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Contentid:
9220
Content Type: 1
Title: Foreign Language Videos
Body: From http://dmc.ohiolink.edu/cgi/i/image/image-idx?page=index;c=forglv Foreign Language Video Instruction is a collection of video clips in which native speakers elaborate on a wide variety of topics about their culture, family, daily life, and more. Each video clip is accompanied by a description of its contents, the country of the speaker, and additional grammar and vocabulary notes. These videos are produced by the ViewPoints Project of the Five Colleges of Ohio consortium. Access the videos at http://dmc.ohiolink.edu/cgi/i/image/image-idx?page=index;c=forglv .
Source: OhioLINK Digital Media Center
Inputdate: 2009-03-21 10:03:05
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Publishdate: 2009-03-23 00:00:00
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Title: Foreign Language Videos
Body: From http://dmc.ohiolink.edu/cgi/i/image/image-idx?page=index;c=forglv Foreign Language Video Instruction is a collection of video clips in which native speakers elaborate on a wide variety of topics about their culture, family, daily life, and more. Each video clip is accompanied by a description of its contents, the country of the speaker, and additional grammar and vocabulary notes. These videos are produced by the ViewPoints Project of the Five Colleges of Ohio consortium. Access the videos at http://dmc.ohiolink.edu/cgi/i/image/image-idx?page=index;c=forglv .
Source: OhioLINK Digital Media Center
Inputdate: 2009-03-21 10:03:05
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Contentid:
9221
Content Type: 1
Title: Ideas for Teaching Clothing, Part 2
Body: Last week’s InterCom included ideas for teaching clothing from several Improving Early Language Programs listserv subscribers. Here are more ideas: --- Every day now, I start out the lesson by putting up pictures of the clothing items on the white board. Then I put the wrong labels for each picture. (I made the labels with sentence strips and then cut them apart) I ask students to make the necessary corrections. It takes anywhere from 5 to 7 minutes of our class time. (I also have a 40-minute class) Now that they have some vocabulary I am assigning projects. One is to make a drawing of a person wearing different items of clothing that we have learned. The trick is...they write the word over and over again to form the outline of the item of clothing. For example, the outline of the skirt would say "faldafaldafaldafalda". I got this idea from Helena Curtain and Carol Ann Dahlberg's book--Languages and Children, Making the Match. Next week the students will make posters of clothing by cutting out pictures of clothing from magazines and labeling the items that they found. I am going to give each pair of students a "shopping list" of clothing items to find. Also..the suitcase idea is great! I just went to our thrift store to buy up some large clothing. I am going to bring it in and have a clothing race (another idea from Languages and Children...) I think I'll use 2 suitcases with the various items of clothing in them. I'll call out 2 or 3 items, and 1 person from each team races up to put on the items called out. I also saw this on www.sparkenthusiasm.com . Frisch, R. Re: [nandu] Introducing Clothing in Spanish. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 2 Mar 2009). --- The book Languages and Children: Making the Match by Helena Curtain and Carol Ann Dahlberg and published by Pearson is viewed by many elementary teachers as essential reading. Here is the description from the publisher’s website: Provides the rationale, strategies and activities for developing early language literacy, helping teachers make the connection between first and second language literacy and encouraging them to integrate the written word even at early points in language development. Offers strategies for interpersonal, interpretive, and presentational modes of communication as well as helpful ideas about classroom activities, assessment, and thematic planning that will revitalize their teaching. Visit the publisher’s website at http://www.pearsoned.co.uk/Bookshop/detail.asp?item=100000000112326 . --- The Spark Enthusiasm website at http://sparkenthusiasm.com has a wealth of teaching resources and ideas. --- We used to design an outfit and bring it in for another student to wear but this year we had a mother get upset about her son wearing someone else's clothing. Instead, you wore what you brought in as a costume and had another student ( I picked the student) read the description. This way everyone got to practice a reading and being a model. You pointed to the article of clothing as it was being read. It went very well. Eckstein, L. RE:[nandu] nandu digest: March 01, 2009. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 4 Mar 2009). --- Read more ideas for teaching clothing in next week’s InterCom!
Source: Various
Inputdate: 2009-03-21 10:06:19
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Title: Ideas for Teaching Clothing, Part 2
Body: Last week’s InterCom included ideas for teaching clothing from several Improving Early Language Programs listserv subscribers. Here are more ideas: --- Every day now, I start out the lesson by putting up pictures of the clothing items on the white board. Then I put the wrong labels for each picture. (I made the labels with sentence strips and then cut them apart) I ask students to make the necessary corrections. It takes anywhere from 5 to 7 minutes of our class time. (I also have a 40-minute class) Now that they have some vocabulary I am assigning projects. One is to make a drawing of a person wearing different items of clothing that we have learned. The trick is...they write the word over and over again to form the outline of the item of clothing. For example, the outline of the skirt would say "faldafaldafaldafalda". I got this idea from Helena Curtain and Carol Ann Dahlberg's book--Languages and Children, Making the Match. Next week the students will make posters of clothing by cutting out pictures of clothing from magazines and labeling the items that they found. I am going to give each pair of students a "shopping list" of clothing items to find. Also..the suitcase idea is great! I just went to our thrift store to buy up some large clothing. I am going to bring it in and have a clothing race (another idea from Languages and Children...) I think I'll use 2 suitcases with the various items of clothing in them. I'll call out 2 or 3 items, and 1 person from each team races up to put on the items called out. I also saw this on www.sparkenthusiasm.com . Frisch, R. Re: [nandu] Introducing Clothing in Spanish. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 2 Mar 2009). --- The book Languages and Children: Making the Match by Helena Curtain and Carol Ann Dahlberg and published by Pearson is viewed by many elementary teachers as essential reading. Here is the description from the publisher’s website: Provides the rationale, strategies and activities for developing early language literacy, helping teachers make the connection between first and second language literacy and encouraging them to integrate the written word even at early points in language development. Offers strategies for interpersonal, interpretive, and presentational modes of communication as well as helpful ideas about classroom activities, assessment, and thematic planning that will revitalize their teaching. Visit the publisher’s website at http://www.pearsoned.co.uk/Bookshop/detail.asp?item=100000000112326 . --- The Spark Enthusiasm website at http://sparkenthusiasm.com has a wealth of teaching resources and ideas. --- We used to design an outfit and bring it in for another student to wear but this year we had a mother get upset about her son wearing someone else's clothing. Instead, you wore what you brought in as a costume and had another student ( I picked the student) read the description. This way everyone got to practice a reading and being a model. You pointed to the article of clothing as it was being read. It went very well. Eckstein, L. RE:[nandu] nandu digest: March 01, 2009. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 4 Mar 2009). --- Read more ideas for teaching clothing in next week’s InterCom!
Source: Various
Inputdate: 2009-03-21 10:06:19
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Contentid:
9222
Content Type: 1
Title: Attractive, Colorful Photos of Nature
Body: From http://www.linternaute.com The online French-language magazine L’Internaute has an online collection of photos, “A spectacular explosion of colors in nature,” available at http://www.linternaute.com/nature-animaux/magazine/photo/une-explosion-de-couleurs-dans-la-nature/une-spectaculaire-explosion-de-couleurs-dans-la-nature.shtml?f_id_newsletter=631 . These striking images are well-suited for talking about colors, animals, and geography, among other topics.
Source: L’Internaute
Inputdate: 2009-03-21 10:06:50
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Title: Attractive, Colorful Photos of Nature
Body: From http://www.linternaute.com The online French-language magazine L’Internaute has an online collection of photos, “A spectacular explosion of colors in nature,” available at http://www.linternaute.com/nature-animaux/magazine/photo/une-explosion-de-couleurs-dans-la-nature/une-spectaculaire-explosion-de-couleurs-dans-la-nature.shtml?f_id_newsletter=631 . These striking images are well-suited for talking about colors, animals, and geography, among other topics.
Source: L’Internaute
Inputdate: 2009-03-21 10:06:50
Lastmodifieddate: 2009-03-21 10:06:50
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Publishdate: 2009-03-23 00:00:00
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Contentid:
9223
Content Type: 1
Title: Book: Extroversion/Introversion in Foreign Language Learning
Body: From http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11596 Extroversion/Introversion in Foreign Language Learning: Interactions with Learner Strategy Use By Natsumi Wakamoto Publisher: Peter Lang Publishing Group Summary: This book explores how learners' personalities influence foreign language learning in Japan. In particular, this volume investigates three main research questions: What are the learning strategies generally employed by Japanese college students? What are the characteristic learning strategies of extroverts and introverts? Do extroversion and introversion have an impact on English listening proficiency? In the last part of the book, the pedagogical implications of this study are examined with suggestions for both teachers and learners. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11596 .
Source: Peter Lang Publishing Group
Inputdate: 2009-03-26 12:46:53
Lastmodifieddate: 2009-03-26 12:46:53
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Publishdate: 2009-03-30 00:00:00
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Title: Book: Extroversion/Introversion in Foreign Language Learning
Body: From http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11596 Extroversion/Introversion in Foreign Language Learning: Interactions with Learner Strategy Use By Natsumi Wakamoto Publisher: Peter Lang Publishing Group Summary: This book explores how learners' personalities influence foreign language learning in Japan. In particular, this volume investigates three main research questions: What are the learning strategies generally employed by Japanese college students? What are the characteristic learning strategies of extroverts and introverts? Do extroversion and introversion have an impact on English listening proficiency? In the last part of the book, the pedagogical implications of this study are examined with suggestions for both teachers and learners. Visit the publisher’s website at http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=4&vSiteName=BookDetail.cfm&VID=11596 .
Source: Peter Lang Publishing Group
Inputdate: 2009-03-26 12:46:53
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Publishdate: 2009-03-30 00:00:00
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Contentid:
9224
Content Type: 1
Title: Book: Early Learning of Modern Foreign Languages
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847691453 Early Learning of Modern Foreign Languages: Processes and Outcomes Edited by Marianne Nikolov Publisher: Multilingual Matters Summary: Modern languages are offered to young learners at an increasingly early age in many countries; yet few publications have focused on what is available to children in different contexts. This volume fills this gap by documenting the state-of-the-art in researching young language learners using a variety of research methods. It demonstrates how young children progress and benefit from an early exposure to modern languages in different educational contexts, and how affective, cognitive, social, linguistic and classroom-related factors interact in the processes. A special strength is the range of languages: although English is the most widely learnt language, chapters focus on various target languages: Croatian, French, English, German, Italian, Spanish and Ukrainian and the contexts include China, Croatia, Greece, Hungary, Ireland, Norway, Poland, the Ukraine, and the United Kingdom. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847691453 .
Source: Multilingual Matters
Inputdate: 2009-03-26 12:47:47
Lastmodifieddate: 2009-03-26 12:47:47
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Publishdate: 2009-03-30 00:00:00
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Active: 1
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Content Type: 1
Title: Book: Early Learning of Modern Foreign Languages
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847691453 Early Learning of Modern Foreign Languages: Processes and Outcomes Edited by Marianne Nikolov Publisher: Multilingual Matters Summary: Modern languages are offered to young learners at an increasingly early age in many countries; yet few publications have focused on what is available to children in different contexts. This volume fills this gap by documenting the state-of-the-art in researching young language learners using a variety of research methods. It demonstrates how young children progress and benefit from an early exposure to modern languages in different educational contexts, and how affective, cognitive, social, linguistic and classroom-related factors interact in the processes. A special strength is the range of languages: although English is the most widely learnt language, chapters focus on various target languages: Croatian, French, English, German, Italian, Spanish and Ukrainian and the contexts include China, Croatia, Greece, Hungary, Ireland, Norway, Poland, the Ukraine, and the United Kingdom. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847691453 .
Source: Multilingual Matters
Inputdate: 2009-03-26 12:47:47
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Publishdate: 2009-03-30 00:00:00
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Contentid:
9225
Content Type: 1
Title: Report: The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners
Body: “The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners” The Working Group on ELL Policy The group of researchers making these recommendations has extensive experience in the education of ELL students and a substantial understanding of the research base on effective strategies for this population. The intended audience is the vast national network of administrators and professionals at the federal, state and local levels who will determine how the ARRA funds will be used. The purpose of these recommendations is to generate discussion and guide decision-making when the question is: “How can we use ARRA funds to better serve the English language learners in our program?” To view, download and print the report as a PDF file, please visit: http://www.stanford.edu/~hakuta/ARRA
Source: NCELA List
Inputdate: 2009-03-26 12:48:25
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Publishdate: 2009-03-30 00:00:00
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Title: Report: The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners
Body: “The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners” The Working Group on ELL Policy The group of researchers making these recommendations has extensive experience in the education of ELL students and a substantial understanding of the research base on effective strategies for this population. The intended audience is the vast national network of administrators and professionals at the federal, state and local levels who will determine how the ARRA funds will be used. The purpose of these recommendations is to generate discussion and guide decision-making when the question is: “How can we use ARRA funds to better serve the English language learners in our program?” To view, download and print the report as a PDF file, please visit: http://www.stanford.edu/~hakuta/ARRA
Source: NCELA List
Inputdate: 2009-03-26 12:48:25
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Contentid:
9226
Content Type: 1
Title: New Resource: "Literacy of Foreign-Born Adults in the United States: 2003"
Body: The National Center for Education Statistics within the Institute of Education Sciences has released the report "Literacy of Foreign-Born Adults in the United States: 2003." This Issue Brief draws on data from the 2003 National Assessment of Adult Literacy (NAAL) to explore the English literacy of foreign-born adults living in households in the United States. The brief presents the English literacy scores of foreign-born adults age 16 and older by race/ethnicity, age of arrival in the United States, years spent in the United States, highest level of educational attainment, and language spoken before starting school. To view, download and print the report as a PDF file, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009034
Source: NCELA List
Inputdate: 2009-03-26 12:49:13
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Title: New Resource: "Literacy of Foreign-Born Adults in the United States: 2003"
Body: The National Center for Education Statistics within the Institute of Education Sciences has released the report "Literacy of Foreign-Born Adults in the United States: 2003." This Issue Brief draws on data from the 2003 National Assessment of Adult Literacy (NAAL) to explore the English literacy of foreign-born adults living in households in the United States. The brief presents the English literacy scores of foreign-born adults age 16 and older by race/ethnicity, age of arrival in the United States, years spent in the United States, highest level of educational attainment, and language spoken before starting school. To view, download and print the report as a PDF file, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009034
Source: NCELA List
Inputdate: 2009-03-26 12:49:13
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Contentid:
9227
Content Type: 1
Title: Call for Papers: 2009 AATSEEL Conference
Body: From http://www.aatseel.org/program The Annual Conference of AATSEEL, the American Association of Teachers of Slavic and East European Languages, is a forum for scholarly exchange of ideas in all areas of Slavic and East/Central European languages, literatures, linguistics, cultures, second language studies and pedagogy. In 2009, the Annual AATSEEL Conference will take place from December 27-30, 2009 at the Hyatt Regency Philadelphia at Penn's Landing on the waterfront in historic Philadelphia, Pennsylvania. Scholars are welcome to submit abstracts for a specific panel (or panels) or to the conference as a whole. The Program Committee will find a panel for every abstract accepted. Abstract deadlines are April 15 and August 1. The first deadline allows for revision and resubmission of abstracts, should reviewers deem that necessary. The second deadline does not allow for resubmission. View the full call for papers at http://www.aatseel.org/2008_call_for_papers .
Source: AATSEEL
Inputdate: 2009-03-26 12:50:33
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Expdate: 2009-08-01 00:00:00
Publishdate: 2009-03-30 00:00:00
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Title: Call for Papers: 2009 AATSEEL Conference
Body: From http://www.aatseel.org/program The Annual Conference of AATSEEL, the American Association of Teachers of Slavic and East European Languages, is a forum for scholarly exchange of ideas in all areas of Slavic and East/Central European languages, literatures, linguistics, cultures, second language studies and pedagogy. In 2009, the Annual AATSEEL Conference will take place from December 27-30, 2009 at the Hyatt Regency Philadelphia at Penn's Landing on the waterfront in historic Philadelphia, Pennsylvania. Scholars are welcome to submit abstracts for a specific panel (or panels) or to the conference as a whole. The Program Committee will find a panel for every abstract accepted. Abstract deadlines are April 15 and August 1. The first deadline allows for revision and resubmission of abstracts, should reviewers deem that necessary. The second deadline does not allow for resubmission. View the full call for papers at http://www.aatseel.org/2008_call_for_papers .
Source: AATSEEL
Inputdate: 2009-03-26 12:50:33
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Expdate: 2009-08-01 00:00:00
Publishdate: 2009-03-30 00:00:00
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Contentid:
9228
Content Type: 1
Title: Call for Papers: Siouan and Caddoan Languages Conference
Body: From http://linguistlist.org/issues/20/20-803.html Siouan and Caddoan Languages Conference Date: 11-Jun-2009 - 14-Jun-2009 Location: Lincoln, NE, USA Papers and presentations are invited on topics from any Siouan or Caddoan language. This includes all areas of linguistics (e.g., phonetics, phonology, syntax, grammar, semantics), cultural linguistics (e.g., code-switching, language & identity, language revitalization, language ideology, language shift), and language instruction (e.g., teaching methods, immersion activities, assessment & outcomes, community outreach). Call Deadline: 01-May-2009 View the full call for papers at http://linguistlist.org/issues/20/20-803.html .
Source: LINGUIST List
Inputdate: 2009-03-26 12:51:17
Lastmodifieddate: 2009-03-26 12:51:17
Expdate: 2009-06-14 00:00:00
Publishdate: 2009-03-30 00:00:00
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Title: Call for Papers: Siouan and Caddoan Languages Conference
Body: From http://linguistlist.org/issues/20/20-803.html Siouan and Caddoan Languages Conference Date: 11-Jun-2009 - 14-Jun-2009 Location: Lincoln, NE, USA Papers and presentations are invited on topics from any Siouan or Caddoan language. This includes all areas of linguistics (e.g., phonetics, phonology, syntax, grammar, semantics), cultural linguistics (e.g., code-switching, language & identity, language revitalization, language ideology, language shift), and language instruction (e.g., teaching methods, immersion activities, assessment & outcomes, community outreach). Call Deadline: 01-May-2009 View the full call for papers at http://linguistlist.org/issues/20/20-803.html .
Source: LINGUIST List
Inputdate: 2009-03-26 12:51:17
Lastmodifieddate: 2009-03-26 12:51:17
Expdate: 2009-06-14 00:00:00
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Contentid:
9229
Content Type: 1
Title: Call for Papers: Southern Conference on Language Teaching 2010
Body: From http://scolt.webnode.com 2010 SCOLT-FLANC Date of conference: April 15-17, 2010 Location of conference: Winston-Salem, NC Conference Theme: Communication Beyond the Classroom Deadline for Submission: April 15, 2009 To submit a proposal, go to http://scolt.wufoo.com/forms/2010-scoltflanc-proposal .
Source: SCOLT
Inputdate: 2009-03-26 12:55:49
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Expdate: 2009-04-15 00:00:00
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Title: Call for Papers: Southern Conference on Language Teaching 2010
Body: From http://scolt.webnode.com 2010 SCOLT-FLANC Date of conference: April 15-17, 2010 Location of conference: Winston-Salem, NC Conference Theme: Communication Beyond the Classroom Deadline for Submission: April 15, 2009 To submit a proposal, go to http://scolt.wufoo.com/forms/2010-scoltflanc-proposal .
Source: SCOLT
Inputdate: 2009-03-26 12:55:49
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Expdate: 2009-04-15 00:00:00
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