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

Teaching Listening at Upper Intermediate Level by Sam Smith How do we teach listening? A typical listening lesson nowadays will probably consist of: 1. A pre-listening task or warm-up to set the context. 2. Extensive listening for gist. 3. A second listening to answer more detailed questions or a more detailed task. 4. Review of task or questions. 5. Either inferring vocabulary or examining functional language. (Field) 6. Or using the tape as a springboard to another skills task. (White) (Field 1998) (White 1998) John Field points out that while this reflects a noticeable positive change in ELT methodology, i.e. it does not go far enough (Field 1998), a point also maintained by Goodith White (1998) and Richard Cauldwell (2000). What is wrong with the way we teach listening?

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

Home Legal About Us Link To Us ... Contact Please visit our sponsors, their continued support makes Teach-At-Home possible Top-rated by homeschoolers Beyond Survival: A Guide to Abundant-Life Homes... Homeschooling Handbook (Revised 2nd Edition) Slow and Steady Get Me Ready: A Parents' Handbo... Awakening Your Child's Natural Genius: Enhancin... ... Genesis: Finding Our Roots Note: The opinons expressed in featured articles solely reflect those of the author. They do not necessarily reflect those of Teach-At-Home, its affiliates or its advertisers. Teach-At-Home neither endorses nor is responsible for the accuracy of these features. For full details, see our Language Arts by Sharon Wilharm 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. Here are just a few fun activities designed to liven up your language arts class.

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

English Learn English in Turkey Learn English in UK Teach English ... International English Exams English Teach English Online Journals There are a growing number of on-line journals and magazines for English Language Teachers. This section is divided into 4 parts 1. On-line journals that need a paid subscription 2. Free on-line journals that need the user to complete a registration process 3. Free on-line journals that do not need a subscription 4. Free on-line magazines for teachers. 1. ELT Journals that are on-line and need a paid subscription Modern English Teacher This system is a short term solution. MET are looking at setting up IP access although this is taking time. They hope to resolve this issue before too long because of growing demand. English Language Teaching Journal 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. ELTJ has 4 issues per year and the institutional subscription for 2002 is £72. Personal membership is £34 and slightly less for members of certain professional associations such as IATEFL.

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

Page 2 Le Lien Vol. XII, No. 1 - September 1999 Teacher's Ask: How do I effectively teach students with learning 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

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/

Easy Hebrew Correspondence Course for BELIEVERS who long to know HEBREW A Superior Way to Learn Hebrew Not Just a "Ring from a Gumball Machine" First Phase Includes Further Information ... FAQ Page F requently A sked Q uestions) About the Author Receive an instant e-mail brochure: info@easyhebrew.com Why Study Hebrew With Us? Easy Hebrew was created specifically for you, the Christian / Messianic Believer who longs to understand not only the Hebrew language, but also the mindset of the Bible and the people. With us you are spiritually enriched while learning this spiritual language. Easy Hebrew is serious Hebrew, simplified. Easy Hebrew is not merely a course; it is a personalized program. You are not left to struggle on your own. We take a real interest in each student. Our goal is to teach you, not just sell a course. Easy Hebrew is the only Hebrew learning program that promotes spiritual insight into the Scriptures and a good working knowledge of spoken Hebrew at the same time. Take this unique opportunity to learn from an Israeli Believer. There is no other course like it anywhere!

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

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

Less-Commonly Taught Languages in Selected Elementary and Secondary Schools in California Foreign Langauge Assistance Act Program: Evaluation Project Chapter 1: Introduction 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

WHICH FOREIGN LANGUAGES SHOULD CHURCH SCHOOLS OFFER? © 1998 by Orchid Land Publications [updated 10-29-98] The divine comedy Isn't it time to make the choice on the basic of logicperhaps by linguists rather than educators who have little or no knowledge of foreign languages? 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

Publications LLSU Services Request a Session Useful Links Current Research ... LSU Staff Contacts search: this site student sites university Publications by LLSU advisers: Anne Isaac Anne's publications include: Refereed publications Isaac, A. (2002) ' Opening up' literary cloze . Language and Education, Volume 16 (1). Isaac A. (1993). Equity or equality: students with language backgrounds other than English 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

List of Publications by Leon James Professor of Psychology University of Hawaii 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

The World-Wide Web Virtual Library Alphabetical Category Subtree WWW VL database WWW VL Global Search Tibetan Studies: 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) [Amnye Machen Institute, Tibetan Centre for Advanced Studies P. O. McLeod Ganj, Dharamsala, District Kangra H.P. 176 219 India Phone: 0091-1892-23703, 22441, Fax: 0091-1892-23073, E-mail: ami@cta.unv.ernet.in] 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

Back to Contents Authored research book Kenway, J. and Willis, S. 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

Home Who We Are Dance Education Membership Publications Conferences National Programs Contact Us 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 clicking here to get Adobe Acrobat Reader 5 then following the simple and quick download instructions. Below are links which will take you to one of our eight resource areas: Journal of Dance Education National Standards and Assessments Dance Education Older Adults ... NDEO Logo Items 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

Sorry, the page you're looking for cannot be found. 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

Home Products Leveling Suggested Book Levels ... Employment 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

Office of English Language Programs (OELP), U.S. Department of State Site Map: OELP Online ELC Learn English Teach English Popular Topics ... OELP Publications 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 (ETF) Online http://exchanges.state.gov/forum/ "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. Forum Electronic Journals http://exchanges.state.gov/forum/journal/

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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