If you are an elementary immersion teacher who believes that all students can achieve high standards by becoming more effective learners, then this guide is for you. Everything within these pages is premised on the belief that students can become more effective and efficient learners if they are provided the effective learning tools and instructed on how to use them. These tools are learning strategies, that is, the mental processes and actions that students can use to help them complete learning tasks. By becoming familiar with the learning tools, students can improve their language learning abilities. Before we begin our discussion of learning strategies instruction, we provide some general background on elementary immersion programs.

Madinaharabic.com's free language course offers 37 complete lessons (and one partial lesson) out of their planned 100 on classical Arabic (MSA). Each lesson is broken into multiple sections and includes numerous interactive activities and exercises to test students' knowledge. Numerous images are incorporated into the text and every word is accompanied by an audio clip.

This site contains 493 text, audio, and video files, grouped into three categories: structural, which focuses on grammatical issues; lexical, which attempts to build vocabulary; and discourse, which is aimed at increasing verbal fluency. Materials are available from levels "1" which involves one and two word Arabic phrases, through "3," which includes more complicated word activities and full-page readings. Materials also include lesson plans, glossaries and background information.

This is the homepage of Bell High School, which currently offers 3 years of Arabic that meet Language Other Than English (LOTE) standards and can be accepted for placement in the University of California system. The program is designed to take students to an Intermediate-mid level, and they have plans to add a fourth year, which will take students to Advanced-Low. Classes are supplemented with online coursework, and there is a weekend component for heritage speakers. Bell High School is the first school in California to offer Arabic as a Core Class.

Opening the World through Journaling: Integrating Art, Science, and Language Arts teaches children to become keen observers of the natural world by drawing and writing about the plants and animals in situ. In a set of nested exercises, students use games to gain confidence in drawing and writing as a way to gather information. Later, they employ these skills to put together a field guide, make treasure maps, and to write short stories and poems.

The World Digital Library (WDL) makes available on the Internet, free of charge and in multilingual format, significant primary materials from countries and cultures around the world. The principal objectives of the WDL are to:Promote international and intercultural understanding;Expand the volume and variety of cultural content on the Internet;Provide resources for educators, scholars, and general audiences;Build capacity in partner institutions to narrow the digital divide within and between countries.

The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical Subjects contains four strands: Reading, Writing, Speaking and Listening, and Language. These four strands are represented in the National Standards for Learning Languages by the Communication standards (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated. In addition, the standards of the other four goals areas for learning languages ‰ŰŇ Cultures, Connections, Comparisons, and Communities ‰ŰŇ also support and are aligned with the Common Core. These standards describe the expectations to ensure all students are college-, career-, and world-ready.

This space is for anyone interested in teaching English to students of other languages. It's open for others to copy, modify, and/or redistribute for their own purposes.

SMaLL is the intersection of social media and web technology researchers and practitioners for the world language classroom. Share and review resources, tools, activities, and research projects in order to increase professional development and collaboration in this vital area

Wikiotics is a wiki for language instruction materials, where teachers and students from all over the world collaborate on language lessons built from simple multimedia elements.

People, Place, Language and Song explores concepts of place, language and song as they relate to Australian Aboriginal and Torres Strait Islander people and their cultures. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum and NSW syllabus. The unit explores the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

There is great need to understand individuals' functional language abilities, not only in education but in commerce and public policy discussion. The aim is to quantify language use patterns, proficiency, and dominance in the two languages of bilinguals. The Bilingual Language Profile (BLP) is an instrument for assessing language dominance through self-reports that is concise, quick, and easy to use. The BLP is intended to produce a continuous dominance score and a general bilingual profile taking into account a variety of linguistic variables. The BLP is an open and free assessment tool for researchers, educators, and anyone with an interest in assessing language dominance.

An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.

The Kamusi Project is a collaborative work by people all over the world. Together we are working to establish new dictionaries and learning resources for the Swahili language - Kiswahili- both within Swahili and between Swahili and English. Swahili is the most widely spoken African language, with as many as 100 million speakers in East and Central Africa. Swahili is a national language of Tanzania, Kenya, and Uganda, and it is an official language of the African Union. We invite you to become a contributing editor - help refine our lexicon by using our unique Edit Engine, Grouping Tool, and Photo Uploader. Your contributions will be incorporated in the dictionary, and you will be acknowledged on the Participants page, as soon as they are reviewed by the project editor.

An online, video-based methods course focusing on best practices in foreign language education for understanding the language learner.

The volume is designed specifically for language teachers who are turning toward content-based instruction to promote content learning and language learning in their classes. Through the exploration of topics related to civic education, language teachers can help their students master English and simultaneously become more knowledgeable citizens of the world. The combination of improved language skills and increased knowledge can enhance students' studies, work, and ability to become more active and conscientious participants in their communities.

ASL I is an introduction to the naturally existing language widely used by Deaf people in North America. Since ASL is a visual-gestural language, students will need to develop unique communication skills. These consist of using the hands, body, face, eyes and space. In order to achieve progress in this class, it is important to become comfortable communicating with your whole body and listening with your eyes.

ASL II is a sequential course following ASL I, which continues to build knowledge of the naturally existing language widely used by Deaf people in North America. Since ASL is a visual-gestural language, students will need to continue to develop unique communication skills. These consist of using the hands, body, face, eyes and space. In order to achieve progress in this class, it is important to become comfortable communicating with your whole body and listening with your eyes.

ASL III is the third quarter of the first year study of American Sign Language (ASL) and the people who use it. ASL III will enhance the use of ASL grammar and consist of concentrated efforts to develop the studentęs expressive and receptive skills. The course will continue to provide insights into Deaf Cultural values, attitudes and the Deaf community. Now learning more abstract concepts of the language, ASL III students will be able to: narrate events that occurred in the past, ask for solutions to everyday problems, tell about life events, and describe objects. Students will also be able to: demonstrate intermediate finger spelling competency, generate complex ASL structures with intermediate vocabulary knowledge, execute a wide variety of grammatical principles, including classifiers and inflections, adapt to different sign language registers, dialects and accents, and create opportunities to interact with members of the Deaf community.