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in title, tags, annotations or urlGALAxy - The Newsletter | Why Sample Translations Break All the Rules - 0 views
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amazed that we still receive RFPs with requests for sample translations.
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We all know that sample translations are not the best way to evaluate quality
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Terminology.
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English Practice - 0 views
EFL Classroom 2.0 - 0 views
Powerful Learning Practice: About Us - 0 views
Taste Delicious Mexican Food - 0 views
FCE Practice Tests - 0 views
http://webheads.info - 0 views
French class needs students - 94 views
Thanks, Deb: great program though being in Switzerland, I couldn't possibly attend - so I've added it to this group's bookmarks ;-)
MFLE - Sharing practice - 3 views
EduComics - 14 views
News: The Web of Babel - Inside Higher Ed - 1 views
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Some adventurous professors have used Twitter as a teaching tool for at least a few years. At a presentation at Educause in 2009, W. Gardner Campbell, director of the academy of teaching and learning at Baylor University, extolled the virtues of allowing students to pose questions to the professor and each other — an important part of the thinking and learning process — without having to raise their hands to do so immediately and aloud. And in November, a group of professors published a scientific paper suggesting that bringing Twitter into the learning process might boost student engagement and performance.
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But while Lomicka and her tech-forward peers are not advocating that every college go the way of Chapel Hill, they are finding out that some relatively novel teaching technologies that are used by academics of all stripes, such as Twitter and iTunes U, are particularly useful for teaching languages.
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At Emory University, language instructional content is far and away the biggest export of its public repository on iTunes U, where visitors from around the world have downloaded more than 10 million files since Emory opened the site in 2007.
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