This is a program designed to teach individuals different language scripts, among which Arabic is included. It is an exam/game designed to test whether or not the student understands the sound the letters make; an Arabic letter is shown, and students must click on the corresponding sound in English. It is available for standalone Arabic letters, ligatures, and numerals. The game keeps track of the percentage of correct inputs scored. Different transliteration options are available. Scroll down the table to see the row for Arabic links.

A Google Doc that links to several IWLA resources of interest to Iowa based World Language teachers.

An intermediate integrated skills textbook for adult English learners. Appropriate for adult education and beginning level community college English learners.

This set of multimedia materials uses a human body systems approach to English language learning. This curriculum includes interactive reading and vocabulary practice, communicative activities, video lectures, and personal reflection.

All of the materials focus on public health information, foundational health science and the language of healthcare. While you develop your English skills, you will also gain foundational knowledge that will help you in your future health education.

For those of you who are reading a printed version of this resource, here is the URL for the digital version of his text. In the digital version, there are live links to all of the online activities, including videos, Quizlet practice, and articles.

https://docs.google.com/document/d/1WXrWGR3ckit0Il60a3fH_o2aYcNAyeqJFBTbRe_-lyU/edit?usp=sharing

Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

Throughout this unit, students test pushes and pulls. They apply their understanding of forces to solve an engineering problem to design a game that requires players to move their tennis ball within given rules.

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.

The content is related to an aspect of building or maintaining a Civil Society— topics that affect students' personal or professional lives on a daily basis. Each chapter has four basic parts, including a brief background on and discussion of the topic(s) presented, classroom activities designed for a lower intermediate class (but which can be adapted to a more advanced level), other resources for authentic materials (internet, books, videos, etc.), and references for what has been presented. Paradigms, theories, and techniques have been developed to aid the instructors in their tasks. Techniques such as scaffolding help to make the content more accessible to the student. Theories such as learning strategies and multiple intelligences help instructors to appropriately design their lessons for maximum benefit to each student's own academic culture. Choices of activities such as reading, discussion, and interviews aid the instructor to focus on strengthening the students' basic language skills (listening, speaking, reading, and writing) in an integrated way that will foster communication and promote the students' self-reliance in the target language.

This unit is written for high school French 3 and 4, and it focuses on interpreting historical events while building up background knowledge. It creates an overall awareness about the French-speaking world rather than memorizing grammar structures and rules often emphasized in language learning. Our curriculum is designed to give the teachers leniency to expand and use history, art, culture, and cross-disciplinary topics. Students in French 3 and 4 can explore various themes independently – under the overarching themes of contemporary and standardized French language teaching. As students move from levels 1 and 2 to 3 and 4, the task difficulty increases as students go through stages of second language acquisition. Precisely, in levels 1 and 2, our curriculum, although thematic, focuses more on vocabulary, which is often contextualized. Hence, in French 3 and 4, the tasks become more cognitively demanding. The context becomes less evident as we go from conversational scenes to interpreting facts, giving opinions, and expressing thoughts in speaking and writing.

Help Spanish-speaking English-language learners unlock the mysteries of their new language by using a bilingual book to recognize unfamiliar words and construct meaning from the text.

Updated list of free design resources for use by educators. Includes links to photo, illustration, design, and icon resources

¡Listos! is a series of units for Heritage Spanish learners in grades 6-12. Three lessons aligned to the K12 Texas Essential Knowledge and Skills (TEKS) form four thematic clusters. Relevant scenarios related to personal life, college tasks, career readiness and civic participation frame each lesson and increase student engagement by making learning authentic and relevant to real issues that students face. Each lesson identifies an intermediate or advanced proficiency target that supports language acquisition in the interpersonal, interpretive and presentational modes. The project also provides teachers with a replicable approach to lesson design for adapting or creating their own materials.

'Lived History' documents the making of the Wind River Virtual Museum, a high definition archive of Eastern Shoshone and Northern Arapaho ancestral artifacts. In the accompanying lesson plan (found in the Support Materials) students will learn from the time when Europeans first traveled in North America, they took collectors' interest in the arts, weaponry and attire of Native Americans. Sometimes they purchased artifacts, sometimes they stole them, and sometimes they killed for them. Over the years, pipes, war bonnets, cradle boards and parfleches accumulated in museums. The method of acquisition was often forgotten; exact historical documentation was often difficult. Many of the artifacts have perished or deteriorated over time. Many ancient artifacts remain in the vaults and display cases of museums far from their place of origin or the people who might best explain and appreciate them.

"Lived History" documents the creation of the 'Wind River Virtual Museum'—an archive of high definition images of ancestral artifacts created with guidance from Wind River tribal elders. Items like nineteenth century amulets, bags, drums, ceremonial headdresses and robes, everyday clothing, medicine related objects, hunting apparel, moccasins, and other meaningful objects were brought out of storage and displayed for the elders. Their commentary becomes part of the precarious and precious transmission of oral culture that the people of Wind River strive to honor and preserve, for future generations.

LEARNING OBJECTIVES:

Students will learn about different artifacts of the Shoshone and the Arapaho people and their significance/use.
Students will gain a deeper appreciation for the resiliency of people and the importance of cultural preservation.
Students will explore their own cultural identity and understand that culture is a system of beliefs, values, and assumptions about life that guide behavior and are shared by a group of people.
Students will name three objects identified in the Lived History video and gain an understanding of their uses and cultural significance.
Students will dentify some of the resources used to make traditional items and locate areas in which these resources are found.

Spark the engagement of English-language learners or reluctant readers with the graphic novel "Maus". The visual information provided by the genre serves as a support for reading and critical engagement.

This is the Output of the Etwinning Project Mission: Creating Gender-Responsive Learning Environment.
When developing gender-responsive learning environment through the project, we will try to provide a complete and holistic picture of each unique situation as it relates to women, girls, men and boys.
While there are many gender-based barriers to education—socio-economic, cultural, and institutional—the project will focus on practical tools that individual teachers, directors, educators can put to immediate use in their classrooms, organization or even workplace. It addition, it contains key definitions related to gender and education, references to international commitments to gender equality in education, and a list of supplementary online resources and suggested reading materials.
We hope that this project will help to raise awareness, spark discussions, and encourage sensitive and productive learning environments for students of all genders and stages.

Creepy crawlers, hoppers, and fliers are the focus of this lesson in which students chorally read poems about insects and use the Internet to locate facts about their assigned insects.

The mission of the National African Language Resource Center (NALRC) at the University of Indiana is to serve the entire community of African language educators and learners in the United States by sponsoring a wide range of educational and professional activities. The intent is to improve the accessibility and quality of African language instruction in the United States.

The National Foreign Language Resource Center (NFLRC) at the University of Hawai'i is one of the fifteen National Foreign Language Resource Centers established under Title VI of the U.S. Department of Education. NFLRC focuses on the less commonly taught languages of Asia and the Pacific, including Arabic. The website offers publications available for sale and frequently hosts conferences and workshops.

The mission of the National Heritage Language Resource Center (NHLRC) at the University of California, Los Angeles is to develop effective pedagogical approaches to teaching heritage language learners, first by creating a research base and then by pursuing curriculum design and teacher education. Some of the center's projects for Arabic include facilitating STARTALK workshops, publishing articles on Arabic linguistics, and more. The NHLRC is one of 15 Language Resource Centers established under Title VI of the U.S. Department of Education.

Students whose first language is not English reflect on nature through readings, a visit to a green area, and bookmaking using the writing process and peer feedback.

Students take a walk on the wild side when they research an animal and create a scavenger hunt activity for their classmates.