Monday, January 31, 2011
Sunday, January 30, 2011
The SCFLTA Conference 2011
World Languages: Meeting New Challenges
The Purdue University ESL Graduate Student Organization (ESL GO!) is currently seeking proposals for the 3rd annual Purdue University Graduate Student Symposium on Second Language Studies/ESL to be held on Saturday, April 2nd in Stewart Center.
Presentations will be 20 minutes. If interested, please submit an abstract of no more than 250 words to Crissy McMartin-Miller at: email@example.com by Friday, March 4, 2011.
Wednesday, January 26, 2011
Hi all, Junko desu. Today I wanted to share some Japanese reading material for the intermediate and advance level. I found this article on Yahoo Japan and thought it was very interesting. Christmas in Japan is very unique, and in this article, they are talking about differences between American Christmas and Japanese Christmas. After reading the material, students are to answer the questions below.
1. Nihon de wa kurisumasu wa dareto sugoshimasuka?
2. Nihon de wa kurisumasu ni naniwo tabemasuka?
3. Amerika to nihon no kurisumasu wa naniga chigaimasuka?
BILINGUAL EDUCATION: Celebrating 40 years of Educational Excellence in Reforming, Renewing and Achieving Equity through Bilingual Education and Biliteracy
will be held in conjunction with the SoCALLT (South Central Association for Language Learning Technology) Conference at the University of Texas in Austin, April 14-16 (Thursday – Saturday), 2011.
SOCALLT - South Central Association for Language Learning Technology
"Language Teaching and Learning in an Open World
The South Central Association for Language Learning Technology invites SOCALLT/IALLT members and other language teaching professionals who use instructional technologies (including foreign languages, heritage languages, ESL and ASL) to participate in our next annual meeting.
TexFLEC - Twelfth Annual Texas Foreign Language Education Conference
"Language Education Across the Academic Pipeline"
Tuesday, January 25, 2011
Hello everyone! Becky here.
Monday, January 24, 2011
Hello all, Chris here. Today I would like to share some links, videos, and an activity you can do relating to Currywurst! Part of our chapter on Berlin focuses on Currywurst and its origin. We have previously posted on the Curryswurst Museum in Berlin. First, I would like to share a fun cultural activity that your still will enjoy.
In order to allow students to see what the Currywurst craze is all about and to experience the taste firsthand, I offered students the chance to make Curryswurst for the class as an extra credit activity. Of course, there had to be a language component to it, and so students were required to explain which ingredients they used and how they prepared their Currywurst. Students were divided into small groups (2-3 ea.) and were given a week to prepare. On the assigned day students presented their versions of Currywurst in front of the class and everyone was able to sample them. You could also add in a judging component where each student could fill out a pre-made scorecard with various categories such as taste, presentation, etc.
Here is a link to a short news report on a specific Currywurst locale:
To provide students with further background information and ideas for recipes, the following websites may be useful:
Sunday, January 23, 2011
Hello all, Claudia here with some information about the JELENS 2011 conference:
Hacia el plurilingüismo: políticas, didácticas e investigaciones
Autorizadas y auspiciadas por Resoluciones F Nº 1194/10 y 1405/10
Thursday, January 20, 2011
Wednesday, January 19, 2011
Hello again, everyone! Becky again. :)
Tuesday, January 18, 2011
If this is your first or second week back in the semester and you are still introducing concepts to your students about what linguistics is and what studying its various branches entails, there is a lot you could do with this video to hook your audience by bringing in something that is meaningful and timely to them. First of all, you could introduce the concept of semantics by pointing out the subtleties of some of the words Cronkite uses: "Negro" could open up a wide discussion about what words have historically been appropriate or inappropriate, and students may have a variety of personal experiences with and opinions about racial terms that they may be willing to open up and talk about; you could also tie this in with recent outrage over censorship of The Adventures of Huckleberry Finn, making parallels between the question of "who has the authority to decide matters about language" and the distinction between prescriptivism and descriptivism. There is also a more hidden bit of intrigue in the Cronkite report when he uses the word "murder" to refer to the assassination; you could discuss the implications of using words such as "murder" rather than "killing" or "shooting" and talk about what attitudes they reveal about the speaker towards the topic he is talking about.
You could also use a comparison and contrast of speakers in the clip to illustrate points about sociolinguistics and dialectal difference. All three of the main speakers in the clip (Cronkite, Johnson, and King) are southerners, and two of them (the former) lived all or most of their youth in Texas. You might point out the differences in occupation that contribute to what the viewer hears in these clips (newsreader speech and the so-called "broadcast standard," King's experience as a preacher), but you can also use Cronkite and Johnson to showcase the fact that language is much more complex than just being a matter of regional differences. For example, Cronkite was born in Missouri and grew up in the more urban Houston area, attending a larger university (the University of Texas at Austin), while Johnson was from a more rural background and went to a slightly smaller college. If you have more time, considering the popular opinions that people once had about Cronkite and LBJ may give you the opportunity to discuss whether prestige is based entirely, or even in part, on the way people talk, or whether people who disliked LBJ were able to base those opinions solely and without linguistic bias on his policies. These kinds of tie-ins would not only help students to connect the discipline of linguistics to something that is more real to them, but would also enrich younger students' grasp of Cronkite's and Johnson's respective places in our understanding of political history. I'll be trying to think of more ways to connect linguistics to the calendar, and if you come up with any more, I encourage you to share!
FR300 & higher: this is an introduction to the world of (one of the finest) wine.
ingrédients pour quiche aux poireaux
Pour la pâte :
Jaune(s) d'oeuf(s) : 1 pièce(s) Farine de blé : 200 gramme(s)
Beurre doux : 100 gramme(s) Sel fin : 6 Pincée(s)
Eau : 2 centilitre(s)
Pour la garniture :
Poireau(x) : 4 pièce(s) Beurre doux : 40 gramme(s)
Noix de muscade râpée : 1 Pincée(s) Sel fin : 6 Pincée(s)
Moulin à poivre : 6 Tour(s) Crème liquide entière : 20 centilitre(s)
Emmenthal râpé : 40 gramme(s) Jaune(s) d'oeuf(s) : 1 pièce(s)
Oeuf(s) : 1 pièce(s)
Recette : Quiche aux poireaux
Pour la pâte
Mélanger la farine avec le beurre à température ambiante, jusqu'à obtenir la consistance d'un sable grossier. Ajouter le jaune d'œuf, la pincée de sel et l'eau, puis mélanger rapidement sans trop travailler la pâte. Laisser reposer 1 h au frais.
Préchauffer le four à 200 °C.
Étaler la pâte et foncer le cercle préalablement beurré, recouvrir d'une feuille de papier cuisson puis garnir de lentilles ou de légumes secs. Cuire la pâte à blanc (c'est-à-dire sans garniture) pendant 20 min à 200 °C.
Pour la garniture
Éplucher et tailler finement les poireaux puis les laver. Faire fondre le beurre dans une poêle et ajouter les poireaux. Les cuire sans coloration à feu doux pendant 10 min environ, puis assaisonner de sel et de poivre
Mélanger la crème, les œufs entiers et les jaunes d'œuf, puis assaisonner de sel, de poivre et de noix de muscade.
Sur le fond de tarte cuit, disposer les poireaux, saupoudrer de gruyère, ajouter l'appareil à flan et cuire 25 min à 180 °C.
Laisser reposer quelques minutes à la sortie du four et servir.
Le plus du chef pour réussir votre Quiche aux poireaux:
Vous pouvez utiliser une pâte prête à l'emploi mais pensez toujours à bien cuire la pâte à blanc.
La maison des goûts et des couleurs from Ecomusee d'Alsace on Vimeo.
Hello everyone, Johanne here with the second part of the Alsace video. Enjoy!
FR102-202: the French teacher will provide a few questions pertaining to this cultural-geographic aspect of (French) society of the 21st Century.
En compagnie d’artisans, venez vivre une expérience nouvelle, à la découverte de savoir-faire rares et de secrets from Ecomusee d'Alsace on Vimeo.
Hello everyone, Johanne here. Today I would like to share another video I found with my fellow French teachers. This one is about Alsace. Enjoy!
FR102-202: the French teacher will provide a few questions pertaining to this cultural-geographic aspect of (French) society of the 21st Century.
Bonjour everyone, Johanne here. Here is an interesting video I found for crepes. Comment faire une crepe!
Creperie bretonne a Saint-Malo en Ille-et-Vilaine (Bretagne) from Hautebretagne on Vimeo.
This video is more suited for intermediate French learners, approximately 3rd-4th semester university level French (FR201-202): the French teacher will provide a few questions pertaining to the cultural-geographic aspect of (French) society of the 21st Century.
Languages: Gateway for Global Communities
University of Montevallo
BB Comer Hall
February 4 – 5, 2011
• Make professional contacts and share ideas with other colleagues.
• Learn about new materials and technology.
• Shop for new foreign language supplies.
• Get information on educational tours as well as university language and study abroad programs.
• Recognize dedicated colleagues and deserving students.
• See old friends and make new ones.
For more information, contact
Marlin Harris, AAFLT First Vice-President
Monday, January 17, 2011
Hi everyone, Aurore here! This ice-breaking activity is the English translation of an activity that I have done in French classes. What you can do is copy/paste the following sentences on a power point and have the students work by themselves or in small groups (and help them finding new words) and then they introduce themselves directly in front of the class. This way they all participate, they all get to know each other, they also speak and read!! All this is basic vocabulary. Enjoy your first class!! :)
How to introduce yourself?
What's your name and how old are you?
-> My name is XX and I am XX years old
Where do you live?
-> I live in/at XX
Do you have brothers and sisters? How many?
-> I have XX brothers and sisters/ I have XX brothers and no sister
-> I am an only child? I don't have brothers of sisters
What is your major/minor?
-> My major/minor is XX
Where did you learn English? At school, at university, somewhere else?
-> I learned English at XX
Have you ever visited the US? or an English-speaking country?
-> Yes, I have already visited XX
-> No, I have never visited XX
Do you have a job? Where do you work?
-> Yes I have a job/I work at XX
-> No, I don't have a job/ I don't work
What do you want to do after your studies?
-> I want to XXX
-> I would like to XX
What do you do when you have free time?
-> I like to do XX
-> I love to do XX
What is your favorite dish?
-> My favorite dish is XX
-> My favorite type of restaurant is XX
What is your favorite movie?
-> My favorite movie is XX
What is your favorite singer/band?
-> My favorite singer/band is XX
What did you do during the break?
-> During the break I did XX/ I went XX
Saturday, January 15, 2011
Here's a link to a good visually- and aurally-informative website to help students work on sounds in American English, German, or Spanish:
Thursday, January 13, 2011
(Image belongs to http://www.japan-guide.com/e/e2046.html)
Hi all, Junko desu. Kanji(Chinese characters) is one of the most difficult parts in learning Japanese. What if you study Kanji using some pictures? Here is a good blog that I found about learning Kanji. http://kanji101.blogspot.com/ Check it out!
Hi all, Junko desu. Today I wanted to share a useful clipart website. This is a website for a Japanese textbook called Nakama, but illustrations can be used for other languages as well. Check it out!
FR101-102: this will be a great vocabulary builder by blocking parts of the lyric.
FR201-202: the French teacher will provide questions pertaining to the social-sociological aspect of (French) society of the 21st Century.
ZAZIE- Etre et Avoir
Des chaises, une table, un lit, un toit c'était tout ce qu'on avait.
Vingt ans, pourtant, des rêves en grand c'était tout ce qu'il nous fallait.
Voiture, maison, c'est sûr c'est bon maintenant qu'est ce que ça cache.
Ca nous remplit, ca nous rend pas meilleur pourtant que je sache.
Car tout ce qu'on est, pas tout ce qu'on a, tout ce qu'on est pas tout ce qu'on a.
Plus beau, plus cher, plus riche, plus fort voilà tout ce qu'on adore.
Autant d'efforts, tout ces trésors,on nous fait croire que quand on sera mort, que tout cet or en banque, ces hommes c'est tant que lors que cet amour que l'on manque.
Quel être humain l'est un peu moins depuis qu'il s'est fait avoir.
Car tout ce qu'on est pas tout ce qu'on a, tout ce qu'on est pas tout ce qu'on a.
Des chaises, une table,un lit, un toit, c'était tout ce qu'on avait. Il en faut peu pour être heureux moi c'est tout ce que je sais.
Tout ce qu'on est pas tout ce qu'on a, oui tout ce qu'on est pas tout ce qu'on a...
Wednesday, January 12, 2011
Every year the Gesellschaft für deutsche Sprache (Association for the German Language) puts out a top ten list of the word of the year. These words are meant to reflect significant cultural or historical turns and trends in areas such as the worlds of finance and technology. Words from recent years include the verbs "twittern" (to tweet) and "googeln" (to google), as well as "Finanzkrise" (financial crisis).
Tuesday, January 11, 2011
Sunday, January 9, 2011
This is a very simple, but interactive, activity. As you know, students often ask the same questions over and over again: “Where are you from? What do you do? Do you like pizza?” This will get students to ask interesting questions, which should result in more lively discussion.
Here are the rules:
1. Make a lot of small cards with interesting topics written on them, such as: LOVE, JEALOUSY, MONEY, SEX, DRUGS, CLONING, FRIENDSHIP, GAMBLING, etc. Look for topics that make students want to speak – even controversial ones.
2. In groups of 4-5, students will take turns selecting a card. Each student will talk a little about the topic on the card selected. For example:
MONEY: “For me money is very important, but it is not the most important thing. It is only a way to reach a goal. Success should not be measured by the money you can make.”
3. The other students should ask questions of the speaker and also express their own feelings on the topic. There is no limit on the length of discussion.
4. When a group feels that it has exhausted the topic, they should alert the teacher, who will then let another member of the group choose a new topic.
This is a game using locations on maps with prepositions and conditional situations.
A student is provided a virtual representation (picture) of a type of location (e.g. Grandma's house, Berlin, Soccer field), and a conditional situation (e.g. driving to, living/being at, or coming from given location). The student must provide the correct prepositional phrase using each of the following: correct preposition, correct grammatical case, and the correct vocabulary.
The way this is done is by presenting the Power Point, identifying the locations and meanings of the situational icons. Once the introduction has been made, a randomly selected student will be chosen to provide an answer. The instructor points to a location icon on the map and then the situation icon next to the map. The student then provides the answer.
This is a collaborative project that I created with the help of my colleague, Marek. My contribution to this game was to make it a Power Point and add some additional locations/situations.
Here is an activity that I like to do with my students after they've had a chance to get to know each other -- maybe right after midterms -- just to throw a little mystery and intrigue into the mix. It also gives them a good chance to work on their Q and A and Inferencing skills in a fun scenario:
A crime has been committed in this class. There are five suspects. The rest of the students are the investigators in charge of determining who committed the crime.
Suspects must leave the class to construct their alibis. They can use each other for their alibis if they wish.
Meanwhile, investigators (in groups of 3-4) must come up with a list of questions they want to ask the suspects about their whereabouts and activities on the day in question (10-15 min).
The teacher should provide some information about the crime to both suspects and investigators, but withhold some information from both. For example, tell the suspects who actually committed the crime. Tell the investigators about a key piece of evidence found at the crime scene.
Thursday, January 6, 2011
More information as well as link to the article after the jump!