ethanporcaro/eric-fulltext-meta huggingface dataset:
My Classroom: Burma
Author: Snider, Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Volunteers,Community Development,Citizen Participation,Student Attitudes,Teacher Attitudes,Intercultural Communication,Teaching Methods,Foreign Countries

In this article, Marie Snider, a returning English Language Fellow in Burma who works on the Lower Mekong Initiative's Professional Communication Skills for Leaders project, describes the activities of Nyein Ei San, an English teacher in Upper Burma. Ms. San has been active in the English language teaching (ELT) community in Burma for the past decade, teaching English as a foreign language and training English teachers in her local community. Due to the variety of students she teaches, Ms. San focuses her planning and teaching on meeting the unique needs of each class with topics generally focusing on volunteer work, community development, civil engagement, and academic skills. Whether middle-level civil servants in the Burmese government, Access students that represent a range of ethnic and religious groups in Burma, or the Youth Forum, for young people from Burma's Sagaing Region, all report that their learning skills have greatly increased their confidence in using English in multicultural and professional settings, and in preparing them to become future leaders in their communities.
International Education and the Early Language Classroom
Author: Stewart, Vivien
Date: 2006-00-00
Type: Journal Articles
Subjects: International Education,Second Language Learning,Second Language Instruction,Cultural Awareness,Organizations (Groups),Asian Culture,Elementary School Students,Chinese,English (Second Language),Program Descriptions

In June 2001, Asia Society's National Commission on Asia in the Schools released its report which concluded that &quot;young Americans are dangerously uninformed about international matters&quot; (National Commission on Asia in the Schools, 2001 p. 6). Since then, Asia Society has been leading a major national initiative to stimulate teaching and learning about the history, geography, cultures, and languages of Asia and other world regions in America's schools. In this article we explore the crucial relationship between the early language classroom and the international knowledge and skills that are so vital in the 21st century.
Try This: Collaborative Mind Mapping
Author: Mendelson, Melissa
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Cognitive Mapping,Teaching Methods,Scaffolding (Teaching Technique)

In this &quot;Try This&quot; article, students learn about collaborative mind mapping. A mind map is a type of graphic organizer that allows for short ideas to be written and linked to related ideas on a &quot;map.&quot; A central idea is placed in the middle of the paper with related ideas connected to the central idea as well as to other ideas. When students step back and look at a mind map, they have a clear visual representation of how their ideas are connected. In this case, students uses the topic of jobs and careers to demonstrate how the activity works. Students will start with a job or career that interests them, work together to compile what they collectively know about each job, and finish with a brief writing activity. This activity can be used to brainstorm ideas, develop existing ideas for other projects and activities, or review content students have learned.
Threats and Strategies to Counter Threats: Voices of Elementary School Foreign Language Learniers
Author: Rosenbusch, Marcia Harmon
Date: 2004-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Second Language Learning,FLES,Teacher Attitudes,Second Language Programs,National Organizations,Educational Finance,Program Design,Advocacy,Administrator Attitudes,Surveys,Cooperation,Teacher Educators

The experience described by Kay Hoag, Advocacy Chair of the National Network for Early Language Learning (NNELL), exemplifies the threat of program elimination and/or cutbacks that elementary school foreign language programs across the nation experienced with increased frequency during the 2002-2003 academic year. Reports of these threats concerned the co-chairs of the Special Interest Group on Foreign Languages in the Elementary School (FLES SIG) sponsored by the American Council on the Teaching of Foreign Languages (ACTFL). In response, they proposed a panel discussion on the topic as a conference session for the 2003 ACTFL annual meeting. To prepare for and enrich the panel discussion by providing a voice for those directly affected, a survey was designed to gather the stories of teachers who had experienced threats to their own elementary school foreign language programs. The survey also asked respondents to describe strategies they had found to be effective in countering threats. Additionally, respondents were asked to consider whether national organizations could provide support helpful in meeting the challenges faced by local programs. This article presents the results of the survey, and discusses their implications for action.
Viva Colombia/Colombia Viva! A Fantasy Trip for the Five Senses
Author: de Ramirez, Lori Langer
Date: 2006-00-00
Type: Journal Articles
Subjects: Spanish,Travel,Second Language Learning,Language Tests,Language Proficiency,Writing (Composition),Grade 8,Second Language Instruction,Dialogs (Language),Foreign Countries,Test Preparation,Advertising,Reading Comprehension,Fantasy,Teaching Methods,Computer Simulation,Lesson Plans,Food,Music,Handicrafts

In the author's experience, Colombia is among the most misunderstood Spanish-speaking countries. Most of the news about Columbia involves drug trafficking or guerilla warfare, due to the many social and political problems that face the country. It is rare that the public is informed about the culture and people of this beautiful South American country. It was the author's goal to expose her students to a different view of Colombia--one that she experienced on her own travels to the country. To prepare for the New York State Second Language Proficiency Exam, her eighth grade Spanish students wrote short stories, created dialogs, read newspaper and magazine advertisements and other bits of realia and immersed themselves in everything Spanish. They were ready for a challenge, so she decided to take them on a trip, a week-long fantasy trip to Colombia, in order to really practice the language they had been studying for two years. Another aim was to provide students with communicative activities that involved their five senses: sight, smell, taste, hearing and touch. In order to access all five senses, she chose to a virtual visit to the Colombian coast. Rich in culture and history, &quot;la costa colombia&quot; provides ample opportunities for designing lessons involving food, music and crafts. A list of resources is included.
&quot;Intelligent&quot; Errors: Kanji Writing as Meaning Making for Japanese FLES Learners
Author: Mitsui, Akiko
Date: 2005-00-00
Type: Journal Articles
Subjects: FLES,Second Language Learning,Second Language Instruction,Written Language,Japanese,Graduate Students,Literacy Education,Student Attitudes,Phonology,Error Analysis (Language),Native Speakers,Qualitative Research,Comparative Analysis,Elementary School Students,Teaching Methods,Foreign Countries

This paper is another installment in the ongoing project on early language learning in a Japanese FLES program, conducted by ELLRT (Early Language Learning Research Team): Richard Donato and G. Richard Tucker with graduate students from Carnegie Mellon University and the University of Pittsburgh. The Japanese instructor in this FLES program, Yoko Morimoto, has been a teacher-participant providing an insider's perspective. Since 2002, the research team has extended its focus to literacy learning. Chinen, K., Igarashi, K., Donato, R., &amp; Tucker, G. R. (2003), for example, studied literacy recognition, attitudes toward the program and self-assessment of oral proficiency. Takahashi, E., Donato, R., &amp; Tucker, G. R. (unpublished manuscript) examined kanji knowledge development in terms of recognition of meaning and sound extraction. In the present study, the focus moves to literacy production, particularly kanji writing. During the 2003-2004 academic year, we investigated the types of errors that are produced by early language learners in comparison to those produced by Japanese-speaking children. Our qualitative error analysis led us to recognize and try to understand the development of early language learners' personal systems for kanji writing.
Living the Language: International Exchanges for 5th Graders
Author: Wood, Emily
Date: 2006-00-00
Type: Journal Articles
Subjects: Grade 5,International Educational Exchange,Professional Associations,Foreign Students,Student Exchange Programs,Foreign Countries,Immersion Programs,Awards,Cultural Awareness,Public Schools,School Districts,Elementary School Students,International Schools,Cross Cultural Training,Language Acquisition,Spanish,French,Second Language Programs,FLES,Second Language Learning

The American Council on Teaching of Foreign Languages (ACTFL) annually presents the Melba Woodruff Award to an exemplary foreign language program in the nation. This year at the ACTFL conference in Baltimore, MD, the Eisenhower International School received this award for its outstanding immersion programs. International student exchanges at the Eisenhower International School in Tulsa, Oklahoma, have clear benefits. These student exchanges provide rich opportunities for cultural comparisons, new perspectives and natural communication. The exchanges also provide experiential learning that result in cultural understandings that are likely to last a lifetime. Eisenhower, part of the Tulsa Public School District, is a Spanish and French Immersion K-5 elementary school with a total enrollment K-5 of 297. Each year groups of about nine fifth graders travel to Mexico and France. This article discusses the Eisenhower's long-term academic exchange programs with Mexico and France and what has made them so successful.
Standards-Based Measurement of Proficiency (STAMP): An Assessment to Measure Proficiency of Interpretive and Presentational Communication
Author: Falsgraf, Carl
Date: 2004-00-00
Type: Journal Articles
Subjects: Standards,Language Proficiency,English (Second Language),Second Language Learning,FLES,Computer Assisted Testing,Middle School Students,Elementary School Students,Futures (of Society),Student Evaluation,Communication (Thought Transfer)

Teaching can be overwhelming and teachers can feel as if they are being pulled in many different directions unless they are able to point all of the complicated tasks connected to teaching in the same direction. The Center for Applied Second Language Studies (CASLS) has delivered online assessments called STAMP (Standards-based Measurement of Proficiency) to over 50,000 middle and high school students nationally. As a proficiency-based measure of student performance, STAMP can serve as an exit assessment or K-6 programs as well as assist in articulation between elementary and middle school programs. Additionally, CASLS together with its partner Language Learning Solutions (LLS), is currently developing an ESL assessment for elementary school students, and is investigating the possibility of developing similar assessments for elementary school foreign language students.
Dare to Dialogue: Engaging Parents in System Change
Author: Graham, Patrick
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Participation,Deafness,Hearing Impairments,Transitional Programs,Planning,Teamwork,Barriers,Allied Health Personnel,State Departments of Education,School Personnel,Vocational Rehabilitation

Determined parents are powerful advocates at all levels of our society. Parents can move mountains for their child, and they often do. State teams that actively collaborate with parents gain new perspectives, ideas, and energy. Statewide transition planning teams welcomed the authors--three parents who are also professionals active in the deaf educational community--into their discussion and planning. These teams--part of pepnet 2, the federally funded project with the mission to increase the education, career, and lifetime choices available to individuals who are deaf or hard of hearing--are located in the states of Oregon, Colorado, and North Carolina. An ideal team is one in which parents collaborate freely with professionals with no question off limits; it has clear objectives, norms, standards of practice, and history available to all. These ideal teams include stakeholders mirroring the community's wide continuum of language, cultural diversity, and experience. Representatives come from state education agencies; vocational rehabilitation; local districts; and public, charter, and schools for the deaf. Parents of current or recent students from a variety of backgrounds and geographical areas and the students themselves also participate, adding immeasurably to the 360° view of transition planning. This article discusses barriers to parental engagement in meaningful collaboration, and provides examples of how various teams are working to gain momentum in accomplishing their team goals.
Learning Languages, Language Learning: Reflections on a Anniversary
Author: Dahlberg, Carol Ann
Date: 2005-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Multilingualism,Cultural Pluralism,Advocacy,Futures (of Society),Teaching Methods,Educational Technology,Educational Change,FLES,Standards,Elementary School Students

&quot;Learning Languages&quot; celebrated ten years of publication with this issue. A Ten-year anniversary is one of those significant milestones that provide occasion for celebration, for looking back, and for reflection. Here, Carol Ann Dahlberg pauses for a few minutes to look back at the profession over the last decade and discuss some of the changes that have taken place in such a short period of time in areas such as technology, advocacy, and methodology. Also she takes time to look ahead at the many challenges that still remain in order to continue building a multicultural, multilingual future for children.
&quot;La realidad mágica de Oaxaca--Colores, olores y sabores de Oaxaca&quot;: An Interactive Workshop for Spanish Teachers
Author: Centeno, Pamela
Date: 2004-00-00
Type: Journal Articles
Subjects: Workshops,Spanish,Second Language Learning,Second Language Instruction,Language Teachers,Summer Programs,Institutes (Training Programs),Foreign Countries,Mexicans,Learning Experience

As the fortunate participants in the National Endowment for the Humanities summer institute entitled La Realidad Mágica de Oaxaca, the authors designed interactive ways to share their rich and colorful learning experiences with their students and colleagues. This article discusses how the authors presented their Oaxacan adventures in an all-day workshop for the Colorado Congress of Foreign Language Teachers (CCFLT). The goal of the presentation was to immerse the participants in an Oaxacan cultural experience, stimulating their senses. Geography, archaeology, colonial architecture, marine turtles, people of the maize, crafts, cuisine, music, song, and dance were all addressed through interactive activities in the hope that the participants would leave with ideas that they, too, could share with their students.
Lesson Planning for Once-Per-Week Spanish
Author: Smrokowski, Linda
Date: 2005-00-00
Type: Journal Articles
Subjects: Lesson Plans,Spanish,Second Language Programs,Second Language Instruction,Second Language Learning,Teaching Methods,Grade 7,Grade 8,Classroom Techniques,Class Activities,Planning,Curriculum Implementation

Although she is now teaching Spanish in a new school full time, Linda Smrokowski, spent 9 years teaching in a once-per-week second language program. Because many once- or twice-per-week programs still exist, she shares strategies for writing and implementing detailed lesson plans that worked for her while she was teaching in a once-per-week program.
Small Numbers and Big Spaces Call for a Team Approach in North Dakota
Author: Smith, Pam
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Student Needs,Access to Education,Transitional Programs,Rural Schools,Teamwork,Surveys,Allied Health Personnel,Barriers,Student Adjustment,Competence,Deaf Interpreting,Access to Information,Conferences (Gatherings),Cooperative Planning

Preparing deaf and hard of hearing students for transition is a unique challenge in North Dakota, a rural state in which the North Dakota Department of Public Instruction has identified only 32 transition-age students as &quot;deaf&quot; or &quot;hearing impaired.&quot; Additional students who are deaf or hard of hearing may be being served via 504 plans in the schools, but there is no data available which indicates this. Collaboration among schools, the school system, and various state agencies is mandated by the Individuals with Disabilities Education Act. Services for deaf and hard of hearing students may be limited, or unavailable, as indicated by parents and educators across North Dakota. In the face of these challenges--low numbers, limited services, and a rural environment--North Dakota educators and the pepnet 2 team were determined to find ways to ensure and assist with the successful transitions of students who are deaf or hard of hearing. The team began by developing a survey. The survey was disseminated to more than 500 agencies and providers across the state and garnered a 23 percent response rate; it gauged the needs that service agencies experience and asked respondents to identify problems in helping deaf and hard of hearing individuals transition from school to postsecondary education or the workplace. Respondents indicated that providers' experience with individuals who are deaf or hard of hearing was infrequent, and that they felt somewhat ill-prepared to provide services due to the fact that they were unable to communicate fully and effectively. The greatest need for deaf and hard of hearing students, as stated by providers, was the lack of or inability to schedule certified interpreters. More than 80 percent of respondents reported lack of interpreter services as their number one concern. At present, only 17 interpreters are certified by the Registry of Interpreters for the Deaf in the entire state, and 12 of those interpreters work in classrooms. The second biggest problem, as indicated by the survey results, was lack of information about the needs of those who are deaf or hard of hearing. After an analysis of this survey, the North Dakota team developed a plan to address the needs of providers across the state while maintaining a focus and emphasis on the transition of youth who are deaf or hard of hearing. This article describes how the team planned and carried out a two-day transition summit with keynote speakers and breakout sessions designed for students, parents, professionals, and interpreters. Topics addressed included advocacy, the Individualized Education Program (IEP), employment, agency/community supports, legal rights/responsibilities, and audiological trends.
ELC[superscript 2]: Early Language Contact at the Early Learning Center
Author: Busch, Iris
Date: 2005-00-00
Type: Journal Articles
Subjects: Second Language Instruction,College Students,After School Programs,Spanish,Grade 5,Elementary School Students,Methods Courses,Practicums,Majors (Students)

When designing a foreign language methods course, one important consideration should be the manner in which theory is connected with practical experiences, thus giving students an opportunity to use newly-gained knowledge in an actual classroom setting. Most children in Delaware's public schools are not exposed to foreign languages until they reach the seventh or eighth grade. As a result of this late introduction of foreign languages, learning a different linguistic code becomes a struggle. Another aspect of this dilemma is the lack of suitable teaching/practicum placements for those foreign language pedagogy students who are seeking certification in FLES. A practicum in the form of an after-school FLEX program can serve both the students, who get a unique learning opportunity, and the children, who are exposed to a foreign language in a relaxed and fun environment. In the fall of 2003, the University of Delaware (UD) announced the fall 2004 opening of its Early Learning Center (ELC), a state of the art child care facility serving children age 6 weeks to 12 years in various programs and settings. At the same time, the Department of Foreign Languages called for a major overhaul of its existing FLES methods course. A new idea emerged: to have language students teach foreign languages for children, creating a mutually beneficial cooperation between the Department and the ELC. The plan was to introduce an afterschool Spanish program that would run 60 minutes, once a week, for the duration of the fall semester. The students taking the FLES methods course would work with the group of after-school fifth graders at the ELC. This article describes the course (&quot;Methods of Teaching Foreign Languages in the Elementary Schools&quot;) designed for both graduate and undergraduate students and provides a graduate student's perspective after participating in the FLEX program.
National Capital Language Resource Center: Who Is Paying the Bills? The Federal Budget and Foreign Language Education in U.S. Schools and Universities
Author: Keatley, Catharine
Date: 2004-00-00
Type: Journal Articles
Subjects: Federal Programs,Resource Centers,Budgets,Expenditures,Second Language Learning,Second Language Instruction,Financial Support,Second Language Programs,International Trade,International Education,Foreign Countries,Area Studies,Educational Legislation,Federal Legislation,Higher Education,Doctoral Dissertations,Seminars,Educational Improvement

In this paper, the authors review all the Federal programs that support, at least partially, foreign language education for non-government language students, and they calculated the maximum amount that these programs spend on foreign language education. The Department of Education (ED) receives the most funding for these projects with total funding allocations for the ED in 2003 amounting to $62.9 billion. Yet in the same year, total funding for foreign language education in the ED budget was a maximum of $85,425,469, which constitutes 0.15% of the overall ED budget. In other words, for each $100 spent by the Department of Education in 2003, fifteen cents was spent on foreign language education. Monies from other federal departments and agencies that went to support foreign language education for non-government students were approximately $9.75 million in 2003. Together, the total federal expenditure on foreign language education for non-government students in 2003 was less than $95.2 million. This article explains how the estimated expenditure on foreign language education was determined. Also provided are brief descriptions of the federally-funded programs that support the teaching of foreign languages to non-government students. [This article was originally published by the National Capital Language Resource Center (NCLRC). Reprinted with permission from NCLRC.]