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- Rassias methods (2)
- Reform in Spain (2)
- Spanish linguistics (2)
- St. Teresa de Avila (2)
- Teaching culture using senses (2)
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Articles 1 - 30 of 52
Full-Text Articles in Education
Flarr Pages #69: Teaching The College Survey Of Literature Course, Thomas C. Turner
Flarr Pages #69: Teaching The College Survey Of Literature Course, Thomas C. Turner
FLARR Pages
The following is a summary, in categorized form, of a discussion which took place at the Fall Conference of FLARR on October 9, 2010 at Concordia College, Moorhead, on the teaching of"the college literature survey course," along with additional information submitted later by e-mail. Some questions to stimulate thinking were distributed initially to the participants (see below-they will still be useful in discipline discussions).
Flarr Pages: Volume 2, Pages 44-68, Foreign Language Association Of The Red River
Flarr Pages: Volume 2, Pages 44-68, Foreign Language Association Of The Red River
FLARR Pages
FLARR Pages is the journal of The Foreign Language Association of the Red River of the North, an organization consisting of regional public school and private school faculty as well as faculty from Minnesota State University Bemidji, Concordia College, Minnesota State University Moorhead, North Dakota State University, the University of Minnesota Morris, the University of North Dakota, and the University of Winnipeg.
Flarr Pages #68: Autobiography And Travel: Motivation For Writing In World Languages Classes, Thomas C. Turner
Flarr Pages #68: Autobiography And Travel: Motivation For Writing In World Languages Classes, Thomas C. Turner
FLARR Pages
My idea for motivating compositional skill is to have students write about questions that they will surely be asked when they travel, especially, in my classes, when they travel to Latin America and Spain Students are most commonly asked about their families; about studies and future plans; about jobs, which are usually Summer jobs; and shortly thereafter about their views on love, courtship, and marriage. I have students write composition about these topics, drafts to be revised three times,and then students arrange the statements on one page, front and back. with illustrations. I then laminate the page for them and …
Flarr Pages #62: Using Songs To Teach Grammar And Generate Discussion In The Classroom, Cecilia Mafla-Bustamante
Flarr Pages #62: Using Songs To Teach Grammar And Generate Discussion In The Classroom, Cecilia Mafla-Bustamante
FLARR Pages
Throughout my nearly three decades of teaching language (Spanish and English), I have experienced that students absolutely love the use of songs in the classroom to learn vocabulary, grammar, pronunciation, as well as engage in great discussions. Songs provide good models of pronunciation, authentic language, topics of interest, and impetus for discussion of controversial issues in the classroom. Songs present topics students can identify with, so they enjoy participating in the pre-song activities, listening, singing, and post-song discussion. . Because of the repetition of verses and the use of rhyme, the meaning and sounds are retained longer, helping students to …
Flarr Pages #57: Culture In The Stars: Signs Of The Zodiac In Language Courses, Richard Stanley
Flarr Pages #57: Culture In The Stars: Signs Of The Zodiac In Language Courses, Richard Stanley
FLARR Pages
Most students know their astrological sign, but few realize that the signs of the zodiac have very deep roots in ancient Mediterranean/Middle Eastern culture. Since foreign language courses include units on the calendar and time, information about the zodiac can enrich in-class discussions of these topics with interesting cultural, linguistic, and scientific material. The examples included here can be adapted by using specific words in the target language. An added advantage is that students learn not only signs but some animal names as well.
Flarr Pages #58: From O Grove To Oak Grove Or From The Faro De Vigo To The Fargo Forum, Benjamin Smith
Flarr Pages #58: From O Grove To Oak Grove Or From The Faro De Vigo To The Fargo Forum, Benjamin Smith
FLARR Pages
At Minnesota State University Moorhead, a course is offered for 3rd year students that centers on Spanish culture. The goal of this course is to explore the country of Spain in a way that students become interested in what their civilization has contributed to global culture in humanistic, scientific, artistic, and historical advancements. We explore Spanish linguistics from its origins in Latin, Arabic and Greek. We watch demonstrative films of the beautiful landscape and the people's diversity and personality. Not a detail is left out of the day to day culture pertaining to the cuisine, the wine culture, the agriculture, …
Flarr Pages #59: Vive La Gastronomie! A New Club For Your School, Veronique Walters
Flarr Pages #59: Vive La Gastronomie! A New Club For Your School, Veronique Walters
FLARR Pages
While teaching, I realized a couple of years ago, that both my students and I enjoyed discussions about food and that they never missed a dinner at my home if invited. So, I decided to start the "Gastronomie club". The concept is rather simple: students pick French or francophone recipes~ buy the groceries, come to my house, cook diner and eat it.
Flarr Pages #55: Teaching Curzio Malaparte's The Skin: Life Is Not Always Beautiful, Victor Berberi
Flarr Pages #55: Teaching Curzio Malaparte's The Skin: Life Is Not Always Beautiful, Victor Berberi
FLARR Pages
Anxiety over whether or not to teach literary works that may be deemed offensive is not limited to the perennial example of Conrad's Heart of Darkness. This problem is felt at least as keenly by foreign language teachers, who act as ambassadors of cultures even less familiar to our students than the former British Empire. In deciding whether to assign Curzio Malaparte's novel The Skin (La Pelle, 1949) in a recent course on Italian civilization through literature and film, I was hesitant for a number of reasons.
Flarr Pages #54: Isn't Culture A Blast!, Andre Lebugle
Flarr Pages #54: Isn't Culture A Blast!, Andre Lebugle
FLARR Pages
No abstract provided.
Flarr Pages #52: The Language Of Medieval Mystics: Teaching With Hildegard Of Bingen And Catherine Of Siena, Jennifer Deane
Flarr Pages #52: The Language Of Medieval Mystics: Teaching With Hildegard Of Bingen And Catherine Of Siena, Jennifer Deane
FLARR Pages
Between roughly the years 1050 and 1500, a flowering of new spiritual expressions, forms and ideas took root in western Europe. One of these was mysticism,. the belief that one can achieve direct consciousness of (and connection with) the divine through contemplation, intuition and meditation. The compelling stories and writings of medieval female mystics such as Hildegard of Bingen (1098-1179) and Catherine of Siena (1347-1380) offer unique ideas, images and topics for German, Italian and Latin language instruction.
Flarr Pages #53: Teaching Larra: Approaches And Student Reactions, Thomas C. Turner
Flarr Pages #53: Teaching Larra: Approaches And Student Reactions, Thomas C. Turner
FLARR Pages
Mariano Jose de Lana was one of Spain's finest journalist of the early nineteenth century. I teach a entire half semester on Lana in a course on reform in Spain. Today's students are still interested in the subject of reform and they do, predictably, compare Larra 's recommendations with what they see on their own trips to Spain as well as with similar issues in 21st century United States culture. As a framework for the course, four basic approaches were designed, which were also the topics for a take--home, mid-term exam.
Flarr Pages #65: The Role Of Teachers In Russian Society, Darima Budaeva
Flarr Pages #65: The Role Of Teachers In Russian Society, Darima Budaeva
FLARR Pages
I would like to speak about the role of a teacher in the Russian society for the last 20 years. I will tell you about positive and negative events which have been taking place in Russian educational system since 1980's.
Flarr Pages #44: Uses Of Imovie, Brenda Romereim
Flarr Pages #44: Uses Of Imovie, Brenda Romereim
FLARR Pages
Need a new idea to involve technology and fun? Using the Macintosh "iMovie" program or other movie making software, students can create movies in Spanish. You can use any topic to make a movie and the choice aspect is very attractive to students.
Flarr Pages #45: Teaching Teresa: Some Considerations And Suggestions, Part I, Thomas C. Turner
Flarr Pages #45: Teaching Teresa: Some Considerations And Suggestions, Part I, Thomas C. Turner
FLARR Pages
St Teresa of Avila.(1515-1582), since 1970 a Doctor of the Church, founder of the discalced Carmelite Order of Spain, is perhaps the most important figure of Spanish mysticism. She was, as well. despite almost insurmountable resistance, one of the greatest reformers of Spain. Her success was remarkable and she still serves as a model for women of today, with her "determination" to get things done in a male ·dominated world. The purpose of this article is to offer some considerations and suggestions for teaching certain aspects of St Teresa's life and times. Sources are recommended.
Flarr Pages #46: Teaching Teresa: Some Considerations And Suggestions, Part Ii, Thomas C. Turner
Flarr Pages #46: Teaching Teresa: Some Considerations And Suggestions, Part Ii, Thomas C. Turner
FLARR Pages
St Teresa of Avila.(1515-1582), since 1970 a Doctor of the Church, founder of the discalced Carmelite Order of Spain, is perhaps the most important figure of Spanish mysticism. She was, as well. despite almost insurmountable resistance, one of the greatest reformers of Spain. Her success was remarkable and she still serves as a model for women of today, with her "determination" to get things done in a male ·dominated world. The purpose of this article is to offer some considerations and suggestions for teaching certain aspects of St Teresa's life and times. Sources are recommended.
Flarr Pages #47: Etymology In The Foreign Language Classroom, Richard Stanley
Flarr Pages #47: Etymology In The Foreign Language Classroom, Richard Stanley
FLARR Pages
No abstract provided.
Flarr Pages #48: Multi-Media In The Foreign Language Classroom: Let's Get Organized!, Kathryn Droske
Flarr Pages #48: Multi-Media In The Foreign Language Classroom: Let's Get Organized!, Kathryn Droske
FLARR Pages
No abstract provided.
Flarr Pages #49: Las Madres Takes On A New Meaning For Bemidji State University Students Who Travel To Argentina, April Larson
Flarr Pages #49: Las Madres Takes On A New Meaning For Bemidji State University Students Who Travel To Argentina, April Larson
FLARR Pages
No abstract provided.
Flarr Pages: Volume 1, Pages 1-43, Foreign Language Association Of The Red River
Flarr Pages: Volume 1, Pages 1-43, Foreign Language Association Of The Red River
FLARR Pages
During Spring and Fall conferences of FLARR, since the Fall of 1994 (the organization holds joint meetings with MCTLC in the Spring), 159 presentations were were delivered. Of those talks, about one quarter were submitted to FLARR Pages and appear now in Volume #1. The journal articles are a sampling of the issues and concerns of the past decade. They represent, as do all the presentations (see Appendix A), the innovative ways in which faculty have responded to current demands and challenges of teaching, research, service, programming, and many other areas of professional life, both in the public schools and …
Flarr Pages #35: Let Your Fingers Do The Talking, Andre Lebugle
Flarr Pages #35: Let Your Fingers Do The Talking, Andre Lebugle
FLARR Pages
There are gestures and facial expressions that replace words and are immediately understood by natives of each country. The same signs may exist in another culture and have different meanings. Although these cultural traits are very simple, they must be performed very accurately; otherwise they are as meaningless as a mispronounced word.
Flarr Pages #36: Tomfoolery: Humor In The Classroom, Thomas C. Turner
Flarr Pages #36: Tomfoolery: Humor In The Classroom, Thomas C. Turner
FLARR Pages
It is traumatic for some college students to leave their parents, to say those final goodbyes. But we suspect that even more than parents student miss ... their pets! Below are two exercises, the first on preterites and imperfects (see drawings on back of page) and the second on comparisons.
Flarr Pages #38: Spanish: Me Llamo O Me Yamo? Survival Of The Phoneme /L/ (Ll) In Andean Countries, Jacqueline Alvarez
Flarr Pages #38: Spanish: Me Llamo O Me Yamo? Survival Of The Phoneme /L/ (Ll) In Andean Countries, Jacqueline Alvarez
FLARR Pages
No abstract provided.
Flarr Pages #39: Perceptions Of Foreign Language Education In The Rural High School, Mara M. Gust
Flarr Pages #39: Perceptions Of Foreign Language Education In The Rural High School, Mara M. Gust
FLARR Pages
This study was conducted by the foreign language instructor of a rural school district in Northwestern Minnesota. The population of the high school (grades nine through twelve) is 144 students. The racial composition of the district is nearly 100% white. The district is classified as "low-income" with 41.3% of the district's children qualifying for free or reduced hot lunch. Of the most recent three classes, an average of 39% of graduates planned to attend a four-year college, 37% planned to attend a two-year college, and 24% planned to enter the work force. This study evolved from the observation by the …
Flarr Pages #37: Spanish: Me Llamo O Me Yamo? Survival Of Phoneme /L/ (Ll) In Andean Countries, Jacqueline Alvarez
Flarr Pages #37: Spanish: Me Llamo O Me Yamo? Survival Of Phoneme /L/ (Ll) In Andean Countries, Jacqueline Alvarez
FLARR Pages
The phoneme /1/ (as calle=street, apellido=last name, Have= key or caballo= horse) has disappeared in many zones of Spanish America to give place to the "yeismo", a linguistic phenomenon characterized by the predominance of the /y/ over other phonemes like /1/. Because of this, the word calle is pronounced caye, apellido=apeyido, Ilave=yave and caballo=cabayo.
Flarr Pages #41: Foreign Language In The Rural High Schools, Mara M. Gust
Flarr Pages #41: Foreign Language In The Rural High Schools, Mara M. Gust
FLARR Pages
No abstract provided.
Flarr Pages #40: Foreign Language In The Rural High Schools (Continued), Mara M. Gust
Flarr Pages #40: Foreign Language In The Rural High Schools (Continued), Mara M. Gust
FLARR Pages
No abstract provided.
Flarr Pages #31: Review Time, Andre Lebugle
Flarr Pages #31: Review Time, Andre Lebugle
FLARR Pages
In my first-year French classes, on the day before a test, I usually spend forty to fifty minutes reviewing. Since the students have learned a lot of new material over a period of perhaps two weeks, their knowledge may need refreshing. There are a number of exercises one can do and it is advisable to review as much as possible and resort some of the time to questions similar to those in the upcoming tests. The quickest way to review effectively is through very simple translation into the target language.
Flarr Pages #29: Writing At The Intermediate And Advanced Levels, Andre Lebugle
Flarr Pages #29: Writing At The Intermediate And Advanced Levels, Andre Lebugle
FLARR Pages
Writing in a foreign language is a demanding task, and students should therefore be thoroughly prepared for it. They may be given vocabulary and expressions to study in advance, . but this is of limited usefulness. Reading a story on which their narrations will focus will reap more benefits. Since language learning is based on imitation, reading is a prerequisite to writing.
Flarr Pages #24: Nahuatl Contributions To English And Spanish, Part Ii, John F. Schwaller
Flarr Pages #24: Nahuatl Contributions To English And Spanish, Part Ii, John F. Schwaller
FLARR Pages
No abstract provided.
Flarr Pages #23: Nahuatl Contributions To English And Spanish, Part I, John F. Schwaller
Flarr Pages #23: Nahuatl Contributions To English And Spanish, Part I, John F. Schwaller
FLARR Pages
Nahuatl is the language of the Aztecs, and other Central Mexican peoples. At the time of the Spanish conquest it was easily one of the most widely spoken native languages of the Americas, with a geographical extent from what is now the northern reaches of Mexico to the southern border of Nicaragua. It continues to be widely spoken in Mexico and ranks as the most common native language in that country, with approximately a million speakers. It is part of a larger language family called the Uto-Aztecan family that includes North American Indian languages such as Shoshone and Ute, spoken …