“Reading Poetry” has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions – as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture.

The following text is a conversation between the University of Lethbridge Teaching Centre and the The Blackfoot Language Resources and Digital Dictionary project team, in which its member introduce their collaborative efforts in creating a freely accessible learning resource for anyone with an interest in the Blackfoot language and culture. It has made great progress since its inception due to the help of a fantastic group of dedicated Blackfoot speakers, research assistants, students and volunteers. Although functional at this stage, the dictionary is a work-in-progress that is continuously being enhanced with multimedia items to support language learning and other content for more specific research interests. The Blackfoot project also feeds into a larger, nationwide research project studying Algonquin languages - the Algonquian Linguistic Atlas.

This series of units will walk us through thinking organizers, reflective activities, and a protocol that could be used as a starting point for taking a deeper look at the ways in which our assessments of students may contain unconscious bias. Why Rubrics? This series focuses on classroom, rather than standardized, assessments. The pedagogical approaches to teaching and learning that are grounded in using rubrics tend to be simultaneously the most (potentially) engaging for students and most vulnerable to subjectivity in "scoring" by teachers. Since rubrics are most commonly utilized to score student products and performances, in contrast to multiple choice or fill-in assessments, there is a higher likelihood of cultural, linguistic, and ableist biases to be present in both the scoring instrument (rubric) and the scoring process.

This rubric is designed to evaluate lessons that may extend over a few periods or days, or units that include integrated and focused lessons that extend over a longer period of time. The criteria and measures are designed to assist educators in determining the strengths of materials and instructional activities and their ability to be utilized in culturally and linguistically sustaining dual language classrooms.

This rubric can be used to:
• Review existing lessons and units on the Washington OER Hub and/or in the classroom for quality, alignment to Washington State Learning Standards, and readiness for Dual Language settings.
• Inform the development of new lessons and units in either language of instruction across content areas.
• Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and programs.

The aim of this project is to help students to initiate an idea of small business, the students will be a high school students in the small town of Sukkur, Sindh, Pakistan. The students in the class come from different linguistics backgrounds (Sindhi, Urdu) and they possess an intermediate level of proficiency (B1/B2). The class consists of 25 students and due to unavailability of technology, most students have their own mobile devices, and there are few school laptops available that can be borrowed. In certain instances, traditional methods of using paper and pencil, white board, and chart papers may need to be used as alternatives to activities relying on technology. Lesson can be extended to various classes depending on the topic and availability of material.   

Students learn how young people in Washington exercised their rights and responsibilities through “fish-in” protests to fight for tribal fishing rights in the 1960s. Students use this example of civic engagement to reflect on their rights and responsibilities today, then begin to consider the unit-driving question: How can we use social media to engage community members on issues of injustice? Working in teams, students examine a case study on one of three critical issues: natural resources, the environment, or hazard preparedness. The case studies help students understand how social media can be used to raise awareness and promote action. Finally, teams create a social media campaign that engages their local elected officials and community on an issue of social and environmental justice.

This book is a distinctive Grammar edition to “Deutsch im Blick“, an OER textbook housed at the Center for Open Educational Resources and Language Learning (COERLL) at UT Austin and authored by Dr. Zsuzsanna Abrams. This book was developed having in mind university students who speak English as their first language. Although this material was developed for university students, we believe that its content is also applicable to high school students, adolescents, and adults learning German. This Pressbook and “Deutsch im Blick” take the place of a traditional language textbook by providing varied activities that facilitate the students’ progress in linguistic skills and cultural understanding. Our approach to language instruction is interactive, conversational and fundamentally task-based. We see grammar as a means for enabling effective communication, which is why our explanations of grammar are concise and not overly technical.

¡Chévere! Introductory Spanish I & II offer a comprehensive introductory Spanish sequence, providing guidance and practice in reading, writing, listening to, and speaking Spanish. Each module includes thematic vocabulary, sequenced grammar instruction, numerous self-check drills and exercises, open-form communicative activities, scaffolded writing assignments, and reading passages exploring various aspects of life and culture in the Spanish-speaking world. Each grammar section is introduced by a short reading passage to highlight new structures and patterns within their linguistic context. Within each lesson, self-grading practice activities with targeted feedback allow students to learn by doing and track their level of mastery. The text is accompanied by engaging images and videos throughout, and all vocabulary and reading passages include audio files to practice pronunciation and listening comprehension.

Comprehensive introductory Spanish sequence, providing guidance and practice in reading, writing, listening to, and speaking Spanish. Each module includes thematic vocabulary, sequenced grammar instruction, numerous self-check drills and exercises, open-form communicative activities, scaffolded writing assignments, and reading passages exploring various aspects of life and culture in the Spanish-speaking world. Each grammar section is introduced by a short reading passage to highlight new structures and patterns within their linguistic context. Within each lesson, self-grading practice activities with targeted feedback allow students to learn by doing and track their level of mastery. The text is accompanied by engaging images and videos throughout, and all vocabulary and reading passages include audio files to practice pronunciation and listening comprehension.

The NDE World Language Advisory Board developed this HQIM in May 2023. It is based on the 2019 Nebraska World Language Standards to support curriculum development or improvement to ensure instructional material quality. It is a rubric for curriculum developers and teachers to evaluate the quality of materials for instructional purposes. 

The NDE World Language Advisory Board developed this HQIM in May 2023. It is based on the 2019 Nebraska World Language Standards to support curriculum development or improvement to ensure instructional material quality. It is a rubric for curriculum developers and teachers to evaluate the quality of materials for instructional purposes. 

Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings.

Long Description:
Writing Spaces: Readings on Writing, Volume 4, is a collection of Creative Commons licensed essays for use in the first year writing classroom, all written by writing teachers for students.

Volume 4 updates and adds to previous volumes by offering essays on topics such as linguistic diversity, digital privacy, feedback, online source evaluation, grading criteria, social media, racial literacy, public writing, primary data analysis, digital collaboration, writing workflows, genre theory, knowledge transfer, archival research, and accessibility.

Word Count: 119715

ISBN: 978-1-60235-185-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Comprehensive introductory Spanish sequence, providing guidance and practice in reading, writing, listening to, and speaking Spanish. Each module includes thematic vocabulary, sequenced grammar instruction, numerous self-check drills and exercises, open-form communicative activities, scaffolded writing assignments, and reading passages exploring various aspects of life and culture in the Spanish-speaking world. Each grammar section is introduced by a short reading passage to highlight new structures and patterns within their linguistic context. Within each lesson, self-grading practice activities with targeted feedback allow students to learn by doing and track their level of mastery. The text is accompanied by engaging images and videos throughout, and all vocabulary and reading passages include audio files to practice pronunciation and listening comprehension.

This course studies several important examples of the genre that between the early 18th century and the end of the 20th has come to seem the definitive literary form for representing and coming to terms with modernity. Syllabi vary, but the class usually attempts to convey a sense of the form’s development over the past few centuries. Among topics likely to be considered are: developments in narrative technique, the novel’s relation to history, national versus linguistic definitions of an “English” novel, social criticism in the novel, realism versus “romance,” the novel’s construction of subjectivities. Writers studied have included Daniel Defoe, Henry Fielding, Samuel Richardson, Lawrence Sterne, Mary Shelley, Jane Austen, Walter Scott, Emily and Charlotte Brontë, Charles Dickens, George Eliot, Joseph Conrad, H. G. Wells, James Joyce, Virginia Woolf, Salman Rushdie.

A unique perspective on the confluence of the three basic conceptual frameworks in human experience. Contains several studies, with data, of remarkable world views of disparate cultures based on their specific cultures language. The premise is that how people experience the world, then think about it, then create a language around it, alters their perception of the world in very fundamental ways. The radical notion is that thought and language, creates the circumstances of, and contribute to significantly different realities for different peoples.

The internalization and realization of this concept is significant and can possibly radically alter and change how different cultures assess their ability to, at the most basic levels, understand other cultures realities.

For classics scholars, the vast number of damaged and fragmentary texts from the waste dumps of Greco-Roman Egypt has resulted in a difficult and time-consuming endeavor, with each manuscript requiring a character-by-character transcription. Words are gradually identified based on the transcribed characters and the manuscripts' linguistic characteristics. Both the discovery of new literary texts and the identification of known ones are then based on this analysis in relation to the established canon of extant Greek literature and its lexicons. Documentary texts, letters, receipts, and private accounts, are similarly assessed and identified through key terms and names. Furthermore, an immense number of detached fragments still linger, waiting to be joined with others to form a once intact text of ancient thought, both known and unknown. The data not only continues to reevaluate and assess the literature and knowledge of ancient Greece, but also illuminates the lives and culture of the multi-ethnic society of Greco-Roman Egypt.

Music, Dance and the Archive reimagines records of performance cultures from the archive through collaborative and creative research. In this edited volume, Amanda Harris, Linda Barwick and Jakelin Troy bring together performing artists, cultural leaders and interdisciplinary scholars to highlight the limits of archival records of music and dance. Through artistic methods drawn from Indigenous methodologies, dance studies and song practices, the contributors explore modes of re-embodying archival records, renewing song practices, countering colonial narratives and re-presenting performance traditions. The book’s nine chapters are written by song and dance practitioners, curators, music and dance historians, anthropologists, linguists and musicologists, who explore music and dance by Indigenous people from the West, far north and southeast of the Australian continent, and from Aotearoa New Zealand, Taiwan and Turtle Island (North America).