Skip to main content

Home/ Resources for Languages/ Group items tagged Folk

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Joel Josephson

Folk Songs of Europe http://folkdc.eu/ - 4 views

soundcloud.com/...folk-songs-of-europe

Folk music Europe

shared by Joel Josephson on 24 Aug 12 - No Cached
  • Joel Josephson on 24 Aug 12
     
    Folk music in many European languages http://folkdc.eu/ The Digital Children's Folksongs for Language and Cultural Learning (Folk DC) project is a European Union project designed to motivate young language learners to engage with language learning through using Folk songs, and activities around the songs. The songs are in 10 European languages (Czech, Danish, English, Finnish, Greek, Italian, Portuguese, Romanian, Spanish, Turkish). The project will be producing a complete package for schools (Autonomous Teacher Training Tool kit - ATTT) so that schools all over Europe can take part in the project. The project culminates in a simultaneous, live concert in 5 countries, streamed over the Internet to audiences all over Europe. School choirs will sing folk songs in non-native languages that will be streamed to the other concert venues and also made available to an Internet audience. Schools can take part in this project by: Using the resources produced by the project Suggesting your own language, culture and music activities, inspired by the project Watching the live concert (at the venue or online) - see how you can join Adding folk songs of your language - see the project Wiki You can ask more information about how you can take part here. The project will introduce an understanding of the number, richness and culture of other languages when children start to learn a foreign language and begin to understand the meaning of additional languages. It will engage children in fascinating and engaging activities that will resonate in to the future and answer the need for materials that can directly engage and motivate children to enjoy their learning.
Claude Almansi

"FolkDC Oynaya Oynaya Gelin Cocuklar - Semin Sueda Sirel" | Universal Subtitles - 0 views

www.universalsubtitles.org/...lin-cocuklar-semin-sueda-sirel

folkDC universal subtitles music captioning Oynaya Semin Sueda Sirel Turkish

shared by Claude Almansi on 25 Mar 12 - No Cached
  • Claude Almansi on 25 Mar 12
     
    "The Folk DC project is a European Union project designed to motivate young language learners to engage with language learning through using Folk songs, and activities around the songs, in 10 "
Claude Almansi

Swedish traditional folksong - När som jag var på mitt adertonde år with subt... - 1 views

www.universalsubtitles.org/...m-jag-var-pa-mitt-adertonde-ar

Sweden Swedish folksong folkDC Amara universal subtitles English music captioning musiccaptioning

shared by Claude Almansi on 15 Apr 12 - No Cached
  • Claude Almansi on 15 Apr 12
     
    "Another swedish traditional folksong; "När som jag var på mitt adertonde år" (As I was on my eighteenth year) (YT description) Swedish lyrics with English translation used here: http://marcelgomessweden.wordpress.com/2011/07/19/swedish-traditional-folksong-nar-som-jag-var-pa-mitt-adertonde-ar/ music captioning wiki page: http://musiccaptioning.wikispaces.com/N%C3%A4r+som+jag+var+p%C3%A5+mitt+adertonde+%C3%A5r Also on http://folkdc.wikispaces.com/Danish+Folk+Songs"
  • Claude Almansi on 15 Apr 12
Claude Almansi

Current Projects - Croquet Consortium - Immersive Language Instruction Tool - 0 views

opencroquet.org/...Current_Projects

croquet delicious immersion language opencroquet.org simulazione virtual virtuale

shared by Claude Almansi on 02 May 08 - Cached
  • Claude Almansi on 02 May 08
     
    Here is a movie of a prototype that Mark McCahill's group made with along with some University of Minnesota folks interested in technology assisted language acquisition ... http://hedgehog.software.umn.edu/croquet/croquetMovies/betterLangDemo.mov
Barbara Lindsey

folktaleMap - 10 views

fieldsupport.dliflc.edu/...index.html

stories folktales world culture languages

shared by Barbara Lindsey on 09 Oct 09 - Cached
  • Barbara Lindsey on 09 Oct 09
     
    From the Defense Language Institute Foreign Language Center. These are spoken folk tales reinforced with animated pictures. Seems that many of the Arabic and Chinese tales are in the TL and English with options to show subtitles in either. Looks like stories from other countries are mostly in English. Columbia story in Eng/Spanish.
Fred Delventhal

Listen to Fables, Nursery Rhymes, Fairy Tales, Folk Tales, Lullabies, and More! | Speak... - 0 views

speakaboos.com

speakaboos children literature audiobooks nurseryrhymes audio readaloud languagearts students elementary celebrities

shared by Fred Delventhal on 13 Dec 08 - Cached
  • Fred Delventhal on 13 Dec 08
     
    Speakaboos brings classic children's entertainment into a digital world. Beloved characters and treasured stories are given new life through amazing celebrity performances, beautiful illustrations, and original music. At Speakaboos, children develop literacy skills while learning about technology in a safe and fun environment.
Claude Almansi

Jamendo : bert jerred - 0 views

www.jamendo.com/...bert_jerred

folk acoustic alternative lofi rock electronic experimental undefined indie country jerred

shared by Claude Almansi on 06 Dec 08 - Cached
  • Claude Almansi on 06 Dec 08
     
    Oswego, United States In existence since : 06.2002 http://sites.google.com/site/bertjerredmusicproject/Home bertjerred
Isabelle Jones

Wordle - Frequently Asked Questions - 0 views

wordle.net/faq

display ideas wordle

shared by Isabelle Jones on 19 Jun 08 - Cached
  • Wordle is a Java applet, and Java applets are not permitted to write anything to your disk. So, while the applet could generate a jpeg, it wouldn't be able to give it to you! You can certainly take a screenshot of the Wordle applet.
  • There's a "Print..." button below the Wordle area, on the left-hand side. Press it. You will be prompted to allow the Wordle "Java applet" to access your printer. Please check the checkbox that says "Always permit", and accept the dialog.
  • Windows users will need to use third-party software to generate a PDF from the print dialog. Adobe Acrobat is fine, but I happen to use the free-as-in-beer CutePDF Writer. I have no relationship to the folks who make CutePDF, nor do I take any responsibility for anything that might happen as a result of your using it. If you do use CutePDF, you'll also need to install Ghostscript, a free-as-in-speech PostScript interpreter. The PDFs you make in this way are fully scalable, and suitable for making posters, T-Shirts, what have you. Please tell me about anything interesting you've done with Wordle.
  • Isabelle Jones on 19 Jun 08
     
    refer to paragraphs about PDF
Isabelle Jones

When do people learn languages? - 0 views

www.zompist.com/whylang.html

languages learning promotion reference resources

shared by Isabelle Jones on 07 Aug 08 - Cached
  • eflclassroom 2.0 on 07 Aug 08
     
    Advice for language learners General warning: what follows may or may not apply to you. It's based on what linguistics knows about people in general (but any general advice will be ludicrously inappropriate for some people) and on my own experience (but you're not the same as me). If you have another way of learning that works, more power to you. Given the discussion so far, the prospects for language learning may seem pretty bleak. It seems that you'll only learn a language if you really need to; but the fact that you haven't done so already is a pretty good indication that you don't really need to. How to break out of this paradox? At the least, try to make the facts of language learning work for you, not against you. Exposure to the language, for instance, works in your favor. So create exposure. * Read books in the target language. * Better yet, read comics and magazines. (They're easier, more colloquial, and easier to incorporate into your weekly routine.) * Buy music that's sung in it; play it while you're doing other things. * Read websites and participate in newsgroups that use it. * Play language tapes in your car. If you have none, make some for yourself. * Hang out in the neighborhood where they speak it. * Try it out with anyone you know who speaks it. If necessary, go make new friends. * Seek out opportunities to work using the language. * Babysit a child, or hire a sitter, who speaks the language. * Take notes in your classes or at meetings in the language. * Marry a speaker of the language. (Warning: marry someone patient: some people want you to know their language-- they don't want to teach it. Also, this strategy is tricky for multiple languages.) Taking a class can be effective, partly for the instruction, but also because you can meet others who are learning the language, and because, psychologically, classes may be needed to make us give the subject matter time and attention. Self-study is too eas
Pamela Arraras

Foreign Language Teaching Wiki - Culture - 1 views

flteaching.wikispaces.com/Culture

virtualbackpacking culture intercultural

shared by Pamela Arraras on 22 Aug 09 - No Cached
  • The main exposure students had to the culture of the target language was through controlled interaction with native speakers in the classroom.
  • Language & culture are more naturally integrated in this approach. Culture instruction is connected to grammar instruction. Its main goal is to teach students how to use the target language when communicating in a cultural context
  • the following are other common approaches to teaching culture: (from Omaggio) The Frankenstein Approach: A taco from here, a flamenco dancer from there, a gaucho from here, a bullfight from there. The 4-F Approach: Folk dances, festivals, fairs and food. The Tour Guide Approach: The identification of monuments, rivers and cities. The "By-the-Way" Approach: Sporadic lectures or bits of behavior selected indiscriminately to emphasize sharp differences.
  • ...14 more annotations...
  • focusing a little more on similarities, instead of the differences, between cultures
  • Latorre believes that focusing on differences instead of on the similarities contributes to people misunderstanding other cultures, often thinking that the foreign cultures are "exotic," perhaps more exotic than they actually are. What Latorre suggests that any teacher of any foreign language should do is focus on the “true differential, the language [itself], rather than enlarging beyond proportion attitudes and activities which are either regional, outdated, or downright non-existent” (672).
  • one of the most important factors for success in learning a foreign language is the need for students to get involved in the learning process. The use of materials based on internet technologies offers many innovative ways of getting students involved in the process of learning a language. Students can get to know the target culture by means of interacting directly with native speakers via on-line communication, with mail exchanges or chatrooms.
  • From her point of view, it is crucial that the students can learn not only the language but also the diversity of the target culture. That is why, according to her, internet resources, such as newspapers and magazines, have a great importance, since they provide students with authentic and current information that can help them understand the target culture. Reading on-line newspapers makes students aware of current social phenomena.
  • According to Lee, recent studies have proved that internet resources can help students improve their language skills in a similar way to full immersion or study abroad, although are based basically on written communication. Besides, this use of on-line resources are more beneficial to students at the advanced level because they require a high level of language proficiency to read, comprehend, and respond to cultural readings, for example, newspapers.
  • The most important part of Stern's research involves his 3-level framework of foreign culture pedagogy: teaching social sciences, applying theory/research, and their practical applications in the classroom. In the 1990s, Stern's cultural/communication mix evolved from describing sociocultural contexts of second language/foreign language to contexts of competence in second culture acquisition (not just language acquisition). This is the first time that cultural pedagogy and social sciences had been paired.
  • In H.H. Stern's breakthrough 1983 study "Fundamental concepts of language Teaching," there are concepts of day-to-day culture and customs that should be used in the classroom. Stern uses a four component model including a 'cultural syllabus' for culture teaching.
  • Foreign language (FL) teachers should make culture more of a central role in the class FL teachers should throw out teaching culture in terms of isolated facts FL teachers should have an awareness of the past on the present within any culture without focusing too much on the past FL teachers should be aware of cognitive and affective influences on the students FL teachers should engage students as active participants FL teachers should teach culture in such a way that students can be cross-cultural here and abroad Given that the teacher’s assumptions about how language and lang learning affect how he or she teaches lang and culture, the approach should aim for communicative competence (that is, real communication)
  • Tang discussed the use of performance-based theory developed by Walker (2000) who suggests that culture could be better taught if done through simulated social interactions in the classroom, for example hosting a guest or accepting a gift. This serves to create a “default memory” within the student's mind that will help him perform in the target culture without drawing conclusions or using as a reference his own base culture which could lead to misunderstandings.
  • Tang also discourages the pure instruction of behavioral culture in the classroom and says that to perform effectively in a target culture one must not only be able to master it linguistically, be familiar with its artifacts, norms and rituals but also with the meaning system, or the hidden significance underlying these. This is why she believes that Walker's performance-based theory can only work properly if the true meaning system underlying the simulated situations and interations created in the classroom are internalized by the students.
  • the Three P's, into three separate categories: cultural perspectives, cultural products, and cultural practices. Cultural perspectives are the values, beliefs, attitudes, and assumptions shared within a culture. Cultural products are things such as literature, music, art, or even utensils such as chopsticks; tangible items that are linked to a certain culture. Cultural practices are the acceptable behavioral patterns, forms of discourse, and rites of passage within a specific culture.
  • the goals are that students "demonstrate an understanding of the relationship between the practices and perspectives of the culture studied," which means that we should encourage the students to understand why other cultures do what they do and what the members of that culture think about the reasons behind what they do. In addition, the students should come to an understanding of "the relationship between the products and perspectives of the culture studied." This means that we should enlighten the students on what members of other cultures do and what these peoples' own opinions are about what they do. Moreover, culture should be starting point for all classroom education. In keeping with the 5 C's, culture is used to make comparisons and connections about communities and in doing so students can have meaningful communication within those communties.
  • According to Omaggio: Culture is complex and elusive and is difficult to include in linear instructional formats. Culture requires time that many teachers feel that do not have. Teachers avoid culture because of their own perceived lack of knowledge. Culture often requires both teacher and learner to move beyond their level of comfort when confronted with deeper, sometimes controversial issues. When teaching languages that are spoken in many different countries, e.g., Spanish, where are the cultural boundaries? Balancing Big C with Little C.
  • Strategies, techniques, and tools for teaching culture in the classroom
1 - 11 of 11
Showing 20▼ items per page