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4 reasons why digital context matters. Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences. Metalinguistic Awareness, Comprehension, and the Common Core State Standards. Coordinated by the National Governors Association Center for Best Practices (NGA Center), the Common Core State Standards have swept the nation, and nearly every state has sanctioned the call for students to read more complex texts. In response, publishers are rapidly preparing more challenging texts, referring to the exemplars listed in Appendix B of the Standards, including works by Sophocles, Alexis de Tocqueville and Fyodor Dostoevsky.

These types of texts will be Waterloo for some students, and the battle begins in kindergarten with a call to understand—and hopefully enjoy—As I was Going to St. Ives. How can teachers help readers meet this challenge? Metalinguistic awareness requires a keener than normal conscious awareness of language. Metalinguistic awareness is a cognitive dynamo. Researchers have long proclaimed the critical role of phonological awareness (PA) in helping children blend and segment sounds in words. What about the brave new Common Core? ~Susan M. References: Vocabulogic: Metalinguistic Awareness, Comprehension, and the Common Core State Standards. Teaching transcultural competence: From language learning to experiential education | Development Education Review. Introduction Our experiences at the European Parliament have made it very clear that one of the primary sources of misunderstanding, conflict and dispute between individuals, cultural/political groups and nations is a lack of competence in constructive communication skills.

Therefore, it is most satisfying to see both the European Commission and Parliament recently conclude that in order to achieve one of the European Union’s (EU) key strategic goals of raising the quality and standard of student learning across the EU, additional emphasis and resources must be directed toward teaching in general and teacher training in particular. It is also reported that governments, municipalities, schools and teacher training institutions in every corner of Europe recognise the value of language skills and are putting foreign language education recommendations into practice.

Transcultural communicative competence Experiential education Potential challenges Conclusion References: Moving From Communicative Competence to Intercultural Communicative Competence: Working With MA TESOL and TFL Students Dr. Lynn Goldstein Monterey Institute. - ppt video online download. Intercultural experience does not equal intercultural competence · Argonaut. Feb 26, 2016 · by Margret Steixner A mind that is stretched by a new experience can never go back to its old dimensions Let’s be honest. This stretch can feel painful.

Intercultural experiences offer a unique platform for self-development. Only by reflecting how this experience affects our own beliefs and attitudes can we gain new insights into our own limitations. Reflection sounds easy, but we often need a professional perspective to get out of our standard loop of interpretations: a well-structured expatriate coaching programme, for example, can multiply the benefits of experience through pre-departure preparation and coaching during the assignment. Change is hard: it requires more than seeing new lands Experience almost certainly builds knowledge, but doesn’t necessary develop behaviour. Experience may give us ideas and information about cultural adaption. Good to know It can be dangerous to assume that you know a lot about how people from a different culture operate. Intercultural Competence - Instructing Global Learners - Research Guides at Marquette University.

Many people are at different levels of intercultural competence. To help visualize where you may be, look at the Developmental Model of Intercultural Sensitivity (DMIS) by Milton Bennett (1986). There are six steps to achieving an intercultural mindset: Stage 1: Denial- The ability to recognize the more observable cultural differences, but may avoid or withdraw from these cultural differences.

Stage 2: Polarization- A judgmental orientation that views cultural differences in terms of “us” and “them.” Defense: Critical view of other cultural values. Reversal: Critical view of one’s own cultural values and not critical of the other Stage 3: Minimization – Sees cultural commonality and universal values that may also mask deeper recognition and appreciation of cultural differences.

Stage 4: Acceptance – Recognizes and appreciates patterns of cultural differences and commonalities in one’s own and other cultures. Wordbank: An open database of children's vocabulary development. Number of texts and tasks.xlsx - Google Sheets. Visual identity. Logos to use - guidelines for funded projects Beneficiaries of European Union (EU) funding are obliged to display the EU flag and to acknowledge the support received under the relevant EU programmes in all communication and promotional material.

Erasmus+I'm a beneficiary of the Erasmus+ programme. I want to know what logo to use and how to acknowledge the EU support I have received. Creative EuropeI'm a beneficiary of the Creative Europe programme. I want to know what logo to use and how to acknowledge the EU support I have received. Europe for CitizensI'm a beneficiary of the Europe for Citizens programme. I want to know what logo to use and how to acknowledge the EU support I have received. Programmes 2007-2013Former generation of programmes Erasmus+ 1.

The European Union emblem (flag) must be used and the name of the European Union displayed in full. Here are some examples: For projects funded by the Erasmus+ programme alone, the following should be used: Guidelines and translations: 2. Cgps | ERASMUS+ Gmail - Free Storage and Email from Google. Learn English for free with TeaTime-Magazine | Kostenloses Online Sprachmagazin. Mit Audioversion, Vokabel- und Grammatikhilfen. Lerne, verbessere und bereichere dein Englisch. Alle 2 Wochen neu. Teachers | Learn English for free with TeaTime-Magazine. TeaTime-Mag for Teachers What is it about? Our Teacher Edition of TeaTime-Mag was created for those who teach English, with the idea of sharing both the language and culture of the English-speaking world to the classroom.

The contents of our texts are created especially for your classes. Look for the aspects that you would like to try and deepen in the below categories. Get in touch with us: Customs and Culture | Art and Style | Business and Economy | Lifestyles Customs and Culture In customs, we capture the cultural practices of many of the cultures around the world.

Live action role-playing game. Players dressed in character for a LARP event Terminology[edit] LARP has also been referred to as live role-playing (LRP), interactive literature, and free form role-playing. Some of these terms are still in common use; however, LARP has become the most commonly accepted term.[2] It is sometimes written in lowercase, as larp.[3] The live action in LARP is analogous to the term live action used in film and video to differentiate works with human actors from animation.

Playing a LARP is often called larping, and one who does it is a larper. Play overview[edit] Events are put on for the benefit of the players, who take on roles called player characters (PCs) that the players may create themselves or be given by the gamemasters. Much of play consists of interactions between characters. History[edit] Today, LARP is a widespread activity internationally.

Purpose[edit] Most LARPs are intended as games for entertainment. Fiction and reality[edit] A medieval LARP venue, the Duchy of Bicolline Films. Kostenlose Illustration: Download, Fortschritt, Balken - Kostenloses Bild auf Pixabay - 961797. Nursery Rhymes for Children | Historic UK. Little Jack Horner sat in a corner Eating a Christmas pie; He put in his thumb, And pulled out a plum, And said "What a good boy am I" Every child has heard of Little Jack Horner, and has played, at some time, Ring a Ring O'Roses, little realising that these seemingly childish rhymes are based on fact.

Little Jack Horner lived in the 1530's, the time of the Dissolution of the Monasteries during the reign of Henry VIII. Jack Horner was steward to Richard Whiting, the last of the Abbots of Glastonbury. It is said that the Abbot, hoping to placate King Henry, sent His Majesty an enormous Christmas pie containing the deeds of 12 manors. Ring a Ring O' Roses, A pocketful of posies, Atishoo! "Ring a Ring O' Roses" is said to be a macabre parody on the horrors of the Great Plague.

Hush a-bye baby in the tree-top, When the wind blows the cradle will rock, When the bough breaks the cradle will fall, Down will come cradle, baby and all. Webquest AMAZING EUROPE - Teacher page - AMAZING EUROPE. Teacher's Page - Traditional Songs of Europe. Subscribe to Why do you need my payment info? We ask you for your payment information primarily for identity and security reasons. By providing this information, you also won't experience any interruption to your learning and course progress if you decide to continue your subscription.

Am I agreeing to a contract when I take a free trial? Nope! You are under no obligation when you sign up for a monthly subscription. You can cancel at any time from your dashboard. What payment options do you accept? We currently accept PayPal, Visa, MasterCard, Discover, and American Express. When will my account be charged? Your free trial begins when you submit this form.

I live outside the US, can I use Yes! Can I change my plan? Yes! How many courses can I watch? As many as you want! Have questions? Our customer service team is here to answer any questions you have. What is Drama? - Terms, Time Periods and Styles. Ever wonder why we use the word 'drama' when referencing people who overreact to a situation? Discover the definition of drama, its different styles, and why your friends might belong on the stage in this overview of the dramatic genre. Explore our library of over 30,000 lessons Click "next lesson" whenever you finish a lesson and quiz. Got It You now have full access to our lessons and courses. You're 25% of the way through this course! Way to go! Congratulations on earning a badge for watching 10 videos but you've only scratched the surface. You've just earned a badge for watching 50 different lessons. You have earned a badge for watching 20 minutes of lessons. You have earned a badge for watching 50 minutes of lessons.

You have earned a badge for watching 100 minutes of lessons. You have earned a badge for watching 250 minutes of lessons. You have earned a badge for watching 500 minutes of lessons. You have earned a badge for watching 1000 minutes of lessons. Golden Retriever Welpen und Rettungshunde. Fachbereich Deutsch als Fremd- und Zweitsprache » Master Deutsch als Fremd- und Zweitsprache. Die Studierenden werden auf der Basis eines kulturwissenschaftlich-philologischen Erststudiums zu einem wissenschaftlich fundierten theoretischen wie praktischen Umgang mit der deutschen Sprache als einer fremden/ weiteren Sprache, mit den Kulturen der deutschsprachigen Länder als fremden Kulturen sowie zum interkulturellen Dialog befähigt.

Sie erwerben didaktisch-methodisch fundierte Kompetenzen für die Vermittlung des Deutschen als Fremd- und Zweitsprache. Das Masterstudium bereitet Studierende darauf vor, in Wissenschaft, Praxis (Unterricht, Curriculum-, Medien- und Lehrwerksentwicklung) sowie im Gesamtbereich von Sprachenpolitik tätig zu sein. Studierende haben im Masterstudium die Möglichkeit entweder im Arbeitsfeld Deutsch als Fremdsprache oder Deutsch als Zweitsprache einen Schwerpunkt zu setzen. AbsolventInnen sollen in zwei großen Handlungsfeldern agieren können: Inlandsbezogen im Bereich der Sprachförderung von Migrantinnen und Migranten. Gmail - Free Storage and Email from Google. PH-NÖ AsylantenKolleg - Verwaltungsportal. The Philosophy Foundation | Philosophy for children, business and communities - Philosophy for and with children.

Philosophy for Children ‘Philosophy for children’ (P4C) began with the work of Professor Matthew Lipman, who founded the Institute for the Advancement of Philosophy for Children at Montclair State University in 1974. He believed that young children possess the tools needed to think rationally, and through his method of reading philosophically stimulating narratives, he believed that children could be encouraged to respond philosophically. This dialogue-driven method would go on to influence other subsequent approaches of doing philosophy in the classroom. P4C is now practiced in over 60 countries across the World, many of them linked via the International Council of Philosophical Inquiry with Children (ICPIC). P4C in the UK In the UK SAPERE (Society for Philosophical Enquiry and Reflection in Education) was set up in 1992 after interest following the BBC documentary ‘Socrates for 6 year olds’. The Philosophy Foundation and Philosophy with Children Philosophy in the curriculum.

Where are you from? Erasmus+ Project Results - Project Details Page. Year 1 - The Literacy Shed Showcase. IBM - The 7 Keys to Success - MoMoDar. Nationalagentur Lebenslanges Lernen - Erasmus+ Erasmus+ Durchführung. Language descriptors for migrant and minority learners' success in compulsory education. Project working languages: English, FrenchProject term: 2012-2013Project team: Eli Moe, José Pascoal, Marita Härmälä , Meilute Ramoniene What is it about? The project will focus on the language competence required in the language of schooling in order to achieve educational success. Eliciting language requirements in curriculum subjects and linking these to CEFR levels will raise educators’ awareness of the language migrant and minority language learners’ need to perform successfully in compulsory education. Target audience involved in project activities policy makers school heads teacher educators teachers. Call for papers - XIV CercleS International Conference 2016. The Language Centre of the University of Calabria is pleased to announce the XIV CercleS International Conference entitled Enhancing Learners’ Creative and Critical Thinking: the role of University Language Centres.

The Conference will be held on 22-23-24 September 2016. The aim of the Conference is to create an occasion for scholars, practitioners and project managers to share ideas about research and didactics related to language learning and teaching. The Conference wants to offer the opportunity for a three-day collaborative and friendly debate which will involve the many members of the Associations of Language Centres in Europe who, thanks to their varied working and geographical backgrounds, will enrich the conference discussions.

It is, indeed, our wish to embrace different perspectives in order to promote in-depth reflection on issues related to the well-being of language students and of University Language Centres. Papers can be delivered in various languages. Keynote speakers. Language Policy Unit - Homepage. Piloting on a new extended version of the illustrative descriptors of the Common European Framework of Reference for Languages (CEFR). Participation until 15 December 2017. Version française Factsheets on education:Tackling today’s challenges together Symposium on The linguistic integration of adult migrants: lessons from research, Strasbourg, 30 March – 1 April 2016.

LIAM Project: . Programme and Book of Abstracts Intergovernmental conference on “The language dimension in all subjects: equity and quality in education". Review of the Language Policy Unit's work over the past six decades: Languages for democracy and social cohesion. Former News Education, mobility, otherness. Linguistic Integration of Adult Migrants - Guide to policy development and implementation, 2014.

The linguistic integration of adult migrants: from one country to another, from one language to another, 2014. Europass Mobilität - europass Mobilitätsnachweis. Nationalagentur Lebenslanges Lernen - Erasmus+ Erasmus+ Durchführung.