Since 1492, European explorers and settlers have tended to ignore the vast diversity of the people who had previously lived here. It soon became common to lump all such groups under the term "Indian." In the modern American world, we still do. There are certain experiences common to the survivors of these tribes. They all have had their lands compromised in some way and suffered the horrors of reservation life.
When the British set foot on the North American continent at Jamestown, they encountered the Powhatan Indians. The Pequots and Narragansetts lived in New England as the Pilgrims and Puritans established a new home. William Penn encountered the Leni Lenape natives while settling "Penn's Woods." Although these tribes have great differences, they are linked linguistically. All of these tribes (or nations) speak an Algonquin language. These Algonkian (or Algonquian) groups were the first the English would encounter as these early settlements began to flourish.
Technically speaking, "Iroquois" refers to a language rather than a particular tribe. In fact, the Iroquois consisted of five tribes prior to European colonization. Their society serves as an outstanding example of political and military organization, complex lifestyle, and an elevated role of women.
On this webpage you will find several open Language textbooks along with supplemental material and a few lecture videos.
The purpose of these discipline specific pages is to display content that might be of interest to faculty who are considering adopting open educational resources for use in their classes. This list of content is by no means exhaustive. The nature of open educational resources is very collaborative and it is in that spirit that we encourage any comments about the content featured on this page or recommendations of content that are not already listed here.
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.
This module represents a discussion of choral diction with particular attention to English and Latin diction. Questions are given to stimulate one's attention to specific diction problems and solutions. References are also provided.
These are source files for all course materials used for JPN101 at Mt. Hood Community College in Oregon.
For all course materials including MP4 audio files and PDFs for students, go to: https://www.mhcc.edu/YokoSatoJapanese/
These sets include simple grammar explanations, dialogues, basic vocabulary and phrases, activities to check learning, and some cultural notes. These might be used for the very first term of college Japanese course as well as for the first year of high school Japanese course. Students can preview the lessons and grasp concepts before class and teachers can use them during the class. They are not written intending for self-study without teachers.
Supplemental material and worksheets include:
Hiragana and Katakana charts; Notes about Hiragana and Katakana writing; Practice words for Hiragana and Katakana spelling; Picture pages for reviewing words and phrases; List of particles and interrogatives; Verb and adjective conjugation charts; In class activity sample.
Upon completion of this course you will be able to :
• Identify and use familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
• Identify and use phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment).
• catch the main point in short, clear, simple messages and announcements.
• read familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
• read very short, simple texts.
• find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables
• read short simple personal letters.
• interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help you formulate what you are trying to say.
• ask and answer simple questions in areas of immediate need or on very familiar topics.
• communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.
• handle very short social exchanges, even though you may not understand enough to keep the conversation going yourself.
• use simple phrases and sentences to describe where you live and people you know.
• use a series of phrases and sentences to describe in simple terms your family and other people, living conditions, your educational background and your present or most recent job.
• write a short, simple postcard, for example sending holiday greetings.
• fill in forms with personal details, for example entering your name, nationality and address on a hotel registration form.
• write short, simple notes and messages.
• write a very simple personal letter, for example thanking someone for something.
This book is intended for readers who have never studied the Middle East, or experts who may wish to fill gaps in their knowledge of the region from other disciplines. Whether for establishing or deepening one's knowledge of the region, these fundamentals are important to know. The languages, cultural, religious and sectarian communities of the region, and selected turning points and influential people in history are starting points for gaining an understanding of the diverse contexts of the region. It isbased on introductoryand graduatecourseson thecontemporaryMiddle East, which the Center's director, Dr. Alam Payind, has been teaching for the past 30 years. The book's co-author,Melinda McClimans,hastaught these and other courses with him, as well as her own,for the past 15years. The material isintendedengage with diverse – even conflicting – culturaland historicalperspectives,andways of perceivingboth Middle Easternandworld historyfrom perspectives within the region. It is not intended to reinforce a monolithic or matter-of-fact perception of the region.For this and many other reasons, images are an important aspect of the knowledge presented. Each chapter starts with links to its image galleries, along with other visual aids and key elements.
Looklex Encyclopedia is a Norway based media whose intent is to introduce and present the diverse countries in North Africa and the Middle East along with their cultures to a predominantly western audience. This resource offers a variety of accredited articles in the fields of education, religion, modern countries, languages, economy, health, politics, ancient civilizations and much more. The encyclopedia also offers an atlas of several civilizations throughout different time periods in addition to travel guides.
This e-book is one of the results of the international project “The Magic of Sound” coordinated by XV. gimnazija, Zagreb, Croatia, with the partners: Devonport High School for Girls, Plymouth, United Kingdom, Justus-von-Liebig Gymnasium, Neußäs, Germany and Colegiul National Moise Nicoara, Arad, Romania. The project was funded by the European Union through the program Erasmus+.
Based on the existing curricula of all participating schools, we produced the teaching/ learning materials which could make education more interesting. As they are independent from the school system, they can be shared and further developed on a broad base.
The developed teaching/ learning materials and methods integrate the teaching of basic skills, as in science, mathematics, literacy and arts, and present strategies on how to simultaneously give students deeper insights into the global picture. They also provide students with the tools to interconnect their knowledge and apply it in different fields, which still presents one of the biggest challenges in education on the overall.
We chose sound as a topic because we found that it can be perfectly integrated in the subject curricula of Physics, Mathematics, Music, Languages, Biology, History and Psychology in all four countries. The sub-topics are organised in four groups around the main subjects - O1: Magic of Music, O2: Sounds in Nature, O3: Sounds of Europe, O4: Theory of Sound- which allowed us to establish a solid basis for the interdisciplinary teaching. In the final sub-topic, O5: The Magic of Sound, the techniques and examples on how to reorganise the materials in an arbitrary context are presented.
The materials are presented in a variety of forms: worksheets, methodological instructions, presentations, videos, quizzes, etc. There are examples of completely developed interdisciplinary units, but there are also shorter pieces that incorporate elements of general knowledge or other subject- specific links which enrich the teaching of a primary subject without overloading it. Some materials include evidence of students’ work.
Most of the materials are given in four languages of the participating countries, all of them in the English language. Topics to be incorporated in the teaching of languages are structured as follows: French is given separately, because it is not one of the four “official” languages, English given only in the sections in English, and German is given in all sections.
Some materials allow students to see the opportunities for future employment within the EU in the context of what has been taught, and to realize that being a part of Europe does not mean losing their identity, but enhance it in many positive ways. Together we are stronger.
- Material Type:
- Lecture Notes
- Lesson Plan
- Teaching/Learning Strategy
- Unit of Study
- Aneta Copić
- Augustini Moraru Romu
- Bernarda Mlinarić
- Biljana Agotić Smital
- Branco Arsenov
- Cristina Puscas
- Csaba Major
- Dana Camenita
- Denise Broadbent
- Eva Špalj
- Fotini Morris
- Hellen Crowther
- Iva Čorak
- Katharina Eymann
- Katherine Little
- Lavinia Pirvu
- Liliana Lavinia Negrila
- Loreana Selišek Butina
- Ovidiu Bodrogean
- Ozana Bijelonjić
- Paul Edwards
- Philipp Denk
- Sandra Markota Sever
- Sanja Antoliš
- Sanja Vučetić
- Sebastian Kirscher
- Virginia Götze
- Zrinka Mavračić
- Date Added:
When languages die, they take away the knowledge preserved in them. At least one language is dying in every second week. Think about the indigenous culture, and cuisine, and weaving techniques, the unique soothing music, the dance forms, and many more that have only been ascribed in a particular language—they are too valuable to lose. We can create a lot with AI, but who does not want to play a digital game or even a board game that is recreated from an indigenous game-play?It’s a great benefit to live in an era that has such powerful digital tools to document and grow languages for many generations that are yet to come. This is probably the right time to think how we can take the advantage of openness—that contains the open source software, the open educational resource, the open processes and communities, and a diverse range of outcomes in open standards—to transform the state of many endangered languages.
This course examines the underlying concepts and theory of database management systems. The course takes the learner through the foundations of database systems, focusing on basics such as the relational algebra and data model, schema normalization. The course focus is mainly on relational data models and relational query operations, together with SQL for data definitions and queries. The course offers a learner an introduction to the design and programming of database system Topics include : Data models, schemas, and Instances; Database language and Interfaces ; Data modeling using the Entity-relationship model ; Relational model concepts; Update operations; Relational algebra and the use of SQL in a programming environment.
The purpose of these PBL units is to provide advanced students of Spanish (generally 3rd and 4th year college students) a series of compelling problems from Spanish culture and society. Each unit introduces a problem that students must solve collaboratively in small teams (4-6) over the course of approximately four weeks, assuming 2-3 class meetings per week. The instructor coaches the teams as they seek to fill gaps in understanding, revise hypotheses to incorporate new knowledge, and craft solutions that recognize various perspectives on the problem. Each unit is based on particular objectives, but the skills and processes students will exercise are the same across all units: collaborative problem solving, self-directed research and synthesis of information, argumentation based on sound evidence, and communication in Spanish.
This is a book written by a community college Spanish instructor. It contains explanations, examples, fill-in-the-blank activities, reading activities, writing activities and speaking activities. The grammar and vocabulary covered in this book are in line with the state-wide accepted goals and objectives for grammar at the 101 level in Arizona. If you would like an editable version of the book, or learn how to make this type of book, feel free to contact me at firstname.lastname@example.org.
This is a basic Spanish textbook that covers basic vocabulary and grammar that aligns with Spanish 102 requirements in the state of Arizona. The book presents grammar and also incorporates reading, writing and speaking activities. If you would like an editable version of the book, or learn how to make this type of book, feel free to contact me at email@example.com.
This book has five chapters with three stories per chapter for a total of 15 units to work with. Each chapter has a small cultural research assignment with extra credit opportunities. It also contains hyperlinks to websites about vacations, food, and more. It is meant to be a supplement to in-class instruction. If you are new to TPRS, check out the methodology before jumping in. Feel free to contact me with any questions that you may have at firstname.lastname@example.org. I have taken care to make this my own work. All images are sited and contain a license that allows them to be used freely in this book. All written material is original.
Students participate in a JiTT activity to read the front pages of two target language newspapers and to report the content to their classmates in the target language. When this exercise is done on a regular basis, it can result in increasing vocabulary and speech fluency.