The National Board for Professional Teaching Standards (NBPTS) has organized the standards for accomplished teachers of English as a new language into nine standards, which are presented in this report: (1) Standard I: Knowledge of Students; (2) Standard II: Knowledge of Culture and Diversity; (3) Standard III: Home, School, and Community…

Two marketing games are described, "Le Marche Francais" and "El Mercado: The Mexican Market Comes to Life in the Spanish Classroom." Both are patterned after a published game entitled "Market: A Simulation Game." The adaptation in each instance relied on simplifying the original game and presenting it in a form understandable to middle school…

In the fall of 1996, the State Board of Education adopted "Vermont's Framework of Standards and Learning Opportunities." In 2000, the standards were formally revised and again adopted by the State Board. In the summer of 2004, another chapter in the standards, "Grade Expectations for Vermont's Framework of Standards and Learning…

This manual was prepared to instruct the language teacher on concepts of French culture to be taught in a beginning French class to students of any age. The cultural concepts are cross-referenced and intended to be used with five of the most widely used French texts. Certain deeper cultural concepts are meant to be used for longer unit…

A set of six programmed culture assimilators, written in English for use in French classes at all levels, is presented. The assimilators do not deal with specific classroom activities but rather with Mary's activities outside class. The assimilators are entitled: Having Breakfast, Taking the Bus, In the Latin Quarter, Lunch in a Cafe, In the…

Discusses some practical ways in which mail-order catalogues may be used in teaching English as a second language in order to promote vocabulary acquisition, induce cultural awareness, and encourage conversation in English. (Author/CFM)

Eight culture capsules describing various aspects of French housing are presented. Each capsule includes a French-American contrast and gives ideas for classroom presentation and student activities. The capsules deal with: le logement, les immeubles, les exterieurs, la minuterie, les portes, la salle de bain, le refrigerateur, and culture grains…

The teacher's manual for the Aymara materials includes: phonology exercises, for use in improving pronunciation when needed; indexes of all volumes, including cross-indexes; grammatical, pedagogical, and cultural notes for each unit; supplementary exercises, concentrating on verb forms and material essential to the mastery of these forms; answer…

Notes that beginning foreign language learner-readers lack linguistic and cultural knowledge assumed in foreign language literary texts, gaps often resulting in possible "mismatches" between the readers' actual cognizance of linguistic and cultural norms and the level of understanding assumed in the foreign text. (40 references) (Author/CK)

The hypothesis underlying this volume is that certain cultural facts are necessary to understand and use a language correctly. The book was prepared to instruct the language teacher on concepts of Spanish and Latin American (chiefly Mexican) culture to be taught in a beginning Spanish class. The concepts are cross-referenced to be used with five…

This booklet consists of a list of instructional objectives and a content outline for the beginning and intermediate levels of the Montgomery County (Maryland) public ESL program. The publication was prepared to identify performance objectives and to provide guidelines for teachers and administrators, both for teaching and for forming realistic…

This compilation is intended to provide a comprehensive collection of nonprescriptive learning outcome statements for second language instruction. Included are statements of what students can know and can do in the major content areas of second language learning, and in the areas in which second language relates to values education, basic…

This is the third text in a series of Mandarin Chinese learning texts. It continues with the theme of learning to communicate in various forms, emphasizing in this text on going to and coming from places. Contents include: (1) Acknowledgments; (2) Introduction; (3) Unit Four, Going Places and Doing Things; (4) Appendices; and (5) Introduction to…

This guide, in parallel English and Spanish volumes, provides information necessary for implementing bilingual/multicultural programs. Section 1 defines and describes the bilingual approach, examining instructional goals, rationale, philosophical justification, legal foundations, and practical considerations. Section 2 discusses attitudinal…

This list of minimal competencies for foreign language teachers is broken down into the following categories: (1) practical command of the foreign language, (2) language analysis, (3) culture, (4) teaching-learning process, and (5) professional. Each category has three parts: competence, indicator (a brief description of the activity or ability by…