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9180
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Title: Article: Are 'Newcomer' Schools Inherently Segregated?
Body: From http://www.sltrib.com/education/ci_11809207?source=rss Are 'newcomer' schools inherently segregated? Immigration » Schools balance student needs with desire to belong by Kirsten Stewart March 2, 2009 Newcomer schools started popping up in California and Texas more than a decade ago, but just recently gained critical mass in Utah. The special schools raise questions that have long dogged special programs: Do they help at-risk children or risk harm by isolating them from the mainstream? Read the entire article at http://www.sltrib.com/education/ci_11809207?source=rss .
Source: Salt Lake Tribune
Inputdate: 2009-03-15 10:19:01
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Title: Article: Are 'Newcomer' Schools Inherently Segregated?
Body: From http://www.sltrib.com/education/ci_11809207?source=rss Are 'newcomer' schools inherently segregated? Immigration » Schools balance student needs with desire to belong by Kirsten Stewart March 2, 2009 Newcomer schools started popping up in California and Texas more than a decade ago, but just recently gained critical mass in Utah. The special schools raise questions that have long dogged special programs: Do they help at-risk children or risk harm by isolating them from the mainstream? Read the entire article at http://www.sltrib.com/education/ci_11809207?source=rss .
Source: Salt Lake Tribune
Inputdate: 2009-03-15 10:19:01
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9181
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Title: The Best Sites For Learning About St. Patrick’s Day (& April Fools Day)
Body: From http://larryferlazzo.edublogs.org Here are the picks for The Best Sites For Learning About St. Patrick’s Day and April Fool’s Day (and are accessible to English Language Learners), available at http://larryferlazzo.edublogs.org/2009/02/14/the-best-sites-for-learning-about-st-patricks-day-april-fools-day .
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2009-03-15 10:19:44
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Title: The Best Sites For Learning About St. Patrick’s Day (& April Fools Day)
Body: From http://larryferlazzo.edublogs.org Here are the picks for The Best Sites For Learning About St. Patrick’s Day and April Fool’s Day (and are accessible to English Language Learners), available at http://larryferlazzo.edublogs.org/2009/02/14/the-best-sites-for-learning-about-st-patricks-day-april-fools-day .
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2009-03-15 10:19:44
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9182
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Title: Vocabulary Review Activity
Body: An AATG listserv user recently contributed the following idea: I like the Category Match activity. It works like this: 1. Ahead of time, prepare a list of categories and ten items in each category. Cut these sheets apart by category. I make a table in Word and then print it out and cut the sections apart. 2. Divide class into 3 or 4 teams. Two people from each team go to the board. Only ONE PERSON may write on the board. The other one may not write or erase. 3. Set a time of 3 or 4 minutes. If the words are longer, I let the time go to 5 minutes or a bit more (I change it if I see the students at the board need more time). 4. Give a category. The two students at the board have to write TEN words that fit that category. They confer with their teammate at the board. You can also make it just FIVE words. We're on the block, so I we have time for ten words. 5. When time is up, the person who was writing sits down. The one who did not write stays at the board. I then call on those students at the board one by one to read off the items on their list. 6. When all teams have read their items, I read my list of ten items out loud. The students at the board put an 'x' to the left of any item on their list that matches one of my items. I have them write their words with a black marker (no. 4 above), then use a colored marker for this part. 7. Whichever team has the most matches with my items wins that round. Award a point and play starts again with two more students from each team going to the board and a new category. You can review lots of words at any level with this activity. It gets the students up out of their seats, involves a lot of students at one time, and, since it's a contest, students really get engaged in the process. Some sample categories I use are: Things you eat, things you drink, words related to school, chore words, clothing, colors, months, numbers from 20 to 40 (or whatever span you want), words beginning with K (or M or S etc.), family members, things you can read, furniture items in a room, things to do with music, etc. For fun I also use capital cities in Europe, big cities east of the Mississippi in the USA (I know, it has nothing to do with German ...), German boys' names, German girls' names. Carol Haring Spartanburg, SC American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU)
Source: AATG-L
Inputdate: 2009-03-15 10:22:25
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Title: Vocabulary Review Activity
Body: An AATG listserv user recently contributed the following idea: I like the Category Match activity. It works like this: 1. Ahead of time, prepare a list of categories and ten items in each category. Cut these sheets apart by category. I make a table in Word and then print it out and cut the sections apart. 2. Divide class into 3 or 4 teams. Two people from each team go to the board. Only ONE PERSON may write on the board. The other one may not write or erase. 3. Set a time of 3 or 4 minutes. If the words are longer, I let the time go to 5 minutes or a bit more (I change it if I see the students at the board need more time). 4. Give a category. The two students at the board have to write TEN words that fit that category. They confer with their teammate at the board. You can also make it just FIVE words. We're on the block, so I we have time for ten words. 5. When time is up, the person who was writing sits down. The one who did not write stays at the board. I then call on those students at the board one by one to read off the items on their list. 6. When all teams have read their items, I read my list of ten items out loud. The students at the board put an 'x' to the left of any item on their list that matches one of my items. I have them write their words with a black marker (no. 4 above), then use a colored marker for this part. 7. Whichever team has the most matches with my items wins that round. Award a point and play starts again with two more students from each team going to the board and a new category. You can review lots of words at any level with this activity. It gets the students up out of their seats, involves a lot of students at one time, and, since it's a contest, students really get engaged in the process. Some sample categories I use are: Things you eat, things you drink, words related to school, chore words, clothing, colors, months, numbers from 20 to 40 (or whatever span you want), words beginning with K (or M or S etc.), family members, things you can read, furniture items in a room, things to do with music, etc. For fun I also use capital cities in Europe, big cities east of the Mississippi in the USA (I know, it has nothing to do with German ...), German boys' names, German girls' names. Carol Haring Spartanburg, SC American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU)
Source: AATG-L
Inputdate: 2009-03-15 10:22:25
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9183
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Title: New Resource: K-12 Gateway to the Less Commonly Taught Languages
Body: The UCLA Language Materials Project (LMP) has launched an abundant new site for elementary and secondary foreign language teachers, the K-12 Gateway to the Less Commonly Taught Languages. The core of the site is a complete set of downloadable lesson plans and supplementary materials for teaching a first year language class. Written in English, the plans can be adapted to any language and grade level. Pilot-tested by K-12 teachers from Anchorage to Virginia, the site offers easy navigation to a wealth of information. In addition to the lessons, there is a section on curriculum design, standards, and proficiency-based teaching. A resource section offers links to national Language Resource Centers, language teachers associations, teachers' forums, assessment guides, and professional development opportunities. The K-12 Gateway resides within the larger Language Materials Project website. Gateway visitors are only a click away from the language profiles and authoritative bibliography of teaching materials for which the LMP has been known since 1992. The LMP has augmented the bibliography with detailed citations of several hundred items for younger audiences. Try out the Gateway at www.lmp.ucla.edu/K-12
Source: UCLA Language Materials Project
Inputdate: 2009-03-15 10:23:55
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Title: New Resource: K-12 Gateway to the Less Commonly Taught Languages
Body: The UCLA Language Materials Project (LMP) has launched an abundant new site for elementary and secondary foreign language teachers, the K-12 Gateway to the Less Commonly Taught Languages. The core of the site is a complete set of downloadable lesson plans and supplementary materials for teaching a first year language class. Written in English, the plans can be adapted to any language and grade level. Pilot-tested by K-12 teachers from Anchorage to Virginia, the site offers easy navigation to a wealth of information. In addition to the lessons, there is a section on curriculum design, standards, and proficiency-based teaching. A resource section offers links to national Language Resource Centers, language teachers associations, teachers' forums, assessment guides, and professional development opportunities. The K-12 Gateway resides within the larger Language Materials Project website. Gateway visitors are only a click away from the language profiles and authoritative bibliography of teaching materials for which the LMP has been known since 1992. The LMP has augmented the bibliography with detailed citations of several hundred items for younger audiences. Try out the Gateway at www.lmp.ucla.edu/K-12
Source: UCLA Language Materials Project
Inputdate: 2009-03-15 10:23:55
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9184
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Title: Ideas for Teaching Clothing, Part 1
Body: Recently several Improving Early Language Programs listserv subscribers shared their ideas for teaching clothing. Here are some of them: I teach classes to 2 to 6 year olds...I teach a few basic clothes as part of a song about waking up in the morning by bringing in paper doll clothes for ME...I cut them from poster board. Kids think it's pretty fun. I only do camisa and pantalones...so it might be harder with a more comprehensive unit on la ropa. But the giant nature of the prop is fun...just one thought. I also taught a 4th/5th grade class many years ago, and I had the kids draw and cut out articles of clothing from construction paper and then we hung them on a clothes line across the classroom. They labeled each piece and modified it with the color. Los zapatos rojos. La camisa azul...They enjoyed it, and got to see their work displayed in a fun and colorful way. Piña Madera. re:[nandu] Introducing Clothing in Spanish. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 6 Mar 2009). http://singalingo.googlepages.com --- I sing the heads, Shoulders, Knees and Toes tune as we mime getting on our outerwear in the winter. I teach Italian so here it is in English. Then, I call out an item and they mime putting it on. You can play 'Simon Says' with these items. too. Part of its success is in having really cute actions for each item of clothing. Hat, Jacket Pants Boots Pants Boot Pants Boots Hat Jacket Pants and Boots Earmuffs, Hood Scarf and Gloves You can then sing it all backwards. I made a powerpoint of it, too. Sometimes we pair it with the body part that wears that item. Judith Mazziotti. [nandu] Introducing Clothing. Improving Early Language programs listserv (nandu@caltalk.cal.org, 3 Mar 2009). --- I seize this opportunity to teach adjective agreement since the kids are interested in describing their clothes in terms of color or size. A favorite project of mine is to have the students design an outfit. I then print out digital pictures (that I take at the beginning of the school to use for various projects throughout the year) of themselves. They cut out their heads and attach them to their drawings. I then have them write a paragraph stating what they are wearing. I look over their first draft and have them make corrections and then they type it. To complete the project, the students assemble their typed paragraph and their picture. This makes a nice bulletin board project (anything with kids' pictures gets a lot of attention!) and then something to go into the student's portfolio. Lutz, N. re:[nandu] Introducing Clothing in Spanish. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 2 Mar 2009). --- I have doll clothing and dolls I use to teach clothing. I also use ASL signs with many clothing items. In the beginning I describe the dolls and say in the TL she is wearing a dress and the students answer yes or no in the TL. Next, I move on to either/or questions; is she wearing a hat or socks? Then the students describe the dolls. I also have lots of little dolls (from Happy Meals and such) and will give each student one; we take turns describing the clothing. Most kids love to hold items and talk about them. You could also do this with pictures. I also cut out pictures of people wearing different types of clothing. I made sets of similar clothing (but not the same pictures) and gave them to small groups of students. Then I ask each group to find certain clothing, usually in groups of three or four items. For example: find slippers, a tie, a belt and pajamas. Students may not turn over the cards and the pictures must stay face down until I say so. I just used several catalogues and Sunday newspaper inserts to get sets of pictures. Okraski, C. Re: [nandu] Introducing Clothing in Spanish. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 1 Mar 2009). --- Read more ideas for teaching and practicing clothing in next week's InterCom!
Source: Various
Inputdate: 2009-03-15 10:28:16
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Title: Ideas for Teaching Clothing, Part 1
Body: Recently several Improving Early Language Programs listserv subscribers shared their ideas for teaching clothing. Here are some of them: I teach classes to 2 to 6 year olds...I teach a few basic clothes as part of a song about waking up in the morning by bringing in paper doll clothes for ME...I cut them from poster board. Kids think it's pretty fun. I only do camisa and pantalones...so it might be harder with a more comprehensive unit on la ropa. But the giant nature of the prop is fun...just one thought. I also taught a 4th/5th grade class many years ago, and I had the kids draw and cut out articles of clothing from construction paper and then we hung them on a clothes line across the classroom. They labeled each piece and modified it with the color. Los zapatos rojos. La camisa azul...They enjoyed it, and got to see their work displayed in a fun and colorful way. Piña Madera. re:[nandu] Introducing Clothing in Spanish. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 6 Mar 2009). http://singalingo.googlepages.com --- I sing the heads, Shoulders, Knees and Toes tune as we mime getting on our outerwear in the winter. I teach Italian so here it is in English. Then, I call out an item and they mime putting it on. You can play 'Simon Says' with these items. too. Part of its success is in having really cute actions for each item of clothing. Hat, Jacket Pants Boots Pants Boot Pants Boots Hat Jacket Pants and Boots Earmuffs, Hood Scarf and Gloves You can then sing it all backwards. I made a powerpoint of it, too. Sometimes we pair it with the body part that wears that item. Judith Mazziotti. [nandu] Introducing Clothing. Improving Early Language programs listserv (nandu@caltalk.cal.org, 3 Mar 2009). --- I seize this opportunity to teach adjective agreement since the kids are interested in describing their clothes in terms of color or size. A favorite project of mine is to have the students design an outfit. I then print out digital pictures (that I take at the beginning of the school to use for various projects throughout the year) of themselves. They cut out their heads and attach them to their drawings. I then have them write a paragraph stating what they are wearing. I look over their first draft and have them make corrections and then they type it. To complete the project, the students assemble their typed paragraph and their picture. This makes a nice bulletin board project (anything with kids' pictures gets a lot of attention!) and then something to go into the student's portfolio. Lutz, N. re:[nandu] Introducing Clothing in Spanish. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 2 Mar 2009). --- I have doll clothing and dolls I use to teach clothing. I also use ASL signs with many clothing items. In the beginning I describe the dolls and say in the TL she is wearing a dress and the students answer yes or no in the TL. Next, I move on to either/or questions; is she wearing a hat or socks? Then the students describe the dolls. I also have lots of little dolls (from Happy Meals and such) and will give each student one; we take turns describing the clothing. Most kids love to hold items and talk about them. You could also do this with pictures. I also cut out pictures of people wearing different types of clothing. I made sets of similar clothing (but not the same pictures) and gave them to small groups of students. Then I ask each group to find certain clothing, usually in groups of three or four items. For example: find slippers, a tie, a belt and pajamas. Students may not turn over the cards and the pictures must stay face down until I say so. I just used several catalogues and Sunday newspaper inserts to get sets of pictures. Okraski, C. Re: [nandu] Introducing Clothing in Spanish. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 1 Mar 2009). --- Read more ideas for teaching and practicing clothing in next week's InterCom!
Source: Various
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Title: Book: Telecollaborative Language Learning
Body: From http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11523 Telecollaborative Language Learning A guidebook to moderating intercultural collaboration online Edited by Melinda Dooly Publisher: Peter Lang Publishing Group Description: Telecollaboration is understood here as a shared teaching and learning experience between distanced partners that is facilitated through the use of Internet technology; an area of growing interest for many teachers. The book first provides a theoretical outline of suitable pedagogical practices for this type of joint effort and then moves into the more practical aspects of designing, setting up, implementing and evaluating telecollaborative projects. Through the realistic advice and practical examples provided, the reader will be motivated to engage in telecollaborative language learning projects with their own pupils. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11523 .
Source: Peter Lang Publishing Group
Inputdate: 2009-03-21 09:21:54
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Title: Book: Telecollaborative Language Learning
Body: From http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11523 Telecollaborative Language Learning A guidebook to moderating intercultural collaboration online Edited by Melinda Dooly Publisher: Peter Lang Publishing Group Description: Telecollaboration is understood here as a shared teaching and learning experience between distanced partners that is facilitated through the use of Internet technology; an area of growing interest for many teachers. The book first provides a theoretical outline of suitable pedagogical practices for this type of joint effort and then moves into the more practical aspects of designing, setting up, implementing and evaluating telecollaborative projects. Through the realistic advice and practical examples provided, the reader will be motivated to engage in telecollaborative language learning projects with their own pupils. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11523 .
Source: Peter Lang Publishing Group
Inputdate: 2009-03-21 09:21:54
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9186
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Title: Book: Second Language Vocabulary Acquisition
Body: From http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11666 Second Language Vocabulary Acquisition by Qing Ma Publisher: Peter Lang Publishing Group Description: The book provides an overview of the research in L2 vocabulary acquisition in the last two decades. Linguistic, psycholinguistic, socio-cultural, neurolinguistic, and corpus linguistics analyses are considered. The book constructs a comprehensive framework for Computer Assisted Vocabulary Learning (CAVL). The author then gives a detailed account of how Chinese learners approach English vocabulary learning. She provides an up-to-date picture of the overall situation regarding the language policies adopted, the traditional, orthodox approach to language learning, and the recent reforms implemented in Chinese universities. General and specific vocabulary learning difficulties encountered by Chinese learners are documented and analysed and empirical studies are reported. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11666 .
Source: Peter Lang Publishing Group
Inputdate: 2009-03-21 09:22:38
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Title: Book: Second Language Vocabulary Acquisition
Body: From http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11666 Second Language Vocabulary Acquisition by Qing Ma Publisher: Peter Lang Publishing Group Description: The book provides an overview of the research in L2 vocabulary acquisition in the last two decades. Linguistic, psycholinguistic, socio-cultural, neurolinguistic, and corpus linguistics analyses are considered. The book constructs a comprehensive framework for Computer Assisted Vocabulary Learning (CAVL). The author then gives a detailed account of how Chinese learners approach English vocabulary learning. She provides an up-to-date picture of the overall situation regarding the language policies adopted, the traditional, orthodox approach to language learning, and the recent reforms implemented in Chinese universities. General and specific vocabulary learning difficulties encountered by Chinese learners are documented and analysed and empirical studies are reported. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11666 .
Source: Peter Lang Publishing Group
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9187
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Title: Call for Papers: Boston University Conference on Language Development
Body: Boston University Conference on Language Development November 6-8, 2009 Submissions which present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including Bilingualism, Cognition & Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. All submissions must be received by 8:00 PM EST, May 15, 2009. There will be no exceptions. View the full call for papers at http://www.bu.edu/linguistics/APPLIED/BUCLD/callforpapers.htm .
Source: LINGUIST List
Inputdate: 2009-03-21 09:23:18
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Title: Call for Papers: Boston University Conference on Language Development
Body: Boston University Conference on Language Development November 6-8, 2009 Submissions which present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including Bilingualism, Cognition & Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. All submissions must be received by 8:00 PM EST, May 15, 2009. There will be no exceptions. View the full call for papers at http://www.bu.edu/linguistics/APPLIED/BUCLD/callforpapers.htm .
Source: LINGUIST List
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Title: Call for Papers: 2009 SAMLA Convention
Body: 2009 SAMLA Convention November 6-8, 2009, at the Renaissance Hotel Atlanta Downtown Special Focus: Human Rights in the Humanities Calls for papers are being updated weekly and can be download from the conference website at http://samla.gsu.edu/convention/convention.html .
Source: South Atlantic Modern Language Association
Inputdate: 2009-03-21 09:24:49
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Title: Call for Papers: 2009 SAMLA Convention
Body: 2009 SAMLA Convention November 6-8, 2009, at the Renaissance Hotel Atlanta Downtown Special Focus: Human Rights in the Humanities Calls for papers are being updated weekly and can be download from the conference website at http://samla.gsu.edu/convention/convention.html .
Source: South Atlantic Modern Language Association
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Title: Call for Papers: Pronunciation in Second Language Learning and Teaching
Body: From http://linguistlist.org/issues/20/20-751.html The inaugural conference of Pronunciation in Second Language Learning and Teaching, September 17-19, 2009 To be held in conjunction with the Technology for Second Language Learning (TSLL), 7th Annual Conference Hosted by the programs in TESL/Applied Linguistics, Iowa State University Ames, IA USA This inaugural conference invites paper proposals or poster presentations on any aspect of pronunciation teaching and learning, especially those related to how pronunciation can be taught in relation to listening and speaking, and related to innovative uses of technology in teaching pronunciation. Papers will be given in English, but papers addressing the teaching and learning of pronunciation for any language are encouraged. View the full call for papers at http://linguistlist.org/issues/20/20-751.html .
Source: LINGUIST List
Inputdate: 2009-03-21 09:25:31
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Title: Call for Papers: Pronunciation in Second Language Learning and Teaching
Body: From http://linguistlist.org/issues/20/20-751.html The inaugural conference of Pronunciation in Second Language Learning and Teaching, September 17-19, 2009 To be held in conjunction with the Technology for Second Language Learning (TSLL), 7th Annual Conference Hosted by the programs in TESL/Applied Linguistics, Iowa State University Ames, IA USA This inaugural conference invites paper proposals or poster presentations on any aspect of pronunciation teaching and learning, especially those related to how pronunciation can be taught in relation to listening and speaking, and related to innovative uses of technology in teaching pronunciation. Papers will be given in English, but papers addressing the teaching and learning of pronunciation for any language are encouraged. View the full call for papers at http://linguistlist.org/issues/20/20-751.html .
Source: LINGUIST List
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