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Language Publications Teach:     more books (74)

How to Teach Reading When You're Not a Reading Teacher by Sharon H. Faber, 2004-01 Sams Teach Yourself Html and Xhtml in 24 Hours by Dick Oliver, 2001-06-06 Teach yourself French (A Crest book) by John Adams, 1961 Teach Yourself Dutch Dictionary by Margaret King, Peter King, 1992-10-01 The Companion Exercise Forms for Teach Me Language A Language Manual for Children With Autism Aspergers Syndrome and Related Developmental Disorders - 1997 publication. by Sabrina Frman PhD, 1997 Patterns of Change: A Language Arts Unit for High Ability Learners in Grades 4-6 by College of William & Mary, 2003 Hexagonie: Pt. 2: An Innovative Way to Teach French by Maria Rice-Jones, 2009-09-30 Hexagonie, Year 7: An Innovative Way to Teach French by Maria Rice-Jones, 2009-04-30 Teach Yourself ASP.NET Technology by Ivan Bayross, 2002-11 Reach Out and Teach Someone: Esl Games and Activities Using Your Local Telephone Directory by Sharon Elwell, 1991-06 Hexagonie, Year 8: An Innovative Way to Teach French by Maria Rice-Jones, 2009-09-30 Using Phonics to Teach Reading & Spelling by John Bald, 2007-09-18 Teach Yourself Web Technologies: Pt. 2 by Ivan Bayross, 2003-02-28

lists with details

41. Sam's Listening Article 3
    Actively teach microskills and strategies. Bibliography. Michael Lewis TheLexical Approach, language teaching publications, 1993 Michael Rost  
    http://www.developingteachers.com/articles_tchtraining/listenup3_sam.htm

42. Institute Of Education
    is a selection of key publications 2002 Contexts 1999) London Routledge Learningto teach using ICT Reading Centre for Applied language Studies, University  
    http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4441&4441_0=4833

43. Teach-At-Home Features
    teachAt-Home neither endorses nor is responsible for activities designed to livenup your language arts class. work has appeared in such publications as Jack  
    http://www.teach-at-home.com/SWilharm3.asp
    
    Extractions: Our children need to know how to read and write well in order to succeed in other areas.To do so, they need to understand the mechanics of the written and spoken language, and they need to be familiar with examples of good literature. They also need plenty of practice writing, editing, and rewriting, striving to make their writing the best possible.

44. Teach English - English - British Council - Turkey
    teach English, Pilgrims Humanising language teaching In the words of its editor Mario joina free mailing list that will update you on forthcoming publications.  
    http://www.britishcouncil.org.tr/english/teach_english_on-line_journals.asp
    
    Extractions: The full text of ELTJ has been on-line from 2001. Print subscribers can access the on-line version at no additional cost by completing a registration process on the web site, which means giving the subscription number and then receiving a user ID and password. If you are making it available on a number of machines you need to give the IP address during the registration process as well.

45. Second Language Education Centre: Le Lien Vol. XII No. 1, September 1999 - PAGE
    If the French immersion teacher is to teach these students effectively, she needsto If such support is not forthcoming due to the language of instruction, the  
    http://www.unb.ca/slec/Publications/Septpage2.html
    
    Extractions: disabilities in the French Immersion classroom? by Ann Fitzgerald Learning disabilities affect approxi- mately 10% of the population. At least 2 or 3 children in every classroom are experiencing a learning disability. If the French immersion teacher is to teach these students effectively, she needs to understand what learning disabilities are. For the student in New Brunswick having a learning disability, one step towards the goal of achieving success after graduation can be the development of bilingual skills. The role of the French immersion classroom teacher is paramount in the realization of this objective. In order to help the student, as well as to cope with the added pressure of serving the needs of such a student in the classroom, the French immersion teacher can use a pro-active approach which includes seven actions: Read the Cumulative Record of the student in September. This will save the student and the teacher from experiencing unnecessary frustration. Strengths and weaknesses as well as recommendations as to how to help this student in the classroom should be offered in assessment reports contained in the file. As a time-saver, the teacher can read the summary and the list of recommendations of an assessment report only, rather than reading it in full. Such information is usually found on the last page of the report. Use the Resource teacher, be she unilingual or bilingual. This educator has received special training in the area of learning disabilities and can help the classroom teacher in many ways. For example, she can explain terminology found within reports. She can explain the child's difficulty in relation to classroom expectations. She can provide suggestions as to how to best instruct the student in the class. She can help the classroom teacher adapt classroom work for the student. She can provide the classroom teacher with material. She may be able to take the student out of the classroom for specified periods to complete an intensive program designed for that student. She can act as an assistant in the classroom. She can help devise a behavior plan. She can prepare summer work for the student to complete. She can help the teacher decide if a particular student is showing signs of a learning

46. What Is The English We Teach?
    it is impossible to explore, let alone teach, any subject All the numerous realizationsof language in its As has been shown in various publications on the  
    http://www.unav.es/espSig/komarova1.htm
    
    Extractions: IATEFL ESP SIG Newsletter nº1 January 1994 What is the English We Teach? In 1969 Professor Olga Akhrnanova published an article (1) concerning the problems of the kind of English to be acquired and used by philology students at the Moscow State University; since then investigating E.S.P. has constantly been in the local limelight. It gave rise to the' multiform linguistic studies covering the whole range of subjects taught at the University. The present paper is aimed at summarising the results of the research in the field of E.S.P., initiated and supervised by the late Professor Akhmanova. The statement that it is impossible to explore, let alone teach, any subject unless one has tried to specify its domain does not sound very original. In the course of the studies the definition may become more detailed, but ¡it must be there from the very beginning. We believe that this obvious rule should not be suspended for E.S.P.. Unfortunately such dicta as "a definition of E.S.P. that is both simple and watertight is not easy to produce"(2) or "’special language’" and ‘general language’ are good as working concepts but resist clear-cut definition and delimitation" (3) are typical of most theoretical papers devoted to E.S.P.. As a result the proliferation of the special literature concerning the problems of teaching E.S.P. leads to making the original obscurity of the subject even more opaque. By E.S.P. we understand a variety of English characterised by the two most important features: 1) a definite conceptual orientation, 2) a set of linguistic restrictions imposed upon the contextual functioning of words.

47. Easy Hebrew™ Correspondence Course — For BELIEVERS Who Long To Know HEBREW
    Other courses teach you strictly narrative Hebrew Phase — Essentials of the language(Study Themes Intimate Awe Ministries / publications — Our Home Page  
    http://www.easyhebrew.com/

48. SDSU - CES | Teach And Work Abroad | American Language Institute AmTEFL Graduate
    teach AND WORK ABROAD. The American language Institute, one of the largest and most accurate,official information can be found in the University publications.  
    http://www.ces.sdsu.edu/amtefl.html
    
    Extractions: TEACH AND WORK ABROAD American Language Institute am TEFL Graduate-level Certificate The American Language Institute, one of the largest and most highly regarded university-based ESL programs in the U.S., has been training teachers of ESL/EFL in the latest TESOL methodologies since 1981. Our 120-hour amTEFL sm training is specifically designed for those without prior teaching experience who want to live and work abroad. We offer a concrete education and theoretical background in TEFL methodology, mentoring by veteran teachers, and observed practice teaching experience. After completing the amTEFL sm course, our graduates are well-prepared to enter the international job market with a toolset of skills and a solid foundation in TEFL methodology from which they can build their career. The amTEFL offers participants: A rigorous and intensive, yet practical, 120-hour, 4-week TEFL certification course

49. California Foreign Language Project: Research And Publications
    and secondary schools funded by the California Department of Education underthe aegis of the Foreign language Assistance Act of 1991 to teach the less  
    http://www.stanford.edu/group/CFLP/research/flaap/flaap4.html
    
    Extractions: This Final Report summarizes the results of the evaluation study of selected elementary and secondary schools funded by the California Department of Education under the aegis of the Foreign Language Assistance Act of 1991 to teach the less-commonly taught languages of Japanese, Chinese (Mandarin and Cantonese), Korean and Russian. Specifically, 14 projects (6 Japanese, 4 Russian, 3 Chinese, and 1 Korean projects) at nineteen different school sites received four years of funding (1992-96) to develop and implement a demonstration language program in the teaching of one or more less-commonly taught languages. The programs were highly diverse in terms of teacher composition, student enrollment and strategies for implementing instruction in the LCTLs. Programs were situated in five elementary schools, one middle school, and thirteen high schools in Northern and Southern California. All funded programs had submitted proposals specifying how they intended to implement LCTL instruction in their school. In the proposal, school officials indicated the objectives that they hoped to achieve through the program. The Stanford-based evaluators, which consisted of the authors of this report and native speakers of the languages studied, henceforth to be referred to as the Evaluation Team, began their study by familiarizing themselves with the proposal submitted by each funded program.

50. ORLAPUBS P. R33:  WHICH FOREIGN LANGUAGES SHOULD SCHOOLS TEACH?
    © 1998 by Orchid Land publications. have great difficulty remembering exceptionsliketeach taught in A sensible approach to a foreign language involves at  
    http://orlapubs.com/AR/R33.html
    
    Extractions: A further comment worth making concerns the idiocy of teaching declensions and conjugations in the order of the traditional numbering. Though this is the prevailing practice, it usually ends up teaching regular forms prior to irregular forms. (Teaching the verb for "be" is, however, of necessity done right off .) A valid linguistic and pedagogical principle, however, is to teach exceptions and irregularities first. If this is done, it is simple enough to teach the regular forms under the "elsewhere" principle. Conversely, those who learn regular forms first (perhaps because of some mistaken idea that more frequent forms should be learned firstthe antistructural bane of statistics) have great difficulty remembering exceptionslike teach : taught in English. (There are eight verbs that change everything after the initial consonant[s] to -

51. Information For Faculties - Language And Learning Skills Unit
    Celia s publications include Unit of the CSHE for the Department of language andLiteracy on plagiarism To discipline and punish or to teach and learn?.  
    http://www.services.unimelb.edu.au/llsu/faculty/publications.html
    
    Extractions: CSHE Research Working Papers 93.8 *. CSHE, University of Melbourne. Teaching resources Student CD ROM. Melbourne: Macmillan. Professional development resources Isaac, A. Contributor, with J. Orton and C. Thompson. (1995). The rhythm of language. 20 minute video . Produced by the Television and Optical Disk Development Unit of the CSHE for the Department of Language and Literacy Education, the University of Melbourne. Neomy Storch Neomy's publication's include: Refereed publications Storch, N. (In press). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class . Canadian Modern Language Review Is there a role for the use of the L1 in an L2 setting . TESOL Quarterly Storch, N., (2003).

52. Directory Of Publications By Leon James--formerly Leon A. Jakobovits
    Jakobovits, LA Freedom to teach and freedom to learn Prepublication of selectionsfrom The Context of Foreign language teaching. Foreign language Newsletter  
    http://www.soc.hawaii.edu/leonj/leonj/leonpsy/leonpublish.html
    
    Extractions: leon@hawaii.edu NOTE: Leon James was formerly Leon A. Jakobovits Lambert, W.E. and Jakobovits, L.A. Verbal satiation and changes in the intensity of meaning. Journal of Experimental Psychology Jakobovits, L.A. and Lambert, W.E. Semantic satiation among bilinguals. Journal of Experimental Psychology Jakobovits, L.A. and Lambert, W.E. Semantic satiation in an addition task. Canadian Journal of Psychology Jakobovits, L.A. and Lambert, W.E. Mediated satiation in verbal transfer. Journal of Experimental Psychology Jakobovits, L.A. and Lambert, W.E. The effects of repetition in communication on meanings and attitudes. In L. Arons and M.A. May (Eds.), Television and Human Behavior . New York: Appleton- Century-Crofts, 1963. Pp.167-76. Messer, S., Jakobovits, L.A., Kanungo, R., and Lambert, W.E. Seman tic satiation of words and numbers. British Journal of Psychology Jakobovits, L.A. and Lambert, W.E. Stimulus-characteristics as determinants of semantic changes with repeated presentation. American Journal of Psychology Jakobovits, L.A. Semantic satiation in concept formation.

53. Tibetan Language
    Published by Snow Lion publications, Ithaca New Himalayan Languages Project (LeidenU, Netherlands) Project Institutions that teach Tibetan in North America (U  
    http://www.ciolek.com/WWWVLPages/TibPages/tib-language.html
    
    Extractions: Language, Literature, and Software Edited by Dr T.Matthew Ciolek [Est.: 9 Jan 1995. Last updated: 6 Jan 2003. This page is optimised for transmission speed, not for fancy looks.] The purpose of this document is to provide central access point to online resources dealing with Tibetan language, literature and publishing tools. The document is a part of the Tibetan Studies WWW Virtual Library . Please mail tmciolek@ciolek.com if you know of relevant networked resource not in this page. [archival site] Databases Flag General Information Human Rights ... Tibet Online Bookstore Direct link to Amazon.com database of books Amnye Machen Institute publications catalogue - 1995 (ANU,Australia) The Bodhicaryavatara of Shantideva (ANU,Australia)

54. School Of Social & Cultural Studies: 1997 Publications
    R. (1997) Preparing teachers to teach in the and Organisational Learning, Sage publications,London, 28 Study, The Australian Journal of language and Literacy  
    http://www.research.deakin.edu.au/performance/pubs/reports/cd/1997/pubs/1997/soc
    
    Extractions: Other authored book Barnsley, G. (1997) Information Problems:Book 1:Using Computers to Process Solutions, MacMillan, Melbourne Evans, T. and Northcott, P. (1997) The Viability of Distance Education Bridging Courses for Overseas Trained Professionals, Deakin University on behalf of NOOSR, Geelong McGrath, H. (1997) Dirty Tricks, Addison Wesley Longman, Melbourne McGrath, H. and Edwards, H. * (1997) Friends, Love, Sex: A Practical Guide to Relationships, Harper Collins, Melbourne Chapter Beavis, C. (1997) Computer Games, Culture and Curriculum, Page to Screen: Taking Literacy into the Electronic Era , Allen and Unwin, NSW, pp. 234-255 B Blackmore, J. (1997) Disciplining Feminism: A Look at Gender - Equity Struggles in Australian Higher Education, Dangerous Territories - Struggles for Difference and Equality in Education , Routledge, Great Britain, pp. 75-99 B Evans, T. (1997) (En)countering Globalisation, Shifting Borders: Globalisation, Localisation and Open and Distance Education , Deakin University Press, Geelong, pp. 11-22

55. National Dance Education Organization - Publications
    Education (JODE) is the official publication of the science, math, history, geography,language arts, civics songbook, video and CD teach language, numbers and  
    http://www.ndeo.org/resources.htm
    
    Extractions: NDEO offers resources to help you launch and/or support your efforts to teach dance as an art form to students of all ages. Prices cited are listed as: member price/non-member price. Join the NDEO today and save money on your teaching resources all year-round! Use our printer friendly PUBLICATIONS CATALOGUE to pay with check or money order. To print the order form you will need Adobe Acrobat Reader. Get it for free by Journal of Dance Education The Journal of Dance Education (JODE) is the official publication of the National Dance Education Organization (NDEO). JODE publishes original articles on topics and issues related to the practical and theoretical aspects of dance education and training of dancers, curriculum, policy, advocacy, technology, safety,and teaching process, methodology, and certification/ licensure. The journal focuses on dance education taught in early childhood, K-12 education, colleges/universities, outreach programs in Performing Arts Organizations, private and company schools and studios, community recreational setting, and alternative environments.

56. NUS: 404 - Page Not Found
    on English language teaching is a publication of the Centre for English languageCommunication, National of current concern to those who teach English as a  
    http://www.nus.edu.sg/celc/publications/reflections.htm
    
    Extractions: The page you're looking for is no longer available or does not exist. Please go to our site map to locate the information you need from there, or use our search engine to help you. If you have bookmarked this page, kindly update your bookmark. If you need more help in finding what you're looking for, please find out the relevant contacts in our Contact NUS page

57. Teaching With The Web
    Teaching with the Web This site offers a compilation of ideas for using Internet resources to enhance foreign language teaching. The City Net, Metro Link, and World News Tonight sections connect  
    http://rdre1.inktomi.com/click?u=http://polyglot.lss.wisc.edu/lss/lang/teach.htm

58. Wright Group/McGraw-Hill: Products
    Why teach Foreign languages in Elementary School. According to the Centerfor Applied Linguistics, the early study of a second language  
    http://www.wrightgroup.com/ws/1036.php
    
    Extractions: Links TeacherHelp Breakthrough to Literacy Why Teach Foreign Languages in Elementary School According to the Center for Applied Linguistics, the early study of a second language offers many benefits for students including academic achievement, positive attitudes toward diversity, flexibility in thinking and sensitivity to language. The results of a recent survey show a rising awareness and increase in the teaching of foreign languages. Improved academic performance There are many benefits to early foreign language learning. It's been shown that children who have studied a foreign language in the elementary grades achieve higher scores on standardized testing. Learning a second language also improves children's understanding of their native language. In addition, children who study a foreign language show greater cognitive development than many of their peers. Finally, as educator Gladys Lipton points out in her book Practical Handbook to Elementary Foreign Language Programs , "children who have studied a foreign language have an improved self-concept and sense of achievement in school."

59. OELP Online English Language Center, OELP Publications And Resources
    publications Catalog http//exchanges.state.gov/education/engteaching/pubs/ Thisprovides a current list of Office of English language Programs publications.  
    http://oelp.uoregon.edu/oelp.html
    
    Extractions: Office of English Language Programs (OELP) Publications OELP provides a number of online resources to support the instruction of English, American Studies, Civic Education, and democratic classroom practices. The resources below are public domain and can be used for both research and classroom teaching.Web sites are listed in alphabetical order within each of the following categories. Journals and Magazines Books and Courses Reference Materials and Archives from Online Courses Journals and Magazines "English Teaching Forum" is a quarterly journal published by the U.S. Department of State for teachers of English as a foreign or second language. Most of the authors published in ETF are classroom teachers. Over 60,000 copies of ET Forum in print format are distributed to over 100 countries. ETF online currently has issues available from 1993-2002.

60. ILoveLanguages - Your Guide To Languages On The Web
    language learning, teaching, and more. National directory of foreignlanguage programs, free publications for teachers, and more.  
    http://www.ilovelanguages.com/index.php?category=Schools

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