MHC Languages

Welcome to the homepage of Hayo Reinders. I am an applied linguist and teacher educator, and a passionate believer in the power of out-of-class learning. If you have an interest in Language Teaching, and especially in Computer-Assisted Language Learning, in Learner Autonomy and Self-Access, or in Teacher Education and Second Language Acquisition, you have come to the right place. On this site you will find articles, research reports, bibliographies, and a blog. You can also find information about engaging me as a speaker at your conference, or for staff development projects.

ELPENOR is built around a Bilingual Anthology of all periods of Greek literature, including Homer, Lyric poets, Presocratic philosophers, Plato, Aristotle, Tragedy and Comedy, the Byzantine Fathers, Modern Greek poets, the New Testament and the Greek Old Testament (Septuagint). LANGUAGE pages feature free Lessons in Ancient Greek, starting from the Greek alphabet, continuing with Homer and combining grammar and syntax with an attempt to understand the value of the texts and of language itself for our life today. COMPLEMENTARY to these come two more Libraries, on how we see Our Greek self, and on what we can Find on-line on Greek Speaking, History, Places, Texts, including a special section on Constantinople, and galleries with Orthodox Icons of the Christ, Modern Greek Paintings on Christianity and Childhood, Mosaics of Daphni Monastery, Photos from Greece, even a Photo Blog.

ANVILL (A National Virtual Language Lab) is a speech-based toolbox for language teachers. Like the language lab console of old, it's focused on the practice of oral/aural language, but at its core are very modern web-based audio and video tools from duber dot com: Voiceboards (an asynchronous speech tool), LiveChat (a 4-way conversation tool), and Voicerecorder (a widget for instant recordings). Each really opens up the scope and sequence of spoken language tasks. Creating media-rich lessons in ANVILL is simple and straightforward. There are templates for audio, video, and image tasks; there are also tools for text-based discussions like blogs and forums. ANVILL's assessment tool,Quizzes and Surveys, gives teachers an easy way to assign and respond to spoken language tasks. In addition, ANVILL is a course management system. Teachers who are doing distance or hybrid courses have a simple means of managing their students as well as their curriculum. We think you'll find that ANVILL is quite flexible, and permits the kind of extra listening and speaking practice that language students need so much. ANVILL is a project of the Yamada Language Center at the University of Oregon. These tools are currently in use at UO and at a select number of K-12 sites around the Northwest. Thanks to our National Foreign Language Resource Center partners at CASLS, we are able to offer ANVILL to educators at no cost. Here is an overview of its features. If you think it would be helpful to you and your students, contact us to set up an account. Our two-year pilot study has just gotten underway and we're looking for language teachers at all levels to use it and tell us what they think.

Shows a diagram of a Roman QWERTY keyboard. As you press the keys, it displays the Hebrew letter that corresponds.

Hebrew typing tutor and games.

Explains the standard Hebrew layout and the QWERTY layout available in Mac. Good diagram of the layout.

The Online Language Environments (OLE) Board is a web based threaded discussion instructional tool that utilizes voice, video and text to replicate the functions of a language lab. OLE is used for, but not restricted to, oral practice, listening comprehension, speaking practice and reading and writing practice. The OLE Board can be used to supplement instruction in face-to-face classes as homework assignments, and can be used in entirely distance classes. CERCLL support provides assistance to improve the technological capabilities and establish the pedagogical strategies of the OLE Board, which has been successfully piloted in French, Arabic, various Indigenous languages and ESL. Specific deliverables for the OLE Board project include templates and pedagogical strategies with examples for Arabic, Persian, Turkish, Japanese, Chinese and Portuguese; online and print user and instructor documentation; lesson plans and use case scenarios; usability studies for further desired improvement; piloting of multi-institutional usage. We also provide for the protocols necessary to integrate the OLE Board for use with course management systems. The OLE Board is being developed as an open-source product that will be available to the wider language instruction community.

both the notice and takedown regime (DMCA section 512) and the anticircumvention provisions that make DVD-ripping illegal (DMCA section 1201) are part of the same law--the DMCA--though these two sections represent discrete components of the complex law. On Monday, we discussed section 512 in depth, so today, let's take a close look at how section 1201 applies to innovators like Lee, as well as current attempts to reform the law.

The World Digital Library (WDL) makes available on the Internet, free of charge and in multilingual format, significant primary materials from countries and cultures around the world. The principal objectives of the WDL are to: * Promote international and intercultural understanding; * Expand the volume and variety of cultural content on the Internet; * Provide resources for educators, scholars, and general audiences; * Build capacity in partner institutions to narrow the digital divide within and between countries.

The French Heritage Language Program was created in 2005 by the French Ministry of Foreign Affairs and received additional support from the Alfred & Jane Ross Foundation. It is designed to support and enrich the teaching and learning of French language, literature, and culture for students of Francophone background enrolled in New York City public schools. The primary objectives of the program are to help these students develop proficiency in French (reading comprehension, writing, oral expression and other literacy skills), and keep a connection to their respective cultures and identities, while increasing their opportunities for success in their new environment. Through university partnerships, this project also hopes to contribute to scholarly research in the field of heritage language learning. As a pilot program, it is a place for pedagogical and methodological exploration, and a way to build new partnerships. We seek to develop curriculum models that can be replicated and adapted in other cities in the United States, in France as well as in other countries. The French Heritage Language Program works closely with the Internationals Network for Public Schools, which includes nine high schools for new immigrants in New York City and one in Oakland, California, all working at the development of models for global education.

An online blind-refereed journal dedicated to the issues underlying the teaching and learning of heritage languages. Hosted by the UCLA Center for World Languages.

Bienvenidos a este rincón donde podréis encontrar una relación de las obras de teatro estrenadas tanto en el ambiente universitario como en el profesional. También podréis echar un vistazo a mis publicaciones, reseñas y un lugar donde dejar vuestros comentarios sobre el tema de la TEORÍA Y LA PRÁCTICA TEATRAL, tanto en la escena como a nivel educativo.

E-MELD is a 5-year project with a dual objective: 1) To aid in the preservation of endangered languages data and documentation. 2) To aid in the development of the infrastructure necessary for effective collaboration among electronic archives.

Welcome to the Culturally Authentic Pictorial Lexicon, CAPL, the source for authentic images for language learning. As a language teacher and learner, I always seek to connect language, culture, and meaning. This site represents my interest to not only write about language learning, but provide concrete examples. Our world rich in diversity, both linguistic and visual, and often the connection between word and image can be lost. As commercial globalization brings the world together through 'common products', we sometimes forget how our visual perception of the world affects our use of words and the meanings they convey. Is a house really a Haus, is pain really хлеб, and when we see red cabbage, is it really red? These are simple and mundane questions that underscore the fact that visual perception is culturally determined and visual cognition varies from culture to culture. The CAPL project seeks to explore this idea through a collection of authentic photographs arranged by language and context. In the coming year, we will add more photos, more databases, and more textual descriptions. Check back often as we expand our collection. It is our hope that the collection itself can spur research in a variety of areas and that the collection can be used by language teachers and learners throughout the world with its generous Creative Commons license.

TAGARELA is an intelligent computer-assisted language learning (ICALL) system designed to be fully integrated into the Portuguese Individualized Instruction Program at The Ohio State University. It can be viewed as an intelligent automatic workbook that provides students with opportunities to practice their reading, listening, and writing skills. Because it is a web-based system, it can be used anywhere there is a computer with internet access. TAGARELA uses state-of-the-art Natural Language Processing (NLP) technology to analyze students' input, and detect spelling, morphological, syntactic and semantic errors. Its NLP components allow the system to handle activities that go beyond the usual multiple choice or fill-in-the-blanks used by regular CALL systems. Its exercise types are similar to the ones typically found in current workbooks, such as: * listening and reading comprehension * picture description * vocabulary practice * phrasing and re-writing TAGARELA has a student model that keeps track of each student's individual performance, and an instructor model that carries information about activity and error types. Together the student and instructor models allow the system to choose the best feedback strategy to use with each individual learner based on the level of the activity, type of task, characteristics of error, and learner profile.

Collection of poetry from Brazilian poets.

The Michigan Corpus Linguistics team consists of researchers and students at the University of Michigan (U-M) English Language Institute (ELI). We create corpora of spoken and written academic English, provide corpus-based materials for EAP (English for Academic Purposes) teaching, and carry out research in different areas of corpus linguistics. On our website you find information about the corpora we make available, the projects we work on, and the training we provide to ELI visiting scholars and University of Michigan students.

The Text Machine is an application that allows instructors to correct, mark up, comment on, and grade electronic writing assignments. The TM generates rich, detailed, error-specific feedback on essays, compositions, term papers and other written work, all with the click of a mouse. At the same time, your software manages crucial data on students' writing abilities, making the Text Machine an indispensable tool for the assessment of learning objectives.

a Kansas State University working group led by Dr. Michael Wesch dedicated to exploring and extending the possibilities of digital ethnography.

The Generation 1.5 project was launched in 2006 by a small group of researchers at the University of Michigan (U-M) English Language Institute (ELI). We are collecting texts from writers who are just starting their academic careers at the university, specifically 1st and 2nd year undergraduates, who speak a variety of Korean or Chinese at home. Ultimately, the aim of this data collection is to provide an empirical basis for developing recommendations for writing/language instruction specialized for the Generation 1.5 group.