant Opportunity
Body: From: CARLA To augment its support of LCTL teachers the LCTL Project sponsors an annual competition for small grants of up to $1,000 for the development and submission of sharable material for teaching a LCTL. The materials will be used to expand our growing collection of web-based instructional materials. Deadline for submission of mini-grant application is December 5, 2003. The selected applicants must submit finished projects by June 30, 2004. Full details and an application form are available at http://carla.acad.umn.edu/LCTL/minigrant.html. The following material, produced by the winners of the 2003 mini-grant awards, are available on the CARLA website: Web-based Chinese Character Practice by Stacy Chung, Lansing Chinese School, http://carla.acad.umn.edu/lctlexercises/LCSchinese/index.html Online Pronunciation, Listening, and Spelling Activities for Learners of Vietnamese by LePham Thuy-Kim, Department of Languages and Literatures and Program for Southeast Asian, Arizona State University http://www.public.asu.edu/~ickpl/listeningprogram.htm Khmer Directions and Map by Chhany Sak-Humphry, University of Hawaii at Manoa http://carla.acad.umn.edu/lctlexercises/khmer/int_0002.htm Virtual Tour of Warsaw and Cracow by Dariusz Skorczewski, Rice University http://carla.acad.umn.edu/LCTLexercises/Polish-tour/index.htm
Source: CARLA
Inputdate: 2003-11-21 10:11:00
Lastmodifieddate: 2003-11-21 10:11:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: LCTL Mini-grant Opportunity
Body: From: CARLA To augment its support of LCTL teachers the LCTL Project sponsors an annual competition for small grants of up to $1,000 for the development and submission of sharable material for teaching a LCTL. The materials will be used to expand our growing collection of web-based instructional materials. Deadline for submission of mini-grant application is December 5, 2003. The selected applicants must submit finished projects by June 30, 2004. Full details and an application form are available at http://carla.acad.umn.edu/LCTL/minigrant.html. The following material, produced by the winners of the 2003 mini-grant awards, are available on the CARLA website: Web-based Chinese Character Practice by Stacy Chung, Lansing Chinese School, http://carla.acad.umn.edu/lctlexercises/LCSchinese/index.html Online Pronunciation, Listening, and Spelling Activities for Learners of Vietnamese by LePham Thuy-Kim, Department of Languages and Literatures and Program for Southeast Asian, Arizona State University http://www.public.asu.edu/~ickpl/listeningprogram.htm Khmer Directions and Map by Chhany Sak-Humphry, University of Hawaii at Manoa http://carla.acad.umn.edu/lctlexercises/khmer/int_0002.htm Virtual Tour of Warsaw and Cracow by Dariusz Skorczewski, Rice University http://carla.acad.umn.edu/LCTLexercises/Polish-tour/index.htm
Source: CARLA
Inputdate: 2003-11-21 10:11:00
Lastmodifieddate: 2003-11-21 10:11:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
859
Content Type: 1
Title: Developing Materials for Less Commonly Taught Languages
Body: From: CARLA The LCTL Project at CARLA has always approached the support of LCTL teachers in ways that provide benefit to all LCTL instructors. The plethora of specific materials in a variety of languages available on the CARLA website is also designed to serve as models for all LCTL teachers. To further this goal of pan-LCTL support, LCTL Project Coordinator Dr. Louis Janus and Professor Bill Johnston from Indiana University are teaming up to write the LCTL Materials Development Resource Book that outlines principles and practical guidelines for material development that address the specific challenges that are typically faced by all LCTL instructors. The book will provide LCTL teachers an approach to taking "raw" materials (that run the gamut from out-of-date texts to authentic materials on the web) transforming them into curriculum materials that will energize learners. The book will feature an accompanying CD ROM that will show specific examples of the many resources available to LCTL teachers, models for activity development, and actual lesson plans in a variety of languages. The target date for the publication of this book and CD ROM is next fall. Some of the featured examples in the LCTL Materials Development Resource Book will come from previous work at the LCTL project. For examaple the LCTL Project was a pioneer in creating a system of virtual resources such as the Virtual Picture Album (VPA) and the Virtual Audio-Video Archives (VAVA). The VPA is an archive of digitized photographs and drawings, accompanied by useful descriptions and suggestions for ways LCTL teachers can incorporate these pictures into in-class and out-of-class activities. The VPA currently contains photographs of China, India, Ireland, Israel, Norway, Poland and Tunisia, with expansion to other countries in progress. See: http://carla.acad.umn.edu/VPA/vpa.html. Similarly, the VAVA is a collection of royalty-free audio and video files for teachers to use in their own creative exercises, along with a small number of sample exercises. The archives currently contain sounds in Arabic (Tunisia), Chinese (PRC), Chinese (Taiwan), Hebrew, Norwegian and Polish. See: http://carla.acad.umn.edu/VAVA/VAVA.html. Some of these resources have been incorporated into model exercises in a wide variety of LCTLs which are available from the LCTL Project's home page at: http://carla.acad.umn.edu/lctl/lctl.html
Source: CARLA
Inputdate: 2003-11-21 10:12:00
Lastmodifieddate: 2003-11-21 10:12:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Developing Materials for Less Commonly Taught Languages
Body: From: CARLA The LCTL Project at CARLA has always approached the support of LCTL teachers in ways that provide benefit to all LCTL instructors. The plethora of specific materials in a variety of languages available on the CARLA website is also designed to serve as models for all LCTL teachers. To further this goal of pan-LCTL support, LCTL Project Coordinator Dr. Louis Janus and Professor Bill Johnston from Indiana University are teaming up to write the LCTL Materials Development Resource Book that outlines principles and practical guidelines for material development that address the specific challenges that are typically faced by all LCTL instructors. The book will provide LCTL teachers an approach to taking "raw" materials (that run the gamut from out-of-date texts to authentic materials on the web) transforming them into curriculum materials that will energize learners. The book will feature an accompanying CD ROM that will show specific examples of the many resources available to LCTL teachers, models for activity development, and actual lesson plans in a variety of languages. The target date for the publication of this book and CD ROM is next fall. Some of the featured examples in the LCTL Materials Development Resource Book will come from previous work at the LCTL project. For examaple the LCTL Project was a pioneer in creating a system of virtual resources such as the Virtual Picture Album (VPA) and the Virtual Audio-Video Archives (VAVA). The VPA is an archive of digitized photographs and drawings, accompanied by useful descriptions and suggestions for ways LCTL teachers can incorporate these pictures into in-class and out-of-class activities. The VPA currently contains photographs of China, India, Ireland, Israel, Norway, Poland and Tunisia, with expansion to other countries in progress. See: http://carla.acad.umn.edu/VPA/vpa.html. Similarly, the VAVA is a collection of royalty-free audio and video files for teachers to use in their own creative exercises, along with a small number of sample exercises. The archives currently contain sounds in Arabic (Tunisia), Chinese (PRC), Chinese (Taiwan), Hebrew, Norwegian and Polish. See: http://carla.acad.umn.edu/VAVA/VAVA.html. Some of these resources have been incorporated into model exercises in a wide variety of LCTLs which are available from the LCTL Project's home page at: http://carla.acad.umn.edu/lctl/lctl.html
Source: CARLA
Inputdate: 2003-11-21 10:12:00
Lastmodifieddate: 2003-11-21 10:12:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
860
Content Type: 1
Title: Maximizing Study Abroad: An Instructors' Guide to Strategies for Language and Culture Learning and Use
Body: From: CARLA This comprehensive guidebook gives language teachers the background knowledge and practical activities to be able to incorporate language-and culture-learning strategies into their classroom instruction. While the examples in the Instructors' Guide focus on language students who intend to study abroad, the wide range of materials provided can help all students become better language and culture learners. This guide includes an extensive activity section and duplicable masters for classroom use, and is packaged in a convenient three-ring binder so instructors can customize it for their own teaching context. By Andrew D. Cohen, R. Michael Paige, Barbara Kappler, Margaret Demmessie, Susan J. Weaver, Julie C. Chi, & James P. Lassegard CARLA Working Paper Series · September 2003 · 295 pp. · $25.00 + shipping Information about the Maximixing Study Abroad series and order forms are available at: http://carla.acad.umn.edu/studyabroad/guides.html
Source: CARLA Working Paper Series · September 2003
Inputdate: 2003-11-21 10:16:00
Lastmodifieddate: 2003-11-21 10:16:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Maximizing Study Abroad: An Instructors' Guide to Strategies for Language and Culture Learning and Use
Body: From: CARLA This comprehensive guidebook gives language teachers the background knowledge and practical activities to be able to incorporate language-and culture-learning strategies into their classroom instruction. While the examples in the Instructors' Guide focus on language students who intend to study abroad, the wide range of materials provided can help all students become better language and culture learners. This guide includes an extensive activity section and duplicable masters for classroom use, and is packaged in a convenient three-ring binder so instructors can customize it for their own teaching context. By Andrew D. Cohen, R. Michael Paige, Barbara Kappler, Margaret Demmessie, Susan J. Weaver, Julie C. Chi, & James P. Lassegard CARLA Working Paper Series · September 2003 · 295 pp. · $25.00 + shipping Information about the Maximixing Study Abroad series and order forms are available at: http://carla.acad.umn.edu/studyabroad/guides.html
Source: CARLA Working Paper Series · September 2003
Inputdate: 2003-11-21 10:16:00
Lastmodifieddate: 2003-11-21 10:16:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
861
Content Type: 1
Title: Culture as the Core: Perspectives on Culture in Second Language Learning
Body: From: CARLA Published in 2003, this volume draws on materials originally published in two working papers by the Center for Advanced Research on Language Acquisition: Culture as the core: Interdisciplinary perspectives on culture teaching and learning in the second language curriculum and Culture as the core: Integrating culture into the second language curriculum. Each of the 12 chapters explores the important issue of integrating culture into the second language classroom from a theoretical and practical perspective. The volume includes a major review of the literature on culture in the language education context. This book is particularly valuable for its theoretical contributions and making a strong case for placing culture at the center of language instruction. For more information see Information Age Publishing at: http://www.infoagepub.com.
Source: Edited by Dale L. Lange & R. Michael Paige
Inputdate: 2003-11-21 10:17:00
Lastmodifieddate: 2003-11-21 10:17:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Culture as the Core: Perspectives on Culture in Second Language Learning
Body: From: CARLA Published in 2003, this volume draws on materials originally published in two working papers by the Center for Advanced Research on Language Acquisition: Culture as the core: Interdisciplinary perspectives on culture teaching and learning in the second language curriculum and Culture as the core: Integrating culture into the second language curriculum. Each of the 12 chapters explores the important issue of integrating culture into the second language classroom from a theoretical and practical perspective. The volume includes a major review of the literature on culture in the language education context. This book is particularly valuable for its theoretical contributions and making a strong case for placing culture at the center of language instruction. For more information see Information Age Publishing at: http://www.infoagepub.com.
Source: Edited by Dale L. Lange & R. Michael Paige
Inputdate: 2003-11-21 10:17:00
Lastmodifieddate: 2003-11-21 10:17:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
862
Content Type: 1
Title: OELA 2003 Summit
Body: From: OELA The OELA 2003 Summit is fast approaching. Celebrate Our Rising Stars II, December 2-4 at the Hilton Washington Hotel and Towers, promises to be an informative and stimulating event for all those who work with English Language Learners. Highlights of the program can be found at www.ncela.gwu.edu/summit/htm. Special guest speakers include Secretary of Education Rod Paige, Undersecretary of Education Eugene Hickok, and Ed Moy, Special Assistant to the President and Associate Director of the Office of Presidential Personnel. Among the general session speakers are Laura-Ann Petitto, Jean Rutherford, Diane August, David Francis, and Peggy McCardle. Presentations will cover a wide range of topics: teacher preparation, research findings and methodology, standards and assessment, and parent and community involvement. Sessions will focus on early childhood, definitions of "limited English proficiency," accommodations, and use of technology. Participants will have the opportunity to learn about model programs and how collaboration can ensure success for ELL students. Presenters include Consuelo Kickbush, Robert Slavin, Joe Herrin, Lorraine Valdez Pierce, Rebecca Kopriva, Margarita Calderon, Else Hamayan, Aurelio Montemayor, Clara Park, Margo Gottlieb, and many more. Register online for the OELA Summit at http://www.barreraassociates.com/celebrate. The deadline for registration is November 21, 2003. A limited number of rooms are still available at the Hilton, although the cut-off date for the special Summit rate has passed. Contact the Hilton Washington at (202) 483-3000 or Hilton National Reservations at 800-774-1500. Register and reserve your hotel room today!
Source: OELA
Inputdate: 2003-11-21 10:25:00
Lastmodifieddate: 2003-11-21 10:25:00
Expdate: 2003-12-05 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: OELA 2003 Summit
Body: From: OELA The OELA 2003 Summit is fast approaching. Celebrate Our Rising Stars II, December 2-4 at the Hilton Washington Hotel and Towers, promises to be an informative and stimulating event for all those who work with English Language Learners. Highlights of the program can be found at www.ncela.gwu.edu/summit/htm. Special guest speakers include Secretary of Education Rod Paige, Undersecretary of Education Eugene Hickok, and Ed Moy, Special Assistant to the President and Associate Director of the Office of Presidential Personnel. Among the general session speakers are Laura-Ann Petitto, Jean Rutherford, Diane August, David Francis, and Peggy McCardle. Presentations will cover a wide range of topics: teacher preparation, research findings and methodology, standards and assessment, and parent and community involvement. Sessions will focus on early childhood, definitions of "limited English proficiency," accommodations, and use of technology. Participants will have the opportunity to learn about model programs and how collaboration can ensure success for ELL students. Presenters include Consuelo Kickbush, Robert Slavin, Joe Herrin, Lorraine Valdez Pierce, Rebecca Kopriva, Margarita Calderon, Else Hamayan, Aurelio Montemayor, Clara Park, Margo Gottlieb, and many more. Register online for the OELA Summit at http://www.barreraassociates.com/celebrate. The deadline for registration is November 21, 2003. A limited number of rooms are still available at the Hilton, although the cut-off date for the special Summit rate has passed. Contact the Hilton Washington at (202) 483-3000 or Hilton National Reservations at 800-774-1500. Register and reserve your hotel room today!
Source: OELA
Inputdate: 2003-11-21 10:25:00
Lastmodifieddate: 2003-11-21 10:25:00
Expdate: 2003-12-05 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
863
Content Type: 1
Title: Engaging Multilingual and Multicultural Students in Reading Vol. 57 (3),
Body: From: OELA Engaging Multilingual and Multicultural Students in Reading Vol. 57 (3), pp. 242-252 Terry Meier explains in The Reading Teacher that it can be difficult engaging some children in reading. She gives examples of preschoolers from very different cultural and linguistic communities who "use language in powerful ways to negotiate relationships with other people and to accomplish his or her own social purposes," yet may not become engaged in book reading or literacy activities in preschool or kindergarten because of an upbringing that does not place significance on books. The cultural environment a child grows up in, particularly the significance reading plays in that child's life, affects his/her relationship with books. Thus, a child could be have sophisticated speaking abilities, yet find little engaging about the written word. Meier offers three suggestions to enhance the preschoolers' and kindergartners' experiences with books. These are: (1) "Choose books that relate to children's lives"; (2) "Teach book reading behaviors explicitly"; and (3) "Make books come alive." To liven up books, she says teachers should engage the children in meaningful conversations about them, create puppet characters the students can interview or create new stories about or just dramatize the story, use teacher-made audiotapes for students to listen to. Meier also gives a list of children's books that are particularly effective at developing an attachment between children and the text. The Reading Teacher is published by: International Reading Association 800 Barksdale Road Box 8139 Newark, DE 19714-8139 http://www.reading.org
Source: OELA
Inputdate: 2003-11-21 10:29:00
Lastmodifieddate: 2003-11-21 10:29:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Engaging Multilingual and Multicultural Students in Reading Vol. 57 (3),
Body: From: OELA Engaging Multilingual and Multicultural Students in Reading Vol. 57 (3), pp. 242-252 Terry Meier explains in The Reading Teacher that it can be difficult engaging some children in reading. She gives examples of preschoolers from very different cultural and linguistic communities who "use language in powerful ways to negotiate relationships with other people and to accomplish his or her own social purposes," yet may not become engaged in book reading or literacy activities in preschool or kindergarten because of an upbringing that does not place significance on books. The cultural environment a child grows up in, particularly the significance reading plays in that child's life, affects his/her relationship with books. Thus, a child could be have sophisticated speaking abilities, yet find little engaging about the written word. Meier offers three suggestions to enhance the preschoolers' and kindergartners' experiences with books. These are: (1) "Choose books that relate to children's lives"; (2) "Teach book reading behaviors explicitly"; and (3) "Make books come alive." To liven up books, she says teachers should engage the children in meaningful conversations about them, create puppet characters the students can interview or create new stories about or just dramatize the story, use teacher-made audiotapes for students to listen to. Meier also gives a list of children's books that are particularly effective at developing an attachment between children and the text. The Reading Teacher is published by: International Reading Association 800 Barksdale Road Box 8139 Newark, DE 19714-8139 http://www.reading.org
Source: OELA
Inputdate: 2003-11-21 10:29:00
Lastmodifieddate: 2003-11-21 10:29:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
864
Content Type: 1
Title: Fifty Strategies to Help ELL Teachers
Body: From: OELA The Association for Supervision and Curriculum Development (ASCD) has the book Fifty Strategies for Teaching English Language Learners, 2nd Edition by Adrienne Herrell and Michael Jordan available on their Web site. According to the description, this book offers 50 research-based, classroom-tested strategies that English-speaking teachers can use to help English-language learners understand content materials while they acquire English-language skills. This new edition also relates all strategies to national TESOL standards. Step-by-step instructions and concrete examples provide strategies that can be used in any K-12 classroom and subject. Plus, new strategies and suggestions for assessments are incorporated throughout the text. To learn more about the book, read a review at: http://www.teachinflorida.com/teachertoolkit/FGCUBookReviews.asp?a=fullreview&review_id=9 To buy the book, visit: http://shop.ascd.org/ProductDisplay.cfm?ProductID=303383
Source: OELA
Inputdate: 2003-11-21 10:31:00
Lastmodifieddate: 2003-11-21 10:31:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Fifty Strategies to Help ELL Teachers
Body: From: OELA The Association for Supervision and Curriculum Development (ASCD) has the book Fifty Strategies for Teaching English Language Learners, 2nd Edition by Adrienne Herrell and Michael Jordan available on their Web site. According to the description, this book offers 50 research-based, classroom-tested strategies that English-speaking teachers can use to help English-language learners understand content materials while they acquire English-language skills. This new edition also relates all strategies to national TESOL standards. Step-by-step instructions and concrete examples provide strategies that can be used in any K-12 classroom and subject. Plus, new strategies and suggestions for assessments are incorporated throughout the text. To learn more about the book, read a review at: http://www.teachinflorida.com/teachertoolkit/FGCUBookReviews.asp?a=fullreview&review_id=9 To buy the book, visit: http://shop.ascd.org/ProductDisplay.cfm?ProductID=303383
Source: OELA
Inputdate: 2003-11-21 10:31:00
Lastmodifieddate: 2003-11-21 10:31:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
865
Content Type: 1
Title: Literacy Activities for Bilingual Children
Body: From: OELA In Literacy Activities for Bilingual Children, education professor Manuela Gonzalez-Bueno offers practical suggestions for preparing bilingual and Spanish literacy activities for the classroom. She includes the following activities: * Bilingual alphabet * Sound alphabet * Environmental alphabet * Reverse alphabet * Illustrated songbook Literacy Activities for Bilingual Children appears in the October 2003 issue of The Reading Teacher (Volume 57, No. 2). The Reading Teacher is a peer-reviewed, professional journal published by the International Reading Association. Selected articles are posted online at: http://www.reading.org/publications/rt/rt_selections.html Additional information, including subscription costs, are available at: http://www.reading.org/publications/rt/index.html
Source: OELA
Inputdate: 2003-11-21 10:44:00
Lastmodifieddate: 2003-11-21 10:44:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Literacy Activities for Bilingual Children
Body: From: OELA In Literacy Activities for Bilingual Children, education professor Manuela Gonzalez-Bueno offers practical suggestions for preparing bilingual and Spanish literacy activities for the classroom. She includes the following activities: * Bilingual alphabet * Sound alphabet * Environmental alphabet * Reverse alphabet * Illustrated songbook Literacy Activities for Bilingual Children appears in the October 2003 issue of The Reading Teacher (Volume 57, No. 2). The Reading Teacher is a peer-reviewed, professional journal published by the International Reading Association. Selected articles are posted online at: http://www.reading.org/publications/rt/rt_selections.html Additional information, including subscription costs, are available at: http://www.reading.org/publications/rt/index.html
Source: OELA
Inputdate: 2003-11-21 10:44:00
Lastmodifieddate: 2003-11-21 10:44:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
