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eric paul

French Recent Past - 4 views

www.frenchspanishonline.com/magazine

French Recent Past

shared by eric paul on 11 Oct 11 - No Cached
  • eric paul on 11 Oct 11
     
    French Recent Past to have just + past participle = venir de + infinitive
Isabelle Jones

Integrating ICT into the MFL classroom:: Morph your voice in Audacity - 0 views

joedale.typepad.com/...morph-your-voic.html

audacity mfl creativity Voki ideas

shared by Isabelle Jones on 29 Mar 09 - Cached
  • Isabelle Jones on 29 Mar 09
     
    Morph your voice in Audacity Did you know that by applying certain effects to your voice in Audacity , you can sound dramatically different and take on a character of your own. To do this, first highlight your vocal track and then follow the instructions below to generate each effect: 1. If you'd like to sound like ... a robot Click on the Effect Menu and then Delay ... Change the Decay amount to 10 Change the Delay time to 0.009 Change the Number of echos to 30 Click OK Click on the Effect Menu again Click Repeat Delay Repeat this 5 times or more if necessary Listen to this example: Download Creating_a_robot_voice_in_Audacity.mp3 2. If you'd like to sound like ... a demonic spirit Click on the Edit Menu and then Duplicate Highlight the second track Click on the Effect Menu and then Change Pitch ... Change the Semitone (half-steps) to -1 Click OK Highlight the first track Click on the Edit Menu and then Duplicate Highlight the third track Click on the Effect Menu and then Change Pitch ... Change the Semitone (half-steps) to -5 Click OK Click on the Effect Menu and then Bass Boost ... Click OK Drag the Gain slide on the left of the third track to +3DB Highlight the second track Click on the Effect Menu and then Echo ... Change the Delay time (seconds) to 0.1 Change the Decay factor to 0.6 Click OK Listen to this example: Download Creating_a_demonic_voice_in_Audacity.mp3 3. If you'd like to sound like ... a chipmunk Click on the Effect Menu and then Change Pitch ... Change the Percent Change to 100 Click OK Listen to this example: Download Creating_a_chipmunk_voice_in_Audacity.mp3 4. If you'd like to sound like ... a telephone operator Click o
Martin Burrett

Irregular past tense verbs - @UKEdResources - 2 views

ukedchat.com/...past-tense-verbs-ukedresources

English literacy verbs

shared by Martin Burrett on 16 Dec 17 - No Cached
  • Martin Burrett on 16 Dec 17
     
    "A 'fill in the blanks' activity to practise irregular verbs in the past tense."
eric paul

Past Infinitive in French - 1 views

www.frenchspanishonline.com/magazine

shared by eric paul on 09 Jan 12 - No Cached
  • eric paul on 09 Jan 12
     
    Past Infinitive in French
anonymous

Blogs as Web-Based Portfolios PDF - 12 views

www.thethinkingstick.com/gs-as-web-based-portfolios-pdf

portfolios web-based pdf e-portfolio blogs blogging learning

shared by anonymous on 08 Jun 10 - Cached
  • anonymous on 08 Jun 10
     
    The 2009-2010 school year ended for me early today and I'm just wrapping up a few loose ends before I head into vacation mode for the summer. I did want to release the Free PDF of the Web-Based Portfolio series I've been working on for the past couple of months. I've taken the four blog posts and pu
Barbara Lindsey

Education Week: Science Grows on Acquiring New Language - 6 views

www.edweek.org/...09window_ep.h30.html

language learning brain research advocacy

shared by Barbara Lindsey on 26 Oct 10 - No Cached
  • For example, when babies born to native-English-speaking parents played three times a week during that window with a native-Mandarin-speaking tutor, at 12 months, they had progressed in their ability to recognize both English and Mandarin sounds, rather than starting to retrench in the non-native language. By contrast, children exposed only to audio or video recordings of native speakers showed no change in their language trajectory. Brain-imaging of the same children backed up the results of test-based measures of language specialization.
  • The research may not immediately translate into a new language arts curriculum, but it has already deepened the evidence for something most educators believe instinctively: Social engagement, particularly with speakers of multiple languages, is critical to language learning.
  • “The key to that series of studies is exposure and live interactions with native speakers,” Ms. Lebedeva said. “The interactions need to be naturalistic: eye contact, gestures, exaggerated phonemes.”
  • ...2 more annotations...
  • “Human brains are wired to learn best in social interactions, whether that learning is about language or problem-solving or emotion,” Ms. Lebedeva said, “but language is such a ubiquitous human behavior that studying it gives us an example of how more general learning takes place.”
  • at the science-oriented Ultimate Block Party held in New York City this month, children of different backgrounds played games in which they were required to sort toys either by shape or color, based on a rule indicated by changing flashcards. A child sorting blue and yellow ducks and trucks by shape, say, might suddenly have to switch to sorting them by color. The field games exemplified research findings that bilingual children have greater cognitive flexibility than monolingual children. That is, they can adapt better than monolingual children to changes in rules—What criteria do I use to sort?—and close out mental distractions—It doesn’t matter that some blue items are ducks and some are trucks.
  • Barbara Lindsey on 26 Oct 10
     
    researchers long thought the window for learning a new language shrinks rapidly after age 7 and closes almost entirely after puberty. Yet interdisciplinary research conducted over the past five years at the University of Washington, Pennsylvania State University, and other colleges suggest that the time frame may be more flexible than first thought and that students who learn additional languages become more adaptable in other types of learning, too.
Patrick Higgins

Fluid Learning | the human network - 0 views

blog.futurestreetconsulting.com/?p=94

education technology wow mustread future predictions

shared by Patrick Higgins on 08 Dec 08 - Cached
  • Patrick Higgins on 08 Dec 08
     
    Great piece that ties the past to the present and then asks us to imagine a very open future.
International School of Central Switzerland

Convert any text to speech with iSpeech - 0 views

www.ispeech.org

audio text speech LS dyslexia

shared by International School of Central Switzerland on 23 Nov 08 - Cached
  • Isabelle Jones on 23 Nov 08
     
    Contacted company to find out whether it would support foreign languages (doubtful but it is worth checking)
  • International School of Central Switzerland on 17 Jan 10
     
    paste text in the box, and hear it read. Free for personal use.
Claude Almansi

Google Language Tools - 0 views

www.google.com/language_tools

automatic_translation delicious google tools translation

shared by Claude Almansi on 02 May 08 - Cached
  • Claude Almansi on 02 May 08
     
    Includes automatic translation of copy-pasted text and whole web pages.
Isabelle Jones

Storybird - Qu'est-ce que tu as fait pendant les vacances? - 3 views

storybird.com/...u-as-fait-pendant-les-vacances

French resources grammar

shared by Isabelle Jones on 17 Feb 10 - Cached
  • Isabelle Jones on 17 Feb 10
     
    great to recap/ stretch on past tense
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
Marcela Summerville

Multicultural diet is great brain fodder - 3 views

www.smh.com.au/...rain-fodder-20091126-juqt.html

multilingualism bilingual brain multicultural children bilingualism languages language

shared by Marcela Summerville on 30 Nov 09 - Cached
  • Marcela Summerville on 30 Nov 09
     
    "IT'S an excellent party trick: un, two, trois, four, cinq, six, sept … counting while switching languages. It has also been the subject of plenty of serious research in the past decade - how the bilingual brain stores multiple languages, and retrieves the information without confusing cross-talk."
Claude Almansi

Patricia Ryan: Don't insist on English! | Video on TED.com 2010 dec (filmed) 2011 (posted) - 1 views

www.ted.com/...anguages_not_just_english.html

TED Dubai Ryan Patricia Ryan english linguistic diversity

shared by Claude Almansi on 31 Mar 11 - No Cached
  • Claude Almansi on 31 Mar 11
     
    "At TEDxDubai, longtime English teacher Patricia Ryan asks a provocative question: Is the world's focus on English preventing the spread of great ideas in other languages? (For instance: what if Einstein had to pass the TOEFL?) It's a passionate defense of translating and sharing ideas. About Patricia Ryan Patricia Ryan has spent the past three-plus decades teaching English in Arabic countries -- where she has seen vast cultural (and linguistic) change."
Martin Burrett

Video: The Animated History of Spain - 5 views

ukedchat.com/...-the-animated-history-of-spain

history Spain Spanish geography European history

shared by Martin Burrett on 19 Mar 17 - No Cached
  • Martin Burrett on 19 Mar 17
     
    "A brief animated history of Spain over the past 2000 years, including multiple invasions, exploration and cultural upheaval."
Marie-France Perkins

Historypin | - 3 views

www.historypin.com/photos

Pictures history past comparison

shared by Marie-France Perkins on 03 Nov 11 - No Cached
  • Marie-France Perkins on 03 Nov 11
     
    Old pictures from around the world-  Brilliant for comparing with pictures from present day
Kristyn Paul

http://xtranormal.com - 11 views

Fun, free online movie making site: - Students select the characters, setting and language for the digitised speech (European languages male & female voices + Japanese) and type a dialogue (or cut ...

languages writing web2.0 movies

started by Kristyn Paul on 30 Apr 09 no follow-up yet
Isabelle Jones

Type Spanish accents online - 1 views

spanish.typeit.org

czech french german italian polish portuguese romanian spanish swedish turkish writing

shared by Isabelle Jones on 04 May 08 - Cached
  • Amy Lenord on 04 May 08
     
    Type any text in Spanish and cut and paste it into the webpage, email, etc. that you want.
  • Isabelle Jones on 04 May 08
     
    with links to other languages
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