From http://www.multilingual-matters.com/display.asp?isb=9781783090136
Solutions for the Assessment of Bilinguals
By Virginia C. Mueller Gathercole
Published by Multilingual Matters
Solutions for the Assessment of Bilinguals presents innovative solutions for the evaluation of language abilities and proficiency in multilingual speakers – and by extension, the evaluation of their cognitive and academic abilities. This volume brings together researchers working in a variety of bilingual settings to discuss critical matters central to the assessment of bilingual children and adults. The studies include typically developing bilingual children, bilingual children who may be at risk for language impairments, bilingual and multilingual children and adults found in classrooms, and second-language learners in childhood and adulthood. The contributions propose a variety of ways of assessing performance and abilities in the face of the multiple issues that complicate the best interpretation of test performance.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783090136
October 13, 2013
October 6, 2013
New Hampshire World Language State Guidelines
From http://www.nhawlt.org
Download a PDF of the New Hampshire world language state guidelines for Kindergarten through college at http://www.nhawlt.org/resources/57-nh-wl-standards/125-nh-wl-guidelines
Download a PDF of the New Hampshire world language state guidelines for Kindergarten through college at http://www.nhawlt.org/resources/57-nh-wl-standards/125-nh-wl-guidelines
New Learner Corpus Association
From http://linguistlist.org/issues/24/24-3902.html
The Learner Corpus Association (LCA) aims to provide a forum for exchanging ideas on learner corpus research from an interdisciplinary perspective:
- Second language acquisition
- Foreign language teaching (including CALL)
- Language testing
- NLP applications (automated scoring, L1 identification, error detection and correction, etc.)
- Other language-related fields
The association was officially launched at the second Learner Corpus Research conference which took place in Bergen (Norway) on 27-29 September, 2013.
The LCA maintains a dedicated website and initiates a bi-yearly conference. You can access the LCA website at the following URL: http://www.learnercorpusassociation.org
Registered members will have access to the members-only sections of the website which will contain a range of resources, including shared corpora, publications and corpus tools and a regularly updated searchable learner corpus bibliography. They will also be able to take part in forums focused on a range of topics (learner corpus design, annotation, methodology, applications, etc.) and benefit from discounts, notably from publishers, negotiated by the LCA.
Registration is now open at http://www.learnercorpusassociation.org/join . Registered members will be able to take part in the election of the Executive Board due to take place in early December.
If you want to help shape the association and contribute to its success, don't hesitate to join.
The Learner Corpus Association (LCA) aims to provide a forum for exchanging ideas on learner corpus research from an interdisciplinary perspective:
- Second language acquisition
- Foreign language teaching (including CALL)
- Language testing
- NLP applications (automated scoring, L1 identification, error detection and correction, etc.)
- Other language-related fields
The association was officially launched at the second Learner Corpus Research conference which took place in Bergen (Norway) on 27-29 September, 2013.
The LCA maintains a dedicated website and initiates a bi-yearly conference. You can access the LCA website at the following URL: http://www.learnercorpusassociation.org
Registered members will have access to the members-only sections of the website which will contain a range of resources, including shared corpora, publications and corpus tools and a regularly updated searchable learner corpus bibliography. They will also be able to take part in forums focused on a range of topics (learner corpus design, annotation, methodology, applications, etc.) and benefit from discounts, notably from publishers, negotiated by the LCA.
Registration is now open at http://www.learnercorpusassociation.org/join . Registered members will be able to take part in the election of the Executive Board due to take place in early December.
If you want to help shape the association and contribute to its success, don't hesitate to join.
Game Idea: “Box of Lies”
From http://larryferlazzo.edublogs.org
Larry Ferlazzo describes a game that he saw Jimmy Fallon play with Tina Fey on television. There are several boxes, each with mystery object(s) inside. One student chooses a box, sees what is inside, and then either describes the contents to another student, or lies and makes up something else. The other student guesses if the first student is telling the truth, or lying.
See Mr. Ferlazzo’s description at http://larryferlazzo.edublogs.org/2013/09/27/jimmy-fallon-comes-up-with-a-great-game-for-english-language-learners
Larry Ferlazzo describes a game that he saw Jimmy Fallon play with Tina Fey on television. There are several boxes, each with mystery object(s) inside. One student chooses a box, sees what is inside, and then either describes the contents to another student, or lies and makes up something else. The other student guesses if the first student is telling the truth, or lying.
See Mr. Ferlazzo’s description at http://larryferlazzo.edublogs.org/2013/09/27/jimmy-fallon-comes-up-with-a-great-game-for-english-language-learners
This Is Food Issues Month - Share a Resource or Lesson
From http://www.teachingenglish.org.uk/top-stories/iatefl-global-issues-sig-food-issues-month
Throughout October 2013, the IATEFL Global Issues SIG are hosting Food Issues Month! This event is an online, asynchronous event with the aim of “Teaching food with a conscience.”
The idea behind this month is to raise awareness in your classes and your schools about an issue relating to food. The Global Issues SIG deliberately chose a broad topic to allow people flexibility of choice. As long as it’s about food and issues (as opposed to, say, a lesson about food in different cultures or favorite foods or food idioms) they are interested.
The Global Issues SIG are inviting teachers and classes around the world to share their ideas, lesson plans, resources and creativity for a food lesson with a difference.
Share your ideas, lessons, and resources with other teachers at http://gisig.iatefl.org/community/how-you-can-participate-in-gisigs-food-issues-month
Throughout October 2013, the IATEFL Global Issues SIG are hosting Food Issues Month! This event is an online, asynchronous event with the aim of “Teaching food with a conscience.”
The idea behind this month is to raise awareness in your classes and your schools about an issue relating to food. The Global Issues SIG deliberately chose a broad topic to allow people flexibility of choice. As long as it’s about food and issues (as opposed to, say, a lesson about food in different cultures or favorite foods or food idioms) they are interested.
The Global Issues SIG are inviting teachers and classes around the world to share their ideas, lesson plans, resources and creativity for a food lesson with a difference.
Share your ideas, lessons, and resources with other teachers at http://gisig.iatefl.org/community/how-you-can-participate-in-gisigs-food-issues-month
Common Core and English-Learners: Teaching Math and Language
From http://blogs.edweek.org/edweek/learning-the-language/2013/10/common_core_and_english-learne.html
Common Core and English-Learners: Teaching Math and Language
By Lesli A. Maxwell
October 3, 2013
The Understanding Language team at Stanford University has just released its first major collection of common core instructional resources in math meant for teachers who work with English-language learners.
A team of experts, including Judit Moschkovich, a professor of mathematics education at the University of California, Santa Cruz, used or adapted tasks from two series of curricula: Inside Mathematics and the Mathematics Assessment Project. Each lesson in the package includes detailed notes on how teachers can use them in classrooms with English-learners.
The aim behind these materials is to help teachers see how math tasks rooted in the common core can be used to support both math learning and language development. The four lessons cover elementary, middle, and high school math.
Read the full article and access this resource at http://blogs.edweek.org/edweek/learning-the-language/2013/10/common_core_and_english-learne.html
Common Core and English-Learners: Teaching Math and Language
By Lesli A. Maxwell
October 3, 2013
The Understanding Language team at Stanford University has just released its first major collection of common core instructional resources in math meant for teachers who work with English-language learners.
A team of experts, including Judit Moschkovich, a professor of mathematics education at the University of California, Santa Cruz, used or adapted tasks from two series of curricula: Inside Mathematics and the Mathematics Assessment Project. Each lesson in the package includes detailed notes on how teachers can use them in classrooms with English-learners.
The aim behind these materials is to help teachers see how math tasks rooted in the common core can be used to support both math learning and language development. The four lessons cover elementary, middle, and high school math.
Read the full article and access this resource at http://blogs.edweek.org/edweek/learning-the-language/2013/10/common_core_and_english-learne.html
The Gioconda Smile for ESL Students
Educational Theater of New York is presenting "The Gioconda Smile" by Aldous Huxley, especially designed for students of English as a Second Language. The story is adapted in short scenes, after each scene is presented the action stops and the Presenter engages the students in a conversation about the issues they just saw, then the students have the opportunity to ask the scene to be repeated for further understanding or to continue to the next.
After the play is completed the students can ask questions to the characters about their actions during the play.
ETNY empowers the students to be in control for their understanding, pre and post-performance lesson plans could be found at http://www.etnyarts.org.
The play opens Tuesday November 5 at 10 am, Wednesday Nov. 6 at 6:30 pm, Thursday Nov. 7 at 10 am and 6:30 pm, Friday Nov. 8 at 10 am, Monday Nov. 11 at 10 am and 6:30 pm, and Tuesday Nov. 12 at 10 am.
To make reservations or further information info at etnyarts dot org or 646-733-7685. Tickets are $15.
[nystesol-l] The Gioconda Smile for ESL students. NYSTESOL-L listserv (nystesol-l@yahoogroups.com, 3 Oct 2013).
After the play is completed the students can ask questions to the characters about their actions during the play.
ETNY empowers the students to be in control for their understanding, pre and post-performance lesson plans could be found at http://www.etnyarts.org.
The play opens Tuesday November 5 at 10 am, Wednesday Nov. 6 at 6:30 pm, Thursday Nov. 7 at 10 am and 6:30 pm, Friday Nov. 8 at 10 am, Monday Nov. 11 at 10 am and 6:30 pm, and Tuesday Nov. 12 at 10 am.
To make reservations or further information info at etnyarts dot org or 646-733-7685. Tickets are $15.
[nystesol-l] The Gioconda Smile for ESL students. NYSTESOL-L listserv (nystesol-l@yahoogroups.com, 3 Oct 2013).
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