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Fw: etni Digest V2 #42
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Ask Etni
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Feb 09, 2004 00:02 PST
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----- Original Message -----
From: "David Lloyd" <dav-@etni.org>
To: <etni-post-@topica.com>
Sent: Monday, February 09, 2004 9:59 AM
Subject: Fw: etni Digest V2 #42
----- Original Message -----
From: "FreeLists Mailing List Manager" <ecar-@freelists.org>
To: "etni digest users" <"etni digestsubscribers"@freelists.org>
Sent: Monday, February 09, 2004 9:24 AM
Subject: etni Digest V2 #42
etni Digest Sun, 08 Feb 2004 Volume: 02 Issue: 042
In This Issue:
[etni] FW: [Innovative-Teaching] ITN: Top 10 Online Educator
[etni] Re: debating in English classes
[etni] [FWD: a bit of pre-Purim fun
[etni] [FWD: the real LD plight]
[etni] Re: FW: [content-esl] Study Gives Advantage To Biling
[etni] Re: FW: [content-esl] Study Gives Advantage To Biling
[etni] [FWD: Does anybody know]
[etni] Re: Margarine - soft g
[etni] [FWD: Re: [FWD: electronic dictionaries]]
[etni] [FWD: Re: the real LD plight]]
[etni] Re: Margarine - soft g
[etni] [FWD: Re: electronic dictionaries]
[etni] [FWD: OPTIMISTIC OR HUMOROUS SAYINGS]
----------------------------------------------------------------------
Date: Sun, 8 Feb 2004 08:04:02 -0700
From: as-@etni.org
Subject: [etni] FW: [Innovative-Teaching] ITN: Top 10 Online Educators of
2004
From: "Ellen Hoffenberg-Serfaty JD" <se-@inter.net.il>
To: "'Etni'" <et-@freelists.org>
Subject: FW: [Innovative-Teaching] ITN: Top 10 Online Educators of 2004
Hi everyone,
I am passing along a new feature of the Innovative Teaching Newsletter
list, and Surfaquariuim creator, Walter McKenzie:
Top 10 Online Educators singles out educators from different parts of
the world, and subject areas...
Among them:
A former special ed teacher who features Native American cultures in:
http://www.nativevillage.org/
Former Digital Divide pioneer's (Andy Carvin) new on-line venture:
For lovers of children's literature, the creator of McBookwords:-)
http://www.mcelmeel.com/
And for folks like me who can't be happy without a site-a-day about
students with special educational needs, some great resouces from the
creator of an on-line student support center:
Checklist for reading difficulties:
http://webraft.its.unimelb.edu.au/476696/pub/teaching_strategies/checklist.htm
A terrific model for understanding literacy LD linked to teaching
strategies:
http://webraft.its.unimelb.edu.au/476696/pub/Models/RDmodel_tch_strategies.htm
And reading strategies, linked to assessment tools:
http://webraft.its.unimelb.edu.au/476696/pub/Models/RDmodel_asses_tools.htm
And much, much more. . .
Enjoy!
Ellen Hoffenberg-Serfaty
HTML edition: http://surfaquarium.com/NEWSLETTER/top_ten_2004.htm
PDF edition: http://surfaquarium.com/NEWSLETTER/PDF/top_ten_2004.pdf
------------------------------
From: "Bernd Morlock" <bernd.m-@tesionmail.de>
Subject: [etni] Re: debating in English classes
Date: Sun, 8 Feb 2004 12:17:57 +0100
Dear Sara,
the WSDC (World Schools Debating Championship is taking place in Stuttagrt
at the moment (after Peru 2003, Singapore 2002, South Africa 2001, USA
2000, England 1999, Israel 1998 ...; 2005 will be Canada). You can find more
information about teams, methods and links under
http://www.schoolsdebate.de/ or http://www.schoolsdebate.com/ . Under the
latter address you can join a mailing list.
Regards,
Bernd
| | Date: Sat, 07 Feb 2004 21:07:01 +0200
From: sarag <sar-@netvision.net.il>
Subject: [etni] debating in English class
During a duscussion in my very good 5 point 10th grade class, 2 girls who
were in the states for a few years mentioned debating. The other kids were
interested - and this is something I might want to do with them.
I know there is some sort of group that does this in schools - but I never
thought it would be relevent so didn't save any information.
Could someone send me some relevent links ...
thanks -
sara g
sara g in israel
sar-@netvision.net.il
|
------------------------------
Date: Sun, 8 Feb 2004 08:07:35 -0700
From: as-@etni.org
Subject: [etni] [FWD: a bit of pre-Purim fun
-------- Original Message --------
From: "Candella" <cand-@aquanet.co.il>
Dear Friends,
I thought you might enjoy a bit of pre-Purim fun with your English
classes....
Candy
Subject: UP
There is a two-letter word that perhaps has more meaning than any other
two- letter word, and that is "UP."
It's easy to understand UP, meaning toward the sky or at the top of the
list, but when we waken in the morning, why do we wake UP.
At a meeting, why does a topic come UP?
Why do we speak UP and why are the officers UP for election and why is
it UP to the secretary to write UP a report?
We call UP our friends, we use it to brighten UP a room, polish UP the
silver, we warm UP the leftovers and clean UP the kitchen.
We lock UP the house and some guys fix UP the old car.
At other times the little word has real special meaning. People stir UP
trouble, line UP for tickets, work UP an appetite, and think UP
excuses.
To be dressed is one thing but to be dressed UP is special, and this is
confusing.
A drain must be opened UP because it is stopped UP.
We open UP a store in the morning but we close it UP at night.
We seem to be pretty mixed UP about UP.
To be knowledgeable of the proper uses of UP, look UP the word in the
dictionary. In a desk size dictionary, UP takes UP almost 1/4th the
page and definitions add UP to about thirty.
If you are UP to it, you might try building UP a list of the many ways
UP is used. It will take UP a lot of your time, but if you don't give
UP, you may wind UP with a hundred or more.
When it threatens to rain, we say it is clouding UP. When the sun comes
out we say it is clearing UP. When it rains, it wets UP the earth. When
it doesn't rain for a while, things dry UP.
One could go on and on, but I'll wrap it UP, for now my time is UP, so
I'll shut...
------------------------------
Date: Sun, 8 Feb 2004 08:12:47 -0700
From: as-@etni.org
Subject: [etni] [FWD: the real LD plight]
-------- Original Message --------
From: "Orit Adar" <anat-@012.net.il>
Dear Etniers+ACE-
I am going to vocalize a simplistic explanation for the real LD plight.
Iknow it is simplistic, but comparing students today to students in
this country when I was a kid across the socio-economic lines, I am
convinced there is ONE root cause for the inablitiy to write without
spelling
mistakes and for the poor vocabulary, first of all in Hebrew and secondly in
English.
The name for this is television. The rest is fancy talking.
Orit
Mordechai wrote:
| | Anybody interested a lengthy article about our Dyslexia land which
appeared
in this weekend edition of Haaretz can find it at:
www.haaretz.com/hasen/spages/390825.html
|
------------------------------
Date: Sat, 07 Feb 2004 15:16:47 +0200
From: michele ben <ben-@internet-zahav.net>
Subject: [etni] Re: FW: [content-esl] Study Gives Advantage To Bilingual
This study discusses bilingual education. We do not practice bilingual
education wherein school is conducted in one language half the day and in a
second language the other half of the day. I can't think of a more
detrimental
approach to reading acquisition in Hebrew than to try and teach reading in
English at the same time. The phonetic and phonemic structures of the two
languages are totally different, not to mention the different characters and
the
different directions in which the languages are written.
Michele Ben
Lev wrote:
| | **** ETNI on the web http://www.etni.org.il http://www.etni.org ****
Education Week
American Education's Newspaper of Record
February 4, 2004
Study Gives Advantage
To Bilingual Education
Over Focus on English
By Mary Ann Zehr
Education Week
Bilingual approaches are more effective than English-only methods in
teaching children who speak other languages to read in English, concludes
|
a
| | review of 30 years of studies on programs for English-language learners.
"Effective Reading Programs for English Language Learners; A Best-Evidence
Synthesis" is available from The Center for Research on the Education of
Students Placed at Risk. (Requires Adobe's Acrobat Reader.)Robert E.
|
Slavin,
| | a Johns Hopkins University researcher and the chairman of the Success for
All Foundation, said he intends to change how he advises schools to teach
reading to English-language learners as a result of the review.
Bilingual education has a particularly positive effect, say Mr. Slavin and
Alan Cheung, a research scientist at the Baltimore-based Success for All
Foundation, when students are taught to read both in their native
|
languages
| | and in English at the same period in their lives, though at different
|
times
| | in a single day. Their study calls that approach a "paired-bilingual
program." It differs from many bilingual education programs that postpone
teaching children to read in English until they've learned to read in
|
their
| | native languages.
In the past, the Success for All Foundation, which provides reading
|
programs
| | in both English and Spanish, has remained neutral on whether schools
|
should
| | teach students to read in English or Spanish, Mr. Slavin said. But now, he
said, he will give educators using the Success for All program a copy of
|
the
| | new study and recommend they include some native-language instruction with
English-language learners if they have the option.
Mr. Slavin and Mr. Cheung are among a number of researchers who have
compared the effectiveness of bilingual education and English-only
instruction.
Differing View
Most researchers shared the conclusion of Mr. Slavin and Mr. Cheung: The
|
use
| | of native-language instruction in reading has an edge over using only
English.
In a 1996 review of studies comparing both approaches, however, Christine
|
H.
| | Rossell, a political science professor at Boston University, and Keith
Baker, an education consultant who is now retired, concluded that
English-only methods are better.
Mr. Slavin last week faulted the methodology of the Rossell- Baker study,
|
as
| | well as some other researchers' work, citing the use of low standards in
selecting studies and the application of inconsistent standards.
Ms. Rossell stands by her findings. She contends that Mr. Slavin
|
erroneously
| | excluded some worthy studies. Still, she acknowledged last week that if
|
she
| | were to redo that review, she would omit two or three of the studies that
she had selected. For example, she would eliminate studies of programs
|
that
| | lasted for less than a year.
At the same time, Ms. Rossell noted that Mr. Slavin's work didn't
|
duplicate
| | the review that she conducted with Mr. Baker because Mr. Slavin had
|
selected
| | only 17 studies as meeting his criteria, while they had chosen 72.
Mr. Slavin said that the studies the Slavin-Cheung analysis examined were
much more conclusive collectively than he had expected them to be,
|
however,
| | given the continual debate over the subject. "The high-quality evidence
|
was
| | pretty consistent either in saying that bilingual education methods were
more effective or there was no difference," he said.
##### To send a message to the ETNI list email: et-@freelists.org
|
#####
| | ##### Send queries and questions to: as-@etni.org #####
|
------------------------------
Date: Sun, 08 Feb 2004 14:43:08 +0200
From: Lev <lab-@netvision.net.il>
Subject: [etni] Re: FW: [content-esl] Study Gives Advantage To Bilingual
My perception was different. I assumed that Slavin was discussing whether
teachers should only use English during EFL/ESL lessons, or intersperse it
with utterances in their pupils' L1.
I'm no expert in teaching reading, and have no opinion of my own on the
matter. The reason why I forwarded the article to the list was to initiate a
discussion dealing with the use of L1 (or LL1, in many cases) while teaching
EFL to learners who already can read. In this area, a healthy and sensible
combination of the use of English and LL1 in the classroom is probably more
efficient that the English-only approach.
Of course it all depends. When certain concepts are too hard to grasp in
English, I do my best to explain them in my learners' native languages
(Hebrew, Russian, or Spanish - even though my Spanish is quite rudimentary);
they seem to appreciate it a lot, and it seems to be saving a lot of time
that would otherwise be wasted unproductively. In other situations, when I
feel that switching to L1 would not contribute to the lesson, I continue
using English as instruction language.
I do not believe there is any fundamental difference between EFL and ESL
contexts as regards the choice of language of instruction. This is mostly
gut feeling - I have never done any research on that, and cannot support my
opinion with any hard data. It would be quite interesting to hear what
others feel about it, what instructional choices they make, and what
empirical evidence they have come across that would support either view. Any
links to research studies?
Best -
Lev Abramov
--------------------------------------------------------------------------
Opinions differ; this is what makes the horce-races.
--------------------------------------------------------------------------
-----Original Message-----
From: michele ben [mailto:ben-@internet-zahav.net]
This study discusses bilingual education. We do not practice bilingual
education wherein school is conducted in one language half the day and in a
second language the other half of the day. I can't think of a more
detrimental approach to reading acquisition in Hebrew than to try and teach
reading in English at the same time. The phonetic and phonemic structures
of the two languages are totally different, not to mention the different
characters and the different directions in which the languages are written.
Michele Ben
Lev wrote:
| | Education Week
American Education's Newspaper of Record
February 4, 2004
Study Gives Advantage
To Bilingual Education
Over Focus on English
|
------------------------------
Date: Sun, 8 Feb 2004 08:15:10 -0700
From: as-@etni.org
Subject: [etni] [FWD: Does anybody know]
-------- Original Message --------
Subject: Does anybody know
From: "Steve & Alisa Glickman" <glic-@zahav.net.il>
what the requirements for the new three point bagrut test are?
Are the kids required to do a project and be tested on it by their
teacher orally?
What will their "tziyun shnati" consist of?
Do they have to hand in book tasks ? How many? Will they be a part of
their oral test?
With so many questions about the NBA I feel lost. Sorry.
Aliza
------------------------------
Date: Sat, 07 Feb 2004 09:00:46 +0200
From: Barry <bari-@netvision.net.il>
Subject: [etni] Re: Margarine - soft g
Margarine comes from the Arabic, as do Pajama, Jamboree, Marjoram and Jorra.
It was orijinally spelled with a Jah.
Marjinally yours,
/ Dick Duck
------------------------------
Date: Sun, 8 Feb 2004 08:19:31 -0700
From: as-@etni.org
Subject: [etni] [FWD: Re: [FWD: electronic dictionaries]]
-------- Original Message --------
Subject: Re: [etni] [FWD: electronic dictionaries]
From: "Roni" <ron-@012.net.il>
Franklin is the best for 5 pointers only. because of the extra information
it provides (sample sentences) it slows down the process of getting the
translation which is bad for weaker pupils who don't benifit from the
english definition anyway.
Romtech steimatsky is the cheapest one that is reasonably good. It is
sturdy and has a large keyboard and screen. which also makes it the heaviest
one.
the pupils carry a lot anyway in their bags.
the Texton is the best one for four pointers and less, small but with a lot
of definitions and past tense verbs and phrasal verbs. it's more expensive
than the romtech but cheaper than the franklin.
The latest one, oximate has a lot of options and is very small. good for
high-level students who can figure out how to use it and can handle a tiny
keyboard. the tiny keyboard can be a real problem for some.
good luck!
naomi epstein
any dictionary that has 5 languages or is also an organizer is NOT GOOD.
Debby wrote:
| | | | Can anyone recommend a good electronic dictionary? It would be
appreciated... Many thanks - Debby
|
|
------------------------------
Date: Sun, 8 Feb 2004 23:34:22 -0700
From: as-@etni.org
Subject: [etni] [FWD: Re: the real LD plight]]
-------- Original Message --------
Subject: Re: [etni] [FWD: the real LD plight]
From: "sarag" <sar-@netvision.net.il>
This answer is too simplistic. I am intelligent (I think), grew up without
a lot of TV , and can't spell in English (went to school in the states until
6th grade) or in Hebrew (school from 7th grade on.)
So there are people who really are LD. (OK, not 47% of the classes in ramat
aviv...) God Bless Spellcheckers!
sara g in israel
sar-@netvision.net.il
Orit wrote:
| | I am going to vocalize a simplistic explanation for the real LD plight.
Iknow it is simplistic, but comparing students today to students in
this country when I was a kid across the socio-economic lines, I am
convinced there is ONE root cause for the inablitiy to write without
spelling mistakes and for the poor vocabulary, first of all in Hebrew
and secondly in English.
The name for this is television. The rest is fancy talking.
|
------------------------------
From: "Gary Zone" <gary_-@hotmail.com>
Subject: [etni] Re: Margarine - soft g
Date: Sun, 08 Feb 2004 16:24:56 +0000
| | Margarine comes from the Arabic, as do Pajama, Jamboree, Marjoram and
Jorra.
It was orijinally spelled with a Jah.
Marjinally yours,
/ Dick Duck
|
Well, I'll be. Dicky, you are a slippery duck. Too much margarine perhaps.
Checking on Merriam-Webster online, however, I get:
Main Entry: mar·ga·rine
Pronunciation: 'mär-j&-r&n, -"rEn; 'märj-r&n
Function: noun
Etymology: French, ultimately from Greek margaron pearl, probably
back-formation from margaritEs
: a food product made usually from vegetable oils churned with ripened skim
milk to a smooth emulsion and used like butter
This is not to say that, if the above is correct, that the Greek didn't
originate from Arabic.
Ver vayst?
Gary
Calgary
_________________________________________________________________
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------------------------------
Date: Sun, 8 Feb 2004 23:39:53 -0700
From: as-@etni.org
Subject: [etni] [FWD: Re: electronic dictionaries]
-------- Original Message --------
Subject: Re: [etni] [FWD: Re: [FWD: electronic dictionaries]]
From: "susan kotlar" <suko-@yahoo.com>
what about the oxford milonit?
Naomi wrote:
| | Franklin is the best for 5 pointers only. because
of the extra information it provides (sample
sentences) it slows down the process of getting the
translation which is bad for weaker pupils who don't
benifit from the english definition anyway.
Romtech steimatsky is the cheapest one that is
reasonably good. It is sturdy and has a large
keyboard and screen. which also makes it the
heaviest one.
the pupils carry a lot anyway in their bags.
the Texton is the best one for four pointers and
less, small but with a lot of definitions and past
tense verbs and phrasal verbs. it's more expensive
than the romtech but cheaper than the franklin.
The latest one, oximate has a lot of options and is
very small. good for high-level students who can
figure out how to use it and can handle a tiny
keyboard. the tiny keyboard can be a real problem
for some.
|
------------------------------
Date: Sun, 8 Feb 2004 23:41:09 -0700
From: as-@etni.org
Subject: [etni] [FWD: OPTIMISTIC OR HUMOROUS SAYINGS]
-------- Original Message --------
Subject: OPTIMISTIC OR HUMOROUS SAYINGS
From: "Barry" <bari-@netvision.net.il>
HELLO ALL, AND THANKS A HEAP, THE SOUP IS WONDERFUL.
I HAVE JUST HAD A REQUEST FOR A LIIST OF THOSE CUTE LITTLE QUIPS AND
SAYINGS THAT GO AROUND THE NET AND LAND ON REFRIGERATORS
A FRIEND OF MINE ABROAD NEEDS THEM IN A HURRY TO IMPRESS THE PEOPLE HE
WORKS WITH AND GET APPOINTED TO SOME POSTION.
THIS IS SOMEONE WHO COULDN'T EVEN BE BOTHERED TO SEE ME WHEN I WAS IN
WINNIPEG, SO DON'T SWEAT IT.
BARRY
------------------------------
End of etni Digest V2 #42
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