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Contentid:
9290
Content Type: 1
Title: ESL Bits: Reading and Listening for Intermediate and Advanced Learners
Body: From http://esl-bits.net/index.htm Skip Reske’s ESL Bits website includes listening exercises with audio scripts for intermediate and advanced learners of English; reading comprehension and test preparation; a section on English idioms, sayings, and slang; links for ESL students; and more. Visit ESL Bits at http://esl-bits.net/index.htm .
Source: ESL Bits
Inputdate: 2009-04-03 07:55:10
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Publishdate: 2009-04-06 00:00:00
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Content Type: 1
Title: ESL Bits: Reading and Listening for Intermediate and Advanced Learners
Body: From http://esl-bits.net/index.htm Skip Reske’s ESL Bits website includes listening exercises with audio scripts for intermediate and advanced learners of English; reading comprehension and test preparation; a section on English idioms, sayings, and slang; links for ESL students; and more. Visit ESL Bits at http://esl-bits.net/index.htm .
Source: ESL Bits
Inputdate: 2009-04-03 07:55:10
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Publishdate: 2009-04-06 00:00:00
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9291
Content Type: 1
Title: Ideas for Establishing Partners in the Classroom
Body: From http://miwlaconnect.ning.com Do your students pick their own partners? Do you assign partners? Read teacher Cindy Kendall’s different ideas for assigning partners on the MIWLA Connect forum at http://miwlaconnect.ning.com/forum/topics/partners-in-the-classroom .
Source: MIWLA Connect
Inputdate: 2009-04-03 07:55:50
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Title: Ideas for Establishing Partners in the Classroom
Body: From http://miwlaconnect.ning.com Do your students pick their own partners? Do you assign partners? Read teacher Cindy Kendall’s different ideas for assigning partners on the MIWLA Connect forum at http://miwlaconnect.ning.com/forum/topics/partners-in-the-classroom .
Source: MIWLA Connect
Inputdate: 2009-04-03 07:55:50
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9292
Content Type: 1
Title: Teaching Students with Asperger’s Syndrome
Body: Recently several Latinteach listserv users offered advice for teaching students with autism or Asperger’s Syndrome. Here is one teacher’s advice: Imagine walking into a room with loud music blaring, a strobe light flashing, the hum of the computer amplified 1000 times, the hum of the HVAC system, the hum of the lights, the color of the lights annoying you, voices across the room sounding like they are in your ear, papers rustling, clothes itching you all over all the time, the floor slightly vibrating, too hot or too cold, and someone telling you that you are playing a game, everyone gets the set of rules but you and every time you think you got a rule figured out, it changes. I cannot emphasize how true certain things are: 1) make sure they aren't over stimulated by light, sound, touch. Have some secret sign of communication when they are overwhelmed. You can head off an Aspie meltdown with a secret sign, or a small hand toy they use to stim. 2) make sure they don't have to work with anyone, if they don't want to, but let them decide (eventually you can assign a highly patient and compassionate classmate to be the Aspie's work buddy... explain right out to each one of them that they are paired because they each have special gifts to lend to one another... explain to the Aspie that this work buddy is there to help him/her learn how to socially interact and that they don't have to fear rejection if they make a mistake). 3) People often say that Aspies cannot recognize relationships, but au contraire, they are aces at patterns. 4) Teach Latin in the early stages as patterns and decoding. Aspies can memorize a paradigm like no one's business. Teach Latin like it is a jigsaw puzzle: here are the pieces how do they fit. 5) Inferences in knowledge are VERY different from inferences in social situations. Aspies can draw excellent conclusions based on the facts at hand. 6) Find out what an Aspie's special obsession is. Use it as a way to teach Latin. Like train schedules? Write the schedule up in Roman numerals! 7) As a whole, Aspie boys tend to be less socialized than Aspie girls. Probably because as little children, girls receive more social coaching than boys. Also, Aspie girls’ obsessive interests tend not to be unusual in type of interest, but rather in the level of the obsession. (She REALLY likes horses, and doesn't outgrow the obsession). Aspie boys tend to have unusual interests (trains, schedules, Star Trek...) and an unusual level of interest (obsession). 8) Aspies, when they speak, are very direct and honest. They tend to relate to you as they see the world, and tact is very foreign. They don't understand it. Remember they have no intention to be "mean". 9) The failure to look you in the eye is not shiftiness or disrespect, it is anxiety. Many aren't sure which eye to look at and for how long, and if they should look anywhere else, and when to break the contact, and when not to,...etc. These are all things NTs do naturally, while Aspies must be taught the explicit "rules" of eye contact. 10) You can teach and expect an Aspie to use social graces such as please and thank you. Many are rule oriented and when explained that they all must follow this rule, they do. 11) Expect Aspies to succeed. 12) An Aspie meltdown happens when an Aspie cannot cope with all the stimuli! The more structured your class and predictable in pattern, the easier it will be. Definitely set out a road map or agenda for the day. Pity both the Aspie and the substitute when they must inevitably meet up. 13) Once you can get an Aspie to open up to you, listen carefully... b/c of their literalisms sometimes they are very funny and punny. Many learn to exploit this trait as a form of humor. 14) Aspies, when they do try to interact, are often inappropriate. Be patient and call as little attention to a slip up as possible. McCann, J. Re: [Latinteach] Latin and Autism. The Teaching of the Latin Language listserv (latinteach@nxport.com, 12 Mar 2009).
Source: Latinteach
Inputdate: 2009-04-03 07:58:02
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Title: Teaching Students with Asperger’s Syndrome
Body: Recently several Latinteach listserv users offered advice for teaching students with autism or Asperger’s Syndrome. Here is one teacher’s advice: Imagine walking into a room with loud music blaring, a strobe light flashing, the hum of the computer amplified 1000 times, the hum of the HVAC system, the hum of the lights, the color of the lights annoying you, voices across the room sounding like they are in your ear, papers rustling, clothes itching you all over all the time, the floor slightly vibrating, too hot or too cold, and someone telling you that you are playing a game, everyone gets the set of rules but you and every time you think you got a rule figured out, it changes. I cannot emphasize how true certain things are: 1) make sure they aren't over stimulated by light, sound, touch. Have some secret sign of communication when they are overwhelmed. You can head off an Aspie meltdown with a secret sign, or a small hand toy they use to stim. 2) make sure they don't have to work with anyone, if they don't want to, but let them decide (eventually you can assign a highly patient and compassionate classmate to be the Aspie's work buddy... explain right out to each one of them that they are paired because they each have special gifts to lend to one another... explain to the Aspie that this work buddy is there to help him/her learn how to socially interact and that they don't have to fear rejection if they make a mistake). 3) People often say that Aspies cannot recognize relationships, but au contraire, they are aces at patterns. 4) Teach Latin in the early stages as patterns and decoding. Aspies can memorize a paradigm like no one's business. Teach Latin like it is a jigsaw puzzle: here are the pieces how do they fit. 5) Inferences in knowledge are VERY different from inferences in social situations. Aspies can draw excellent conclusions based on the facts at hand. 6) Find out what an Aspie's special obsession is. Use it as a way to teach Latin. Like train schedules? Write the schedule up in Roman numerals! 7) As a whole, Aspie boys tend to be less socialized than Aspie girls. Probably because as little children, girls receive more social coaching than boys. Also, Aspie girls’ obsessive interests tend not to be unusual in type of interest, but rather in the level of the obsession. (She REALLY likes horses, and doesn't outgrow the obsession). Aspie boys tend to have unusual interests (trains, schedules, Star Trek...) and an unusual level of interest (obsession). 8) Aspies, when they speak, are very direct and honest. They tend to relate to you as they see the world, and tact is very foreign. They don't understand it. Remember they have no intention to be "mean". 9) The failure to look you in the eye is not shiftiness or disrespect, it is anxiety. Many aren't sure which eye to look at and for how long, and if they should look anywhere else, and when to break the contact, and when not to,...etc. These are all things NTs do naturally, while Aspies must be taught the explicit "rules" of eye contact. 10) You can teach and expect an Aspie to use social graces such as please and thank you. Many are rule oriented and when explained that they all must follow this rule, they do. 11) Expect Aspies to succeed. 12) An Aspie meltdown happens when an Aspie cannot cope with all the stimuli! The more structured your class and predictable in pattern, the easier it will be. Definitely set out a road map or agenda for the day. Pity both the Aspie and the substitute when they must inevitably meet up. 13) Once you can get an Aspie to open up to you, listen carefully... b/c of their literalisms sometimes they are very funny and punny. Many learn to exploit this trait as a form of humor. 14) Aspies, when they do try to interact, are often inappropriate. Be patient and call as little attention to a slip up as possible. McCann, J. Re: [Latinteach] Latin and Autism. The Teaching of the Latin Language listserv (latinteach@nxport.com, 12 Mar 2009).
Source: Latinteach
Inputdate: 2009-04-03 07:58:02
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Publishdate: 2009-04-06 00:00:00
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Contentid:
9293
Content Type: 1
Title: European Union Open House Day
Body: From http://www.eurunion.org/EUinUS/eu-open-house On Saturday, May 9, 2009, the European Commission Delegation and the Embassies of the EU Member States invite you to join them for the third annual European Union Open House Day! From 10:00 AM to 4:00 PM, take a rare behind-the-scenes look at the European Embassies, many of which are among Washington's historic and architectural treasures. Each Embassy offers a unique program featuring the country's cuisine, its music and special events. Taking place on Europe Day, the 2009 EU Open House kicks off Europe Week, a celebration of European culture in the US capital and around the country. For more information on Europe Week, please visit the calendar of events at http://www.eurunion.org/EUinUS/events .
Source: Delegation of the European Commission to the USA
Inputdate: 2009-04-03 07:59:13
Lastmodifieddate: 2009-04-03 07:59:13
Expdate: 2009-05-09 00:00:00
Publishdate: 2009-04-06 00:00:00
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Title: European Union Open House Day
Body: From http://www.eurunion.org/EUinUS/eu-open-house On Saturday, May 9, 2009, the European Commission Delegation and the Embassies of the EU Member States invite you to join them for the third annual European Union Open House Day! From 10:00 AM to 4:00 PM, take a rare behind-the-scenes look at the European Embassies, many of which are among Washington's historic and architectural treasures. Each Embassy offers a unique program featuring the country's cuisine, its music and special events. Taking place on Europe Day, the 2009 EU Open House kicks off Europe Week, a celebration of European culture in the US capital and around the country. For more information on Europe Week, please visit the calendar of events at http://www.eurunion.org/EUinUS/events .
Source: Delegation of the European Commission to the USA
Inputdate: 2009-04-03 07:59:13
Lastmodifieddate: 2009-04-03 07:59:13
Expdate: 2009-05-09 00:00:00
Publishdate: 2009-04-06 00:00:00
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9294
Content Type: 1
Title: CARLA Offers New Assessment Resource for Teachers
Body: CARLA is pleased to announce that the Virtual Item Bank has been added to the Virtual Assessment Center on the CARLA website. The Virtual Item Bank (VIB) provides teachers with practical ideas and models for developing classroom assessments. Items are based on the ACTFL Proficiency Guidelines and on the modes of communication as defined by Standards for Foreign Language Learning in the 21st Century. Check out this new resource at: http://www.carla.umn.edu/assessment/vib .
Source: CARLA
Inputdate: 2009-04-03 07:59:58
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Publishdate: 2009-04-06 00:00:00
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Title: CARLA Offers New Assessment Resource for Teachers
Body: CARLA is pleased to announce that the Virtual Item Bank has been added to the Virtual Assessment Center on the CARLA website. The Virtual Item Bank (VIB) provides teachers with practical ideas and models for developing classroom assessments. Items are based on the ACTFL Proficiency Guidelines and on the modes of communication as defined by Standards for Foreign Language Learning in the 21st Century. Check out this new resource at: http://www.carla.umn.edu/assessment/vib .
Source: CARLA
Inputdate: 2009-04-03 07:59:58
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Publishdate: 2009-04-06 00:00:00
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9295
Content Type: 1
Title: MakeBeliefsComix.com Launches Free Graphic Printables
Body: The new MakeBeliefs PRINTABLES feature is the latest addition to the two year-old comic-generator site where educators and students from 180 countries come to build their own comic strips and practice language, writing and reading skills. The printables ask for written or drawn responses to such imaginative questions as: .Make believe you were given a characteristic of some animal you loved. Which one would you like? .Imagine you could change the ending of a book. What book would you choose? What would your new ending be? .Imagine you are your family’s first ancestor to immigrate to the United States. Why did you come here? What are your hopes, dreams, fears? For copies of these printables and more go to http://www.makebeliefscomix.com/Comix and click on the PRINTABLES button at the bottom right. The feature also offers comix templates featuring characters from the web site along with blank talk and thought balloons that students can fill with text to create their own comic strips.
Source: MakeBeliefsComix
Inputdate: 2009-04-03 08:00:38
Lastmodifieddate: 2009-04-03 08:00:38
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Publishdate: 2009-04-06 00:00:00
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Content Type: 1
Title: MakeBeliefsComix.com Launches Free Graphic Printables
Body: The new MakeBeliefs PRINTABLES feature is the latest addition to the two year-old comic-generator site where educators and students from 180 countries come to build their own comic strips and practice language, writing and reading skills. The printables ask for written or drawn responses to such imaginative questions as: .Make believe you were given a characteristic of some animal you loved. Which one would you like? .Imagine you could change the ending of a book. What book would you choose? What would your new ending be? .Imagine you are your family’s first ancestor to immigrate to the United States. Why did you come here? What are your hopes, dreams, fears? For copies of these printables and more go to http://www.makebeliefscomix.com/Comix and click on the PRINTABLES button at the bottom right. The feature also offers comix templates featuring characters from the web site along with blank talk and thought balloons that students can fill with text to create their own comic strips.
Source: MakeBeliefsComix
Inputdate: 2009-04-03 08:00:38
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Publishdate: 2009-04-06 00:00:00
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9296
Content Type: 1
Title: PNCFL Summer Scholarship for Spanish Teachers
Body: From http://pncfl.org Interested in spending some time this summer in sunny Mexico while sharpening your teaching skills? Cemanahuac offers special programming for teachers, which includes basic Spanish classes, additional appropriate vocabulary classes for educators, and professional visits to schools and other types of educational centers in Cuernavaca. This summer study grant of approximately $1015.00 includes registration, tuition for two weeks, housing (double occupancy) with all meals, and one all-day field study trip. All applications are due by 5:00 PM, April 10, 2009. Learn more at http://www.uoregon.edu/~pncfl/Scholarship_page1.php .
Source: PNCFL
Inputdate: 2009-04-04 09:29:56
Lastmodifieddate: 2009-04-04 09:29:56
Expdate: 2009-04-18 00:00:00
Publishdate: 2009-04-06 00:00:00
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Title: PNCFL Summer Scholarship for Spanish Teachers
Body: From http://pncfl.org Interested in spending some time this summer in sunny Mexico while sharpening your teaching skills? Cemanahuac offers special programming for teachers, which includes basic Spanish classes, additional appropriate vocabulary classes for educators, and professional visits to schools and other types of educational centers in Cuernavaca. This summer study grant of approximately $1015.00 includes registration, tuition for two weeks, housing (double occupancy) with all meals, and one all-day field study trip. All applications are due by 5:00 PM, April 10, 2009. Learn more at http://www.uoregon.edu/~pncfl/Scholarship_page1.php .
Source: PNCFL
Inputdate: 2009-04-04 09:29:56
Lastmodifieddate: 2009-04-04 09:29:56
Expdate: 2009-04-18 00:00:00
Publishdate: 2009-04-06 00:00:00
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Contentid:
9297
Content Type: 1
Title: Book: Bilingual Education in the 21st Century: A Global Perspective
Body: From http://www.wiley.com/WileyCDA/WileyTitle/productCd-1405119942.html Bilingual Education in the 21st Century: A Global Perspective by Ofelia García Publisher: Wiley Description: Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. Visit the publisher’s website at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1405119942.html .
Source: Wiley
Inputdate: 2009-04-12 05:04:29
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Publishdate: 2009-04-13 00:00:00
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Title: Book: Bilingual Education in the 21st Century: A Global Perspective
Body: From http://www.wiley.com/WileyCDA/WileyTitle/productCd-1405119942.html Bilingual Education in the 21st Century: A Global Perspective by Ofelia García Publisher: Wiley Description: Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. Visit the publisher’s website at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1405119942.html .
Source: Wiley
Inputdate: 2009-04-12 05:04:29
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Publishdate: 2009-04-13 00:00:00
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Contentid:
9298
Content Type: 1
Title: New Book: Language Learning in New English Contexts
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=131161 Language Learning in New English Contexts: Studies of Acquisition and Development Edited by Rita Elaine Silver, Christine C M Goh, and Lubna Alsagoff Publisher: Continuum Summary: This edited volume is dedicated to the exploration of English language acquisition and development outside of the largely monolingual environments of North America, the United Kingdom and Australia. Specifically, the studies investigate different facets of English language learning in Singapore, and uses this experience to forge connections with other New English contexts. Using empirical data drawn from a range of language classrooms, the contributors emphasize the place of education within a global framework of English language learning. In so doing they examine economic, social and political factors influencing language education, and present a refreshingly global perspective on English language acquisition. This comprehensive examination of language learning in New English contexts will be of interest to researchers in applied linguistics and world Englishes. Visit the publisher’s website at http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=131161 .
Source: Continuum
Inputdate: 2009-04-12 05:06:26
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Publishdate: 2009-04-13 00:00:00
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Title: New Book: Language Learning in New English Contexts
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=131161 Language Learning in New English Contexts: Studies of Acquisition and Development Edited by Rita Elaine Silver, Christine C M Goh, and Lubna Alsagoff Publisher: Continuum Summary: This edited volume is dedicated to the exploration of English language acquisition and development outside of the largely monolingual environments of North America, the United Kingdom and Australia. Specifically, the studies investigate different facets of English language learning in Singapore, and uses this experience to forge connections with other New English contexts. Using empirical data drawn from a range of language classrooms, the contributors emphasize the place of education within a global framework of English language learning. In so doing they examine economic, social and political factors influencing language education, and present a refreshingly global perspective on English language acquisition. This comprehensive examination of language learning in New English contexts will be of interest to researchers in applied linguistics and world Englishes. Visit the publisher’s website at http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=2&ImprintID=2&BookID=131161 .
Source: Continuum
Inputdate: 2009-04-12 05:06:26
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Publishdate: 2009-04-13 00:00:00
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Contentid:
9299
Content Type: 1
Title: Call for Papers: Western Conference of the Association for Asian Studies
Body: From http://www.coh.arizona.edu/wcaas/Call_for_Papers.html The University of Arizona invites proposals for papers and panels on all aspects of Asian Studies for WCAAS 2009, October 22-24, at the University of Arizona. Proposals should be received by April 15th, 2009. For submissions guidelines go to http://www.coh.arizona.edu/wcaas/Call_for_Papers.html .
Source: University of Arizona
Inputdate: 2009-04-12 05:07:22
Lastmodifieddate: 2009-04-12 05:07:22
Expdate: 2009-04-15 00:00:00
Publishdate: 2009-04-13 00:00:00
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Title: Call for Papers: Western Conference of the Association for Asian Studies
Body: From http://www.coh.arizona.edu/wcaas/Call_for_Papers.html The University of Arizona invites proposals for papers and panels on all aspects of Asian Studies for WCAAS 2009, October 22-24, at the University of Arizona. Proposals should be received by April 15th, 2009. For submissions guidelines go to http://www.coh.arizona.edu/wcaas/Call_for_Papers.html .
Source: University of Arizona
Inputdate: 2009-04-12 05:07:22
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Expdate: 2009-04-15 00:00:00
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