Foreign Languages Interest Group Members
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Foreign Languages Interest Group Members. Andrea Wagner, Victor González, Linda Lanis, Delinka Fabiny
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Pre conference 2014-presenters
The document introduces 4 members of the ECIS Foreign Languages Committee for 2014:
Andrea Wagner from the International School of Dusseldorf who teaches German, English, and Spanish and has several master's degrees in language-related fields.
Víctor González from the International School of Bremen who teaches Spanish and has degrees in English, media, and e-learning.
Linda Lanis from the International School of Florence who coordinates Italian and chairs the languages department, with degrees in Italian and teaching Italian as a foreign language.
Delinka Fabiny from the American International School of Budapest who teaches French and has a master's degree in modern languages from the University of Brussels.
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This document introduces four members of the Foreign Languages Special Interest Group for the ECIS 2016 conference. It provides brief biographies for each member, including their name, role, qualifications, languages spoken, and in some cases additional details like websites or areas of teaching. Each biography is 1-2 sentences and includes the member's name, role, and some qualifications or areas of teaching.
Pre conference 2014-presenters
This document provides information about the members of the ECIS Foreign Languages Committee for 2014. It lists the names, positions, schools, languages taught, qualifications, and languages spoken for four committee members: Andrea Maria Wagner from the International School of Dusseldorf; Victor Gonzalez from the International School of Bremen; Linda Lanis from the International School of Florence; and Delinka Fabiny from the American International School of Budapest. It also includes links to the ECIS Foreign Languages Committee website.
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Members of the ECIS Foreign Languages Committee 2013. Information about the pre-conference in Amsterdam, 21st of November 2013.
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Yolanda Goss is seeking a position as an editor specializing in academic texts covering topics such as math, social sciences, English as a second language, and the humanities. She has extensive experience editing books and reports in these fields for publishers such as American University Press and Springer Verlag. In addition to her editing experience, Goss has also taught English as a second language for 15 years, translated texts from German to English, taught French, German and Spanish for over 20 years, and trained horses for 15 years. She holds a BA in French and German from Berea College and additional qualifications in teaching English as a foreign language.
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Pre conference 2014-presenters
The document introduces 4 members of the ECIS Foreign Languages Committee for 2014:
Andrea Wagner from the International School of Dusseldorf who teaches German, English, and Spanish and has several master's degrees in language-related fields.
Víctor González from the International School of Bremen who teaches Spanish and has degrees in English, media, and e-learning.
Linda Lanis from the International School of Florence who coordinates Italian and chairs the languages department, with degrees in Italian and teaching Italian as a foreign language.
Delinka Fabiny from the American International School of Budapest who teaches French and has a master's degree in modern languages from the University of Brussels.
Conference 2016-presenters
This document introduces four members of the Foreign Languages Special Interest Group for the ECIS 2016 conference. It provides brief biographies for each member, including their name, role, qualifications, languages spoken, and in some cases additional details like websites or areas of teaching. Each biography is 1-2 sentences and includes the member's name, role, and some qualifications or areas of teaching.
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This document provides information about the members of the ECIS Foreign Languages Committee for 2014. It lists the names, positions, schools, languages taught, qualifications, and languages spoken for four committee members: Andrea Maria Wagner from the International School of Dusseldorf; Victor Gonzalez from the International School of Bremen; Linda Lanis from the International School of Florence; and Delinka Fabiny from the American International School of Budapest. It also includes links to the ECIS Foreign Languages Committee website.
Ecis pre conference-introduction
Members of the ECIS Foreign Languages Committee 2013. Information about the pre-conference in Amsterdam, 21st of November 2013.
My language school
The document provides information about ALL IN ONE language school in Slovakia. It has been operating for 8 years and offers English, German and Spanish courses for students of all ages. The school has 14 classrooms across two floors and typically has around 250 students enrolled across various course levels each semester. It aims to provide high-quality, practical language education to help students improve their skills and prepare for certificates.
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The Escuela Oficial de Idiomas Tres Cantos is a public language school open to the general public that teaches English, French, and German to approximately 1,000 students each year. Classes are held twice a week in the evenings and are at beginner, intermediate, and advanced levels according to the Common European Framework of Languages. The school has been operating since 2004 and all classrooms are equipped with new technologies to incorporate their use into daily lessons. Cultural activities and presentations from current students are available on the school's blog and website to provide more information about learning languages at the school.
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Primary students from schools in France, Poland, and Portugal will collaborate on an illustrated story. Students will first draw a picture to inspire the beginning of a story. The French students will then write the initial part of the story and send it to another partner school, who will continue developing the narrative. The final story will be translated and recorded in the different partner languages. The aims of this cooperative activity are to expose students to diversity in the classrooms and have them practice writing in a foreign language. Blogs, drawing software, and a Moodle platform will facilitate collaboration between the international partners.
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The document discusses how digital media has changed modern language teaching and learning. It provides 10 tips for incorporating digital tools into the language classroom, including structuring the curriculum around learning goals, promoting the 4 language skills, assessing regularly, and going beyond the classroom through digital comics, films, and podcasts. Examples are given of how Adobe Express can be used for student projects involving creativity, like making comics. The presentation encourages teachers to embrace technology but also continue hands-on learning and activate students' prior knowledge and experiences.
Boosting Writing Skills Through Digital Media
Boosting Writing Skills Through Digital Media. Introductory presentation at AGIS 2017. Hanover, Germany.
Language learning and digital comics
Victor González discusses using online comics in the classroom. Comics can represent complex material in a way that reduces cognitive load while portraying sophisticated concepts. Some benefits of using comics in education include converting stories, poems, interviews or current events into comic form. González provides 20 ideas for student comic projects, such as creating comics from class lessons, biographies, instructions or discoveries. When using online comics, teachers should set clear learning goals, challenge students without overloading them cognitively, and ensure high quality content and effective assessment. Comics can bring youth culture into the classroom in an engaging way.
Digital generators in language learning
Digital generators are websites and apps that can be used to create content for language learning lessons. When using digital generators, teachers should visualize learning goals, clearly define their target audience, and design effective assessments to avoid cognitive overload or digital distractions. The document proposes a sample class structure incorporating digital projects - with one period used to present a digital project, and another for students to work on their own projects. Overall, digital generators provide an opportunity to incorporate youth culture into language education.
No matter the language, any teacher in finalcopy
This document provides guidance on preparing students for Section B of the IB Language B exam. It notes challenges like general statements, unfamiliarity with argumentative texts, word limits, and maintaining concentration. It recommends dedicating time to Section B, analyzing the statement, choosing a focus, and teaching students to structure their response with an introduction, thesis, facts for and against, and conclusion. Sample timing and frameworks are provided to help students organize their ideas.
Ecis interest groupforeignlanguages
This document provides resources for those interested in learning and teaching foreign languages. It includes:
1) Websites with teaching materials for various foreign languages from the EU and other sources.
2) Articles on topics like the importance of learning foreign languages and engaging language students.
3) Resources specific to languages like German, Spanish, French, Italian and others.
4) Information on professional development events for language teachers in Europe.
certificate
Victor Gonzalez contacted the company on August 11th, 2015 regarding an issue. His email address is vikgo66@googlemail.com. The brief message did not provide any other context or details about the nature of his correspondence.
E safety2015
John David Swyden contacted two underage sisters, ages 12 and 14, through Facebook and met with them separately. A Facebook page against the Revolutionary Armed Forces of Colombia gained one million likes and inspired street protests of 10 million people in Colombia and 2 million worldwide. Facebook aims to build infrastructure for people's online and offline lives. Some reasons people overshare on Facebook include boosting self-esteem, impression management, and how it influences self-perception. However, others see Facebook as creating a world of exhibitionism.
Language learning & digital comics
The document discusses the use of digital comics in education. It notes that comics were first used in language learning books in the 1940s and were starting to be brought into classrooms in the 1970s as a visual and popular medium. Comics can represent complex material in a way that reduces cognitive load while portraying sophisticated concepts. The document lists benefits of using comics for assignments such as capturing gameplay, interviews, adapting stories, and more. It emphasizes that effective use of digital comics in education requires clear goals, challenging content appropriate for the audience, assessment, avoiding overload and distraction, and incorporating diverse approaches.
Alumniportal_gamification
Digitalization and Education:"Today, the scope of tools and applications used for learning includes smartphones and computer games and many learning environment have opened up, offering free of charge courses and allowing for more interaction - online and offline - among the participants. In our next webinar on “Learning today: mobile, virtual, interactive” on December 10th at 4 pm UTC +1, we want to explore how Digitization has shaped education over the years. We want to take a look at different types and fields of learning that have been transformed by new digital opportunities and how the prospect of a “ubiquitous classroom” might change current views on education.¨ (Alumni Portal Deutschland)
Ecis 2014
This document discusses strategies for teachers and students in the 21st century classroom. It suggests that teachers serve as a resource, facilitator, and assessor rather than solely controlling the class. Students are encouraged to be independent learners who construct their own knowledge and share it with others. The document also provides examples of digital comics and video projects that can be used to support language learning when combined with technology.
Florence workshop
This document discusses the evolving roles of teachers and students in the 21st century classroom. It suggests that teachers should serve as a resource and facilitator rather than solely controlling the class. The document also advocates that students should be independent learners who construct their own knowledge and are innovative and creative. Additionally, it provides examples of digital comics and video projects that can be used in the language classroom to engage students in multimedia environments that promote curiosity, creativity, and innovation.
Presentación sobre méxico
Este documento presenta una breve introducción a México, incluyendo su flora, fauna y algunos de sus pueblos indígenas más importantes como los nahuas, mayas, zapotecos y aztecas. También resume la rica gastronomía mexicana con ejemplos de platillos típicos de estados como Aguascalientes, Baja California, Campeche y Coahuila. Finalmente, menciona aspectos de la política mexicana actual y comparte imágenes que representan la identidad mexicana.
Laie hamelin doc_presentation
Hamelin International Laie School workshop presentation for IB teachers.
Net generation Language Learning
This document discusses emerging technologies and their application in education for the Net Generation in the 21st century. It covers 10 key topics: 1) Cloud computing for data storage and collaboration, 2) The flipped classroom approach, 3) BYOD policies, 4) The educational power of apps, 5) Using tablets in education, 6) Gamification to engage students, 7) Learning analytics to optimize learning, 8) Personal learning environments tailored to students, 9) Augmented reality for immersive learning experiences, and 10) Moving towards a model of total learning with new technologies integrated throughout the educational experience.
Cyberpedagogies
The document discusses the evolution of teaching styles from teacher-centered to student-centered instruction. It notes that historically, teachers were the sole source of knowledge and authority in the classroom through memorization and drills. However, 21st century students need to be independent, flexible, creative, and able to construct their own learning. The document advocates for teamwork, fostering creativity through technology, guiding students through constructivism, enhancing learning with multimedia projects, accommodating different intelligences, embracing errors, and developing empathy in the classroom.
The Power of Apps in Language Learning
The Power of Apps in Language Learning. AGIS presentation at the Radisson Hotel in Hanover (01/02/14)
Laguage b
The document outlines the assessment components for Language B students at both Standard Level and Higher Level, as well as for students taking Language Ab Initio. There are four main assessment tasks: Paper 1, Paper 2, the Written Assignment, and the Individual Oral. Paper 1 and 2 consist of multiple choice and short answer questions based on core and optional themes. The Written Assignment involves analyzing sources on a chosen topic. The Individual Oral examines students' presentation and discussion skills through analyzing visual stimuli and their Written Assignment topic. Requirements vary between levels in terms of time limits, question types, and source analysis.
20 effective ways to use digital comics in the classroom
The document discusses 20 effective ways to use digital comics in the classroom. It begins with a brief history of comics in education, noting early uses of Superman comics for language learning. It then outlines benefits of using comics like their visual nature and ability to engage low-interest students. Finally, it provides 20 specific assignment ideas for using comics in the classroom, such as creating comics for interviews, stories, current events, biographies, and more. The document promotes comics as a way to bring popular young culture into the classroom.
Comics presentation
History of language learning though comics in primary and secondary education. Tips and real examples of how to use them in the classroom. Mainly digital comics. ECIS presentation (Amsterdam, November 2013).
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Foreign Languages Interest Group Members
- 1. Members of the Foreign Languages Interest Group 2015
- 2. Andrea Maria Wagner ECIS Chair of the Foreign Languages Interest Group Secondary Teacher for Languages International School of Dusseldorf MYP Language A and B, IB Language A and B (Ab Initio) Author of easy readers for German as a Foreign Language, Klett Verlag Qualifications: Master German Literature Master German Linguistics Master English Linguistics Master Spanish as a Foreign Language (ELE) First and Second State Exam for German First and Second State Exam for English Certificate for German as a Foreign Language Certificate for Dutch Languages: German, English, Spanish, Dutch, French.
- 3. Víctor González ECIS Member of the Foreign Languages Interest Group Secondary Teacher for Languages International School of Bremen Spanish IGCSE, IB HL/SL and ab initio IT teacher Qualifications: Bachelor in English Language and Literature Bachelor in Media and Audiovisual Communication Master in E-learning Design IB examiner Spanish B SL and HL CIS & MSA accreditor Languages: Catalan, Spanish, French, English, German. Website: http://www.exuc.org
- 4. Linda Lanis ECIS Member of the Foreign Languages Interest Group Secondary Teacher for Languages Italian Language Coordinator Languages Department Chair International School of Florence Italian MS and HS, IB Italian ab initio Italian MFL Qualifications: Bachelor in Italian Language and Literature Master in teaching Italian as a Foreign Language Certification as an Italian facilitator for foreign students Certification for Italian as a Foreign Language Languages: Italian, English, French, Spanish, Japanese
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