text:
Professional Development > Teaching Foreign Languages K-12: A Library of Classroom Practices
K-2, 3-5, 6-8, 9-12
Teaching Foreign Languages K-12: A Library of Classroom Practices
This video library illustrates effective instruction and assessment strategies for the teaching of foreign languages in grades K-12.
A video library for K – 12 foreign language teachers; 28 half-hour, 8 approx. ten-minute, and 2 one-hour video programs, library guide, and website.
Teaching Foreign Languages K – 12 is a video library illustrating effective instruction and assessment strategies for teaching foreign languages. The language classrooms shown in this library include Arabic, Chinese, French, German, Japanese, Italian, Latin, Russian, and Spanish. All classroom videos are subtitled in English and are appropriate for K – 12 teachers of any foreign language. Created in conjunction with the American Council on the Teaching of Foreign Languages (ACTFL), the library includes a 30-minute introduction and 60-minute overviews of ACTFL's Standards for Foreign Language Learning and new assessment practices, an overview specifically for Arabic teaching, as well as 34 classroom programs. In the classroom programs, teachers from schools across the country model interpersonal, interpretive, and presentational modes of communication throughout a range of grade and competency levels. Concepts of culture, comparisons, connections to students — lives, and the importance of community are also integrated into the lessons. A web site and print guide accompany the video programs, providing a complete professional development experience.
The Teaching Foreign Languages K–12 video library captures best practices in foreign language teaching in elementary, middle, and high school classrooms across the U.S. The languages featured in the collection are: Arabic, Chinese, French, German, Italian, Japanese, Latin, Russian, Spanish.
The library and professional development guide bring to life the World-Readiness Standards for Learning Languages. Illustrating effective instruction and assessment strategies, the series documents 34 teachers and their students in K–12 classrooms around the country as they study nine languages across a range of competency levels.
Here are some examples of what you'll see:
Second-graders express their likes and dislikes for vegetables through drawings in an Arabic lesson that naturally connects with art.
Third-graders learn about the seasons and German holidays as they practice basic reading skills and build cultural knowledge in their German class.
Eighth-graders explore a traditional Cajun folktale and then try their hand at playing zydeco music in their French class.
Tenth-, eleventh-, and twelfth-graders in a multilevel Japanese class create a travel brochure and promotional video to attract visitors to Japan.
Twelfth-grade students of Spanish become Latin American artists and debate whether to exhibit their work in Spain in light of that country's visa requirements.
Lively and provocative, these videos are designed to inspire thoughtful discussion and reflection and provide the opportunity to learn from the successful practices of other teachers.
Library Components
Teaching Foreign Languages K–12: A Library of Classroom Practices includes the following components:
Introduction to the Library
(1 video, 30 minutes)
An overview of the library and its components, and suggestions for using them
Standards and the Five Cs
An introduction to the World-Readiness Standards for Learning Languages
Assessment Strategies
Three case studies featuring foreign language teachers using innovative assessment methods
(34 videos, ranging from 6 to 30 minutes each)
Examples of best teaching practices in real foreign language classrooms across the country, subtitled in English
Professional Development Guide
Viewing and discussion guide for the video library, available on the Web and in print
How to Use This Library
Teaching Foreign Languages K–12 can be used for individual or group professional development. You can view the programs here. The web guide was designed to help you get the most out of each video. The guide is also available in print form and downloadable. If you are working in a group, discuss the questions provided in the guide; if you are working alone, write down your responses for later reflection.
To help you get the most out of the videos, each unit of the professional development guide is organized into six parts:
This section includes a short summary of the videotaped lesson, information about the teacher and students, a list of the World-Readiness Standards for Learning Languages addressed in the lesson, and the key terms relevant to the lesson. Use this information to determine which lessons will best meet your needs.
2 Class Context
This section describes the school community, the teacher's approach to lesson design, background on the lesson, and where the lesson fits within the course curriculum. This section also identifies the key teaching strategies evident in the lesson. Read this section before viewing the video.
3 Analyze the Video
This section is divided into four parts: Before You Watch, Watch the Video, Reflect on the Video, and Look Closer (or Take a Second Look in the Arabic lessons). Before You Watch poses several questions to activate your current knowledge through reflection, discussion, or both. Watch the Video asks you to take notes on instructional strategies you find interesting, surprising, or especially important as you watch. Reflect on the Video presents questions to structure your review of your notes. Finally, Look Closer/Take a Second Look has you take a second look at specific teaching strategies within the video.
4 Connect to Your Teaching
This section is divided into three parts: Reflect on Your Practice, Watch Other Videos, and Put It Into Practice. Reflect on Your Practice poses questions that help you connect the video lesson to your own teaching. Watch Other Videos recommends additional videos in the Teaching Foreign Languages K–12 library that illustrate teaching methodologies similar to those you've just seen. Put It Into Practice offers ideas on lesson design and activities you can try in your classroom.
5 Standards
This section outlines the World-Readiness Standards for Learning Languages that correlate to the videotaped lesson.
This section offers Web and print resources related to the lesson, including selected lesson materials seen in the video, curriculum references related to the teacher's lesson design, and the teacher's resource recommendations.
Tips for Facilitators
The following facilitator tips can enhance the professional development experience:
Review the Web or print guide prior to running a study group or workshop.
Print or photocopy the Introduction and Class Context sections of the lesson you will be viewing; have all participants read them prior to viewing the lesson.
Use the suggested questions and include other questions that interest you and your colleagues.
Allow enough time for participants to respond.
Individual Program Descriptions
Video Summaries
This program provides an overview of the entire library, with suggestions for use in professional development settings.
An introduction to and illustration of the World-Readiness Standards for Learning Languages, this program shows how teachers can use the Standards to help their students advance in foreign language proficiency.
This program offers a detailed look at assessment in the foreign language classroom. Three case studies feature foreign language teachers using innovative assessment methods such as the Integrated Performance Assessment (IPA) model, performance tasks, and backward design. Each of these case studies follows a teacher as she works through the process with her students, from setting guidelines and modeling to giving immediate and helpful feedback on performances.
These 34 programs include Arabic, Chinese, French, German, Italian, Japanese, Latin, Russian, and Spanish language classrooms. All programs are subtitled in English and can provide insight into strategies and activities for K–12 teachers of any foreign language. The program descriptions below are organized by language. To view the programs by grade level, performance range, the Five Cs, or key teaching strategies, go to the Video Organizer Chart.
Comparing the Weather
Arabic, Grade 6: In this lesson, Wael Fawzy's students compare weather in the Arab world with weather in Chicago and elsewhere. The lesson combines written activities, which reinforce Modern Standard Arabic, and presentational ones, which can facilitate the use of dialects. Mr. Fawzy has students practice dialects to prepare them for real-life encounters in Arabic-speaking countries.
How We Spend Our Free Time
Arabic I, Grade 8: Katie Quackenbush begins class with a game of musical "hot potato." Students use the game to practice asking and answering questions using "you" and "I" before polling one another about what they like to do in their free time. Using the recorded data, students make bar graphs that will be used in the next class to compare their free-time activities with those of Saudi Arabian students.
Arabic V/VI, Grades 9–12: Belal Joundeya's multilevel class develops interpersonal communication skills as students make plans with one another. Through a series of paired and small-group activities, students discuss the possibility of meeting up for activities after school and on the weekend. Before class ends, students exchange emails with a native-speaking "friend" in Lebanon, who invites them to do something later in the day.
Making Sales Calls
Arabic I, Grades 9 and 11: In this lesson, Eric Bartolotti's students practice using basic greetings and expressing likes and dislikes in a role-playing activity. Students pair up and adopt the roles of telemarketer and customer. Through simulated phone conversations, Mr. Bartolotti can informally assess students' ability to express targeted functions and structures in spoken language.
Arabic, Grade 1: Khamael Alaloom's class of young, mostly heritage speakers learns about the people whose work helps the community at large. After showing students images of people and their professions, Mrs. Alaloom has students reinforce content learning and communication skills in a series of small- and large-group activities.
A Place I Call Home
Arabic II and III, Grades 9 and 10: Manar Mayalah takes her multilevel class on virtual tours of a traditional and a modern house in the Arab world. Students develop confidence with unit vocabulary through reading and writing activities. They then use what they've learned to describe their dream houses, first with a partner and then in front of the class.
Vegetables We Like
Arabic, Grade 2: After introducing vocabulary to her students, Rita Lahoud leads them through an art activity in which students draw pictures of vegetables they like and don't like. Students discuss their drawings in pairs, and then Miss Lahoud invites groups to present their work to the class.
Communicating About Sports
Mandarin Chinese, Grade 6: In pairs and in small groups, Jie Gao's students develop interpersonal communication skills as they state their sports likes and dislikes. They practice writing Chinese characters for an ongoing activity — a letter they are composing and sending to students in China. At the end of the lesson, the students create skits to perform for their classmates.
Exploring New Directions
Mandarin Chinese II-IV, Grades 9-12: In this lesson, Haiyan Fu's multilevel class explores directions — in both the literal and metaphorical sense of the word. While Chinese IV students practice reciting Chinese cultural poems, students in Chinese II and III work on mapping the location of nearby restaurants and providing directions to them.
A Cajun Folktale and Zydeco
French, Grade 8: After preparing her students for new vocabulary, Paris Granville retells a Cajun folktale while students act out the story. Students then create a story map to delve into the different story elements. Ms. Granville introduces zydeco music and the instruments typically used to play it, such as the washboard, accordion, and spoons.
French, Kindergarten: Jai Scott's French immersion class uses the topic of chicken pox, from an Arthur book and a French song, and Total Physical Response (TPR) movements to learn new vocabulary for the parts of the body. The class practices emerging literacy skills to match vocabulary labels to a drawing of a person.
Comparing Communities
French III, Grades 9-12: Ghislaine Tulou's students work in pairs to discuss aspects of their own community. They also discuss a Canadian community that they had read about, and plan what they would do there if they were to visit it. Through individual and group-centered activities, students learn to express conditional statements about personal preferences.
French, Grade 5: In this two-part lesson, Debra Terry's students integrate vocabulary about the family by creating an imaginary family tree. Then they develop more complex ideas by describing the location of the family members in different rooms of the home. For homework, students write about activities that take place in each room.
Interpreting La Belle et la Bête
French IV, Grade 11: Michel Pasquier focuses his class on interpreting film, literature, and music, using the traditional tale Beauty and the Beast. The students work in groups to find moral meaning in the 1946 Jean Cocteau classic film, and compare the film to the original story and to a French rap song.
Mapping Planet Earth
French, Grade 2: Stephanie Appel connects her French lessons to content and teaching materials in the general classroom curriculum. She employs TPR and map activities to practice vocabulary for the planets, continents, and oceans.
Performing With Confidence
French IV-V AP, Grades 10-12: This lesson focuses on advanced conversational proficiency with connections to social, political, and pop culture. Yvette Heno's students play word games, discuss French politics, and stage a mock TV talk show with students portraying celebrities and journalists.
Touring a French City
French, Grade 8: Prior to this lesson, Robin Neuman's students researched French architecture and constructed a model of a French city on the classroom floor. During the lesson, students take turns role-playing tourists asking for directions and tourist bureau agents giving directions and describing the buildings and the city.
German, Grade 3: Margita Haberlen's lesson combines the topics of seasons and German holidays to reinforce basic reading skills, build cultural knowledge, and introduce more abstract thinking. Using a Venn diagram, students compare aspects of Fasching and Halloween.
Sports in Action
German I, Grades 9-11: Denise Tanner guides her students through graduated activities including a TPR vocabulary review of the parts of the body, a grammar segment teaching the German structure gefallen, and a discussion of the German medals won at the 2002 Winter Olympics. As a culminating activity, students act out a TPR story in front of the class.
Sports Stats
German, Grade 5: In Amy Garcia's German class, students write in journals, listen as classmates share their sports preferences, take a poll on sports likes and dislikes, and record the class results on a graph. Using a chart showing the favorite sports of young Germans, Ms. Garcia makes connections to math by having students analyze statistical data in the chart.
U.S. and Italian Homes
Italian II, Grade 9: In this lesson, Marylee DiGennaro's students compare American homes with typical dwellings in Italy. The class learns new vocabulary, then practices them during a line dance and a card game. For homework, the students compose letters describing their homes, which they will email to students in Italy.
Japanese, Grade 5: This lesson focuses on individuals' daily routines in Japan and in the U.S. Margaret Dyer uses a variety of activities, including TPR, modeling, pairs practice, and student-led charades, to introduce and review new vocabulary and concepts.
Japanese II, Grades 10-12: Students learn about some common products and practices of the Japanese New Year's celebration. Leslie Birkland divides her class into two main groups: One sings New Year's songs, writes cards, and plays cultural games, while the other splits into smaller groups to discuss New Year's food and decorations. Then the two main groups switch activities. After the two groups have participated in both sets of activities, the class reconvenes to compare the Japanese New Year's celebration with those of other cultures.
Promoting Attractions of Japan
Japanese III-IV, Grades 10-12: As part of a larger unit on the geography and culture of Japan, students learn about that country's major regions and cities and discuss some of its popular tourist destinations. Using timed activities, including a fast-paced Jeopardy-style quiz game, Yo Azama assesses students on recall and recognition. As a culminating project, students create a travel brochure and begin planning a promotional video to attract visitors to Japan.
Music and Manuscripts
Latin II-III, IV AP, Grades 10-12: Lauri Dabbieri's class explores how Latin manuscripts are interpreted, translated, and created. Latin IV students work independently to translate a passage from Vergil's Aeneid, while students in Latin II and III are guided through activities in translation and interpretation. Then the whole class works in pairs to create their own versions of illuminated Latin manuscripts.
Russian Cities, Russian Stories
Russian I and IV, Grades 9-12: In this unique, mixed-level class, Jane Shuffelton's students work on geography skills, story writing, and presentations. Russian IV students are paired with small groups of Russian I students to read a story, gather information, and write their own folktales. Each group shares its tale while the remaining students use their interpretive skills to write down specific information. In a separate activity, Russian IV students debate the role of the leader in Russian history after reading an article about Russian president Vladimir Putin.
Creating Travel Advice
Spanish III, Grade 11: In this lesson, Fran Pettigrew gives her students a letter from a teacher in Chile who plans to bring students to visit the United States. Working with authentic tourist brochures in Spanish and drawing on prior research, student groups plan itineraries for their Chilean counterparts. They prepare to send a follow-up letter to the Chilean teacher, sharing their suggestions.
Food Facts and Stories
Spanish I, Grade 8: Students use math and science skills as they interpret nutritional information in a Spanish-language McDonald's menu. John Pedini's lesson integrates authentic materials, makes connections to other academic areas, and develops interpretive and interpersonal communication skills.
Fruits of the Americas
Spanish, Grade 4: Teacher Carina Rodriguez combines visual media and multisensory activities in a vocabulary-building lesson about familiar and unfamiliar fruits. Students learn which country each fruit comes from, try to identify it solely through touch, and taste the fruit to categorize it as sweet or sour.
Hearing Authentic Voices
Spanish, Grade 8: Davita Alston's class engages in mock phone conversations, brainstorms about how American teenagers occupy their free time, and reviews a video of Spanish-speaking youth discussing their leisure activities. Later, two native Mexican students visit the class and answer questions about how they spend their free time in Mexico.
Interpreting Literature
Spanish III, Grade 11: This lesson centers on the story Dos caras by New Mexico author Sabine Ulibarri. Barbara Pope Bennett guides students as they recount the details and discuss their interpretations of the story and its moral message. Students act out segments of the story and then collaborate in groups to come up with alternate endings. The class also listens to a student's oral presentation about a local artist.
Interpreting Picasso's Guernica
Spanish II, Grade 10: In this lesson, students use their interpretive abilities to learn about culture and history through art. The students in Meghan Zingle's class make initial observations about Picasso's painting, and then work in pairs to write and present a mock radio announcement about it. After reading about the painting's background, they discuss the history it represents.
Politics of Art
Spanish V, Grade 12: Lori Langer de Ramirez's class stages a political debate based on Spain's visa requirement for Central and South Americans who wish to enter that country. During the debate, students assume the role of Latin American artists whose work they had researched, and weigh the pros and cons of boycotting an invitation to exhibit their work in Spain. After the debate, the class votes on whether to accept the Spanish invitation.
Routes to Culture
Spanish II, Grades 9-10: This culturally rich lesson falls in the middle of a thematic unit about the African presence in Latin America. Pablo Muirhead's students identify cultural aspects of stories about a fictitious African girl who is taken to Panama and enslaved. Then they work in small groups to incorporate these cultural aspects into skits to be performed by their classmates. The class also practices playing African/Latin American box drums called los cajones.
World-Readiness Standards for Learning Languages
Language and communication are at the heart of the human experience. The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English-speaking backgrounds should also have opportunities to develop further proficiencies in their first language.
Statement of Philosophy — World-Readiness Standards for Learning Languages
In 1993, four professional organizations (American Council on the Teaching of Foreign Languages, American Association of Teachers of French, American Association of Teachers of German, and American Association of Teachers of Spanish and Portuguese) began development of national standards for foreign language learning. The organizations appointed a task force, representing a variety of languages, levels of instruction, program models, and geographic regions, to define the content standards — what students should know and be able to do — in foreign language education in grades K–12.
In 1996, with extensive input from the broader professional community, the task force published Standards for Foreign Language Learning: Preparing for the 21st Century. The document identifies five goal areas: Communication, Cultures, Connections, Comparisons, and Communities—called the Five Cs. Each goal area contains two to three content standards that describe the knowledge and abilities all students should have by the end of high school. The Standards are designed to inform state and local standards and curriculum frameworks of the recommended approaches and expectations for each school or district. In 1999, with help from seven additional professional organizations, the task force expanded the document to include language-specific standards. This became the Standards for Foreign Language Learning in the 21st Century. In 2015, the original Standards were revised to the World-Readiness Standards for Learning Languages. The revisions emphasize how learning world languages supports literacy development and real-world applications.
The classrooms in the Teaching Foreign Languages K–12 library present examples of the World-Readiness Standards for Learning Languages in action. The Introduction page of each lesson's Web or print guide lists the Standards addressed by that lesson—those that are most evident in the lesson or that students in beginning language classes are taking first steps toward developing. Standards that are only briefly touched upon in a lesson are not listed for that lesson.
To learn more about the World-Readiness Standards for Learning Languages, view "Standards and the Five Cs." The video provides an introduction to and illustration of the goal areas and Standards, using clips from classrooms in the Teaching Foreign Languages K–12 library. Use the Standards and the Five Cs Web or print guide to inspire group discussion and personal reflection as you view the video.
For purchasing information of the World-Readiness Standards for Learning Languages, go to General Resources.
Advanced Placement is a program sponsored by the College Board. The AP program gives students the opportunity to take college-level courses in a high school setting; passing the course exam may earn them college credit or advanced standing. AP courses follow guidelines developed and published by the College Board.
affective filter
The affective filter hypothesis (Dulay, Krashen, and Burt, 1982) describes the need for second-language learning to occur in an environment of low anxiety, to encourage the processing and learning of new information.
Dulay, Heidi, Stephen D. Krashen, and Mariana Burt. Language Two. Oxford, England: Oxford University Press, 1982.
authentic materials
Authentic materials are resources that have been developed specifically for native speakers. These include print, audio, and visual materials.
backward planning
In backward planning, also called backward design, the teacher plans a unit or lesson by first identifying the desired end task or product, then working in reverse to identify the prerequisite learning tasks and benchmark assessments.
character dictation
A character language such as Chinese does not use an alphabet for sound/symbol correspondence, but rather integrates both meaning and pronunciation in its characters. Character dictation can be used to build character recognition and sound/symbol correspondence. The teacher or a student dictates characters to the class to build familiarity with individual characters' meaning and to practice creating sentences in various contexts.
A form of a language used among people who live in the same geographical area or who share the same social identity. While language instruction traditionally emphasizes a "standard" form of a language, to more effectively communicate linguistically and culturally, instruction should also incorporate dialect elements within the curriculum to reflect the actual/authentic ways in which people communicate day-to-day.
Foreign Language Exploratory Program (FLEX)
This elementary/middle school model introduces learners to one or more languages. The primary focus is an introduction to language learning, awareness of culture, appreciation of language/culture study, and motivation to further language study. Exposure to a single language may take place from one to several days a week over six to nine weeks. FLEX programs are topic oriented with a strong focus on vocabulary. They are not intended to be part of a sequence of instruction; after completing a FLEX program, students go on to a beginning language program. See also Foreign Language in the Elementary School (FLES).
Foreign Language in the Elementary School (FLES)
This elementary school model organizes instruction around a scope and sequence taught by a qualified foreign language teacher. Its goals include developing language proficiency with an emphasis on oral skills, as well as providing a gradual introduction to literacy, building cultural knowledge, and tying language learning to the content of the early grades' curriculum. FLES programs vary, especially in the number of meetings per week or minutes per session. See also Foreign Language Exploratory Program (FLEX).
formal assessment
During a formal assessment, all students in a class are evaluated in the same manner. Their examination involves the same content, format (for example, chapter test or oral report), and testing conditions (for example, length of time). Results are reported as a grade or a score and are used to determine individual students' abilities in a specific area of learning.
Fossilization refers to the linguistic phenomenon in which students internalize "incorrect" or "non-standard" forms of the language to the degree that they become habits of speech not easily corrected.
heritage speaker
A heritage speaker is a student who is exposed to a language other than English at home. Heritage speakers can be categorized based on the prominence and development of the heritage language in the student's daily life. Some students have full oral fluency and literacy in the home language; others may have full oral fluency but their written literacy was not developed because they were schooled in English. Another group of students — typically third- or fourth-generation — can speak to a limited degree but cannot express themselves on a wide range of topics. Students from any of these categories may also have gaps in knowledge about their cultural heritage. Teachers who have heritage speakers of the target language in their class should assess which proficiencies need to be maintained and which need to be developed further. See also native speaker.
In this model, most commonly found in elementary schools, general academic content (the primary educational goal) is taught in the target language, and language proficiency is a parallel outcome. Individual districts design their programs such that English is introduced at a given grade level, with a gradually increasing percentage of time given to English language instruction. Partial immersion programs differ in the amount of time and number of courses taught in English and in the target language.
During an informal assessment, a teacher evaluates students' progress while they are participating in a learning activity, for example, a small-group discussion. Results are typically used to make decisions about what to do next, namely, whether the students are ready to move on or whether they need more practice with the material.
information gap
Information gap is a questioning technique in which learners respond to a question whose answer is unknown to the questioner. This contrasts with "display questions" that seek obvious responses. Example of an information gap question: What did you buy at the mall? Example of a display question: What color is your sweater?
Used in one of the three Japanese writing systems, kanji are the characters drawn from the Chinese writing system. Approximately 2,000 kanji, many with multiple meanings, are needed to read materials written for adults in Japanese.
kindergarten benchmarks
Kindergarten benchmarks identify what young learners should achieve during kindergarten. They include awareness of body parts, letter and some word recognition, control of tools such as crayons and scissors, and more.
learner-centered classroom
A classroom in which a teacher works with students to develop, implement, and evaluate learning goals based on students' interests and unique needs. In this way, students have a voice not only in what they learn but also in why, when, how, and with whom they learn it. In a learner-centered classroom, the teacher facilitates rather than instructs, allowing learners greater opportunity to collaborate with peers in the target language.
native speaker
A native speaker considers the target language to be his or her first language. Teachers seek opportunities for students to communicate in person or through technology with native speakers. Students in foreign language classes who are first- or second-generation immigrants and who use the language extensively outside the classroom are also considered native speakers. These students typically maintain the cultural norms of their heritage in certain situations. See also heritage speaker.
negotiation of meaning
In this process, teachers and students try to convey information to one another and reach mutual comprehension through restating, clarifying, and confirming information. The teacher may help students get started or work through a stumbling block using linguistic and other approaches.
During a performance assessment, students demonstrate their ability to use the target language in real-world activities, namely, things that native speakers might do. For example, students might create a newspaper, respond to a want ad, or conduct an interview to learn about a cultural topic. Teachers can evaluate the performance using a rubric and/or assign traditional grades.
The ACTFL Performance Descriptors for Language Learners and the NCSSFL–ACTFL Can-Do Statements (derived from the ACTFL Proficiency Guidelines 2012) describe the language outcomes for students in standards-based language programs. The performance levels include Novice, Intermediate, and Advanced. Learners in the Novice range operate primarily with learned and practiced material. Learners in the Intermediate range use language to create with language on familiar topics. While operating primarily at the sentence level, they begin to expand and string sentences together as they build narrative skills. Learners in the Advanced range are able to sustain narration and description in past, present, and future tense and in a range of content areas. See also proficiency level.
proficiency level
Proficiency describes how well a person functions in a language. The American Council on the Teaching of Foreign Languages further defines proficiency with a set of guidelines for assessing communicative abilities. The guidelines cover how an individual performs across three criteria: function, content/context, and accuracy. When combined, these criteria determine the student's communicative ability to be Novice, Intermediate, Advanced, or Superior. See also performance level.
realia
Realia are materials that are highly visual, contextualized, and culturally authentic. Realia can include posters, advertisements, labels, schedules, tickets, placemats, and more.
Role-playing is an activity in which students dramatize characters or pretend that they are in new locations or situations. This activity challenges students by having them use language in new contexts.
spiraling
Spiraling is the process of teaching a theme or language rule to different levels of learners by creating multiple tasks that are increasingly complex. For example, a lesson on weather can be spiraled as follows: (1) Novice students can describe the weather in short formulaic sentences; (2) Intermediate students can talk about the weather and its effect on their activities, or gather information from broadcasts or newspapers; and (3) Pre-Advanced students can tell a story about a frightening weather-related event or follow a description of weather in a literary piece.
A story map is a graphic organizer that leads students to discover specific elements from a written or oral text. It is built upon common elements such as characters and characteristics, place, plot, resolution, and moral or lesson, or a "who, what, when, where, how, and why" format.
Thematic units are designed using content as the organizing principle. Vocabulary, structures, and cultural information are included as they relate to the themes in each unit. For an excellent example of theme-based units, see the Nebraska Foreign Language Education Web site in General Resources.
Total Physical Response (TPR)
Developed by Asher, Kusudo, and de la Torre (1974), TPR is an approach for teaching vocabulary that appeals to learners' kinesthetic-sensory system. First, the teacher introduces new vocabulary words and establishes their meaning through corresponding actions and gestures. Students mimic the teacher's actions as they learn the words, and eventually demonstrate comprehension through the actions and gestures. Ultimately, the language is extended to written forms, and students begin to respond verbally. Research evidence attests to the effectiveness of TPR for learning and retaining vocabulary. See also Total Physical Response Storytelling (TPRS).
Asher, J., J. Kusudo, and R. de la Torre. "Learning a Second Language Through Commands: The Second Field Test." Modern Language Journal 58 (1974): 24-32.
Total Physical Response Storytelling (TPRS)
This adaptation of TPR adds the element of storytelling and uses the story narrative or episodic structures to build meaningful comprehension. The technique begins with the teacher telling a story and using actions and gestures to introduce new vocabulary. As students listen to the story, they confirm their understanding by repeating the actions: First they perform the actions for specific events and then recreate the whole story. Once the story is understood, students take over the narrative task, either as a group or individually. See also Total Physical Response (TPR).
A Venn diagram is a type of graphic organizer consisting of two partially overlapping circles. A Venn diagram helps learners see the similarities and differences between two topics. Each circle represents one topic (for example, "U.S." and "Target Culture"). Common characteristics are recorded in the overlapping area between the circles. Information unique to each topic is recorded in the area outside the overlap. The Venn diagram is a strong visual support for concrete and abstract comparisons.
Provides options to purchase the Standards in multiple formats
Foreign Language Teaching Forum
Features a collection of Web resources for foreign language teachers
World Languages Lesson Plans
Features lesson plans created for foreign language classes
The Internet Picture Dictionary
An online, multilingual picture dictionary designed for language learners of all ages
Language Exchange Community
An online community that creates opportunities for language exchange among language learners across 115 different languages
Language Resources Directory
Offers links to resources for teaching and learning foreign languages, such as study abroad programs, reference materials, and Web forums
Nebraska Foreign Language Education
Presents the Nebraska Frameworks document, which includes good examples of thematic units
State and Local Foreign Language Standards
Provides links to many state and local foreign language curriculum frameworks
The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author. To purchase the Standards, go to https://www.actfl.org/publications/all/world-readiness-standards-learning-languages (or standards4languages.org).
Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Upper Saddle River, New Jersey: Pearson ESL, 2000.
Hadley, Alice Omaggio. Teaching Language in Context. 3rd ed. Boston: Heinle & Heinle, 2001.
Lee, James F., and Bill VanPatten. Making Communicative Language Teaching Happen. New York: McGraw-Hill Education, 1995.
Shrum, Judith L., and Eileen W. Glisan. Teacher's Handbook Revised: Contextualized Language Instruction. 2nd ed. Boston: Thomson/Heinle, 2000.
Arabic Resources
Al-Masdar
A source for Arabic language and Arab culture teaching materials, opportunities, news, and events relevant to both teachers and students
Chinese Resources
Features K–12 resources on the study of Asian societies
Chinese Language Association of Secondary-Elementary Schools
A professional organization Web site that includes resource links and K–12 Standards for Chinese Language Learning
Chinese-Tools.com
A collection of 40 online Chinese lessons with audio
Bonjour de France
An interactive online magazine for French language teachers
Culture.fr
A French site that provides information and additional links related to French culture
German Resources
American Association of Teachers of German
Resources for teaching German, plus an extensive list of links
The World Wide Web Virtual Library: German Subject Catalog
A list of German language links organized by topic
Italian Resources
Web Sites of Italian Interest
Provides links to sites of interest for students and teachers of Italian history and culture
Japanese Resources
American Association of Teachers of Japanese
Provides information about Japanese language, literature, and linguistics study, and includes a list of resources for students and educators
Keiko Schneider's Bookmarks
Features an exhaustive list of resources, including links to online learning tools, Japanese newspapers and media, cultural information, and more
Latin Resources
Latinteach.com
A Web site for teachers of Latin that includes articles, discussion groups, online resources, and more
Web Resources for Latin and Classics
A list of resources for teaching Latin, Roman and Greek Culture and History, and more
A list of resources for teachers of Slavic and East European languages
Russnet
A vast collection of Russian language resources, including thematic learning modules
Resources and Web links for learning Spanish
Library Credits
Arabic Videos and Website
Teaching Foreign Languages K-12: Teaching Arabic is a production of WGBH Education for Annenberg Learner and Qatar Foundation International
Copyright 2016 Annenberg Learner and Qatar Foundation International. All rights reserved.
Director, Education
Mike Mayo
Amy Tonkonogy
Maria Constantinides
Marisa Nopakun
Senior Content Producer
Christopher Riegle
Cassie Irwin
Mike Hamilton
Tim Kinnel
Diane Frederick
Reema Barkat
Website Advisor
Katy Whiting
Paul Stern
Heather Riley
Meredith Honig
Gregory William Palmer
Jennifer Didsbury
Rana Abdul-Aziz, Language Coordinator, Tufts University
Mahmoud Al-Batal, Professor of Arabic, University of Texas
Paul Sandrock, Director of Education, American Council on the Teaching of Foreign Languages
American Council on the Teaching of Foreign Languages
Teaching Foreign Languages Website Production
Teaching Foreign Languages K–12: A Library of Classroom Practices is a production of WGBH Interactive and WGBH Educational Productions for Annenberg Media.
Copyright 2003 WGBH Educational Foundation. All rights reserved.
Director, Educational Productions
Denise Blumenthal
Ted Sicker
Curriculum Developer
June K. Phillips
Marjorie Hall Haley
Kathleen M. Riordan
Jane Shuffelton
Jay Harlow
Lisa Rosenthal
Christian Wise
Michael McCrary
With the assistance of
Mary Susan Blout
Rebecca Evans
Jill Farinelli
Kate Pullano
Regina Sloutsky
The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.
Teaching Foreign Languages Video Library Production
Teaching Foreign Languages K–12: A Library of Classroom Practices is produced by WGBH Educational Programming and Outreach for Annenberg Media.
Core Advisors
Martha G. Abbott, Director of High School Instruction and K–12 Curriculum Services
Fairfax County, Virginia Public Schools
June K. Phillips, Dean of Arts and Humanities
Kathleen M. Riordan, Director of Foreign Languages
Springfield, Massachusetts, Public Schools
Adam J. Stryker, Professional Development Specialist
General Advisors
Ruta Couet, Foreign Language Specialist
Marjorie Hall Haley, Associate Professor of Graduate Education
Janis Jensen, World Languages Coordinator
New Jersey Department of Education
Yu-Lan Lin, Senior Program Director of World Languages
Paul Sandrock, World Languages Education Consultant
Wisconsin Department of Instruction
Duarte M. Silva, Executive Director
California Foreign Language Project
www.actfl.org
John Browne
Philip Gay
Anthony Manupelli
Associate Producers
Sara Ferguson
Jayne Sportelli
Vanessa Boris
Dickran H. Manoogian
Chuck Scott
Mary Ellen Gardiner
Post Production Associate Producer
Peter Villa
Michael Kilmurray
Jill Unger
Bill Charette
Lance A. Douglas
Robin Hirsh
Stephen McCarthy
Larry LeCain
David Rabinovitz
David Brayfield
Chris Bresnahan
Charlie Collias
James Lindsey
Gilles Morin
Charles Dixson
Scott Kinzey
Brendan Davis
Steve Bores
Anthony Flores
Mary Kaigler-Schaffer
Joe McCartan
Charles Tomaras
Studio Crew
WGBH Productions
Mark Geffen
Glenn Hunsberger
John Sherrer
Dan Lesiw
Gaye Korbet
Bruce Walker
Additional Graphics
The Japan Forum Photo Data Bank
The Japan Foundation
Minna no Kyozai Site
Photo Panel Bank Series
Series IV, No. 002 (© by the Japan Foundation)
David Grimes
Additional Music
"A Nos Actes Manqués" a/c: Jean-Jacques Goldman, pub: JRG Editions Musicales, Music Video: dir: Bernard Schmitt, SONY Music Entertainment (France). Words and music from the album Fredericks Goldman Jones (1991).
"Zydeco Sont Pas Sale" from ARHOOLIE CD 301 – Clifton Chenier (www.ARHOOLIE.com) and composed by Clifton Chenier © Tradition Music Co. (BMI) adm. by BUG Music Co.
"Zydeco Boogaloo" – Buckwheat Zydeco, Courtesy of Rounder Records. www.rounder.com
"La varicelle," L'Album de Marie-Soleil. Performed by Suzanne Pinel. 50 mins. Produced by Les éditions Clown Samuel, Inc., 1993. Videocassette. www.clownsamuel.com
John Kosian
Jessica Abreu
Maiyim Baron
Renee Beaudot
Beth Curran
Jenny Fourman
Christiane Galvani
Marcia Guedes
Martin Hoffman
Analucia Hutcheson
Lydia Kim
George F. Leslie, Jr.
Amelia Moser
The Multi-Lingual Group
Jack C. Nowicki
Danielle Pung
Thibaut Schilt
Frederik L. Schodt
Marina Vesty
Loraine Wang
Bing Zhao
Ilse Andrews
Wanda Boeke
Fritz Chang
Jane Kontrimas
Jane C. Lamb-Ruiz
Ughetta Lubin
Constance Marina, Ph.D.
Amy L. Miller
Stefanie Ramsden
Additional footage courtesy of
© Werner Forman/CORBIS
© Archivo Iconografico, S.A./CORBIS
© Gianni Dagli Orti/CORBIS
© Arte & Immagini srl/CORBIS
© Araldo de Luca/CORBIS
© Historical Picture Archive/CORBIS
© Geoffrey Clements/CORBIS
© Christie's Images/CORBIS
0 Introduction to the Library
1 Standards and the Five Cs
2 Assessment Strategies
3 Video Organizer Chart
1 Arabic: Teaching Arabic Overview
2 Arabic: People Who Help Us
2 View & Analyze the Video
3 Arabic: Vegetables We Like
4 Arabic: Comparing the Weather
5 Arabic: How We Spend Our Free Time
6 Arabic: A Place I Call Home
7 Arabic: Making Sales Calls
8 Arabic: Making Plans
9 Chinese: Communicating About Sports
10 Chinese: Exploring New Directions
11 French: A Cajun Folktale and Zydeco
12 French: Chicken Pox
13 French: Comparing Communities
14 French: Family and Home
15 French: Interpreting La Belle et la Bete
16 French: Mapping Planet Earth
17 French: Performing With Confidence
18 French: Touring a French City
19 German: Holidays and Seasons
20 German: Sports in Action
21 German: Sports Stats
22 Italian: U.S. and Italian Homes
23 Japanese: Daily Routines
24 Japanese: Happy New Year!
25 Japanese: Promoting Attractions of Japan
2 View & Analyze Video
26 Latin: Music and Manuscripts
27 Russian: Russian Cities, Russian Stories
28 Spanish: Creating Travel Advice
29 Spanish: Food Facts and Stories
30 Spanish: Fruits of the Americas
31 Spanish: Hearing Authentic Voices
32 Spanish: Interpreting Literature
33 Spanish: Interpreting Picasso's Guernica
34 Spanish: Politics of Art
35 Spanish: Routes to Culture
2 View & Analyze (Video)
Produced by WGBH Educational Foundation with the American Council on the Teaching of Foreign Languages. 2003. 2016.
Session 0 Introduction to the Library
This program provides an overview of the entire library, with suggestions for use in professional development settings
Session 1 Arabic: Teaching Arabic Overview
Provides background on the standards with commentary by teaching experts and clips from the classroom programs.
Session 2 Arabic: People Who Help Us
Arabic Grade 1: Khamael Alaloom introduces her class to people who help in the community and teaches students a new letter of the alphabet. She projects images of community helpers and reviews their names and what they do.
Session 3 Arabic: Vegetables We Like
Arabic Grade 2: Rita Lahoud's Art and Arabic students draw pictures of vegetables they like and don't like. Students discuss in pairs what they drew and then present their drawings to the full class.
Session 4 Arabic: Comparing the Weather
Arabic Grade 6: Wael Fawzy's class learns about the weather in the Arab world and practices speaking and writing using dialects. Mr. Fawzy shows slides of the weather in Chicago and Egypt and asks students about the weather in each place and then has them develop questions of their own.
Session 5 Arabic: How We Spend Our Free Time
Grade 8, Arabic I: In a unit on hobbies, Katie Quackenbush's novice-level students practice asking and answering questions about what they like to do in their free time. In a small-group activity, students picks a card and asks classmates whether they like doing the activity pictured. Students then poll one another about their free-time activities.
Session 6 Arabic: A Place I Call Home
Grades 9 and 10, Arabic II/III: In a lesson rich with music and visuals, students learn vocabulary to describe the rooms and exterior features of modern and traditional houses in Arab countries. Manar Mayalah introduces the lesson with a song about a "dear little house," then shows videos of a traditional house in Syria and a modern house in Lebanon.
Session 7 Arabic: Making Sales Calls
Grades 9 and 11, Arabic I: Eric Bartolotti's high school class of novice and heritage speakers use basic greetings and express likes and dislikes through a role-playing activity. Students pair off, assuming the roles of telemarketers and prospective customers.
Session 8 Arabic: Making Plans
Grades 9–12, Arabic V/VI: Students converse about what they will be doing in the future, in pairs and expanding to a group of four. Belal Joundeya presents a scenario in which two celebrities negotiate their busy schedules to agree on a dinner date, and then he role plays a similar situation with a student volunteer.
Session 9 Chinese: Communicating About Sports
Chinese I, grade 6: In pairs and in small groups, Jie Gao's students develop interpersonal communication skills as they state their sports likes and dislikes. They practice writing Chinese characters for an ongoing activity — a letter they are composing and sending to Chinese students. At the end of the lesson, the students create skits to perform for their classmates.
Session 10 Chinese: Exploring New Directions
Chinese II - IV, grades 9 - 12: In this lesson, Haiyan Fu's multilevel class explores direction - both literally and metaphorically. While Chinese IV students practice reciting Chinese cultural poems, students in Chinese II and III work on mapping the locations of nearby restaurants and providing directions to them.
Session 11 French: A Cajun Folktale and Zydeco
French I, grade 8: After preparing her students for new vocabulary, Paris Granville retells a Cajun folktale while students act out the story. Students then create a story map to delve into the different story elements. Ms. Granville introduces zydeco music and the instruments typically used to create it, such as the washboard, accordion, and spoons.
Session 12 French: Chicken Pox
French I, kindergarten: Jai Scott's French immersion class uses the topic of chicken pox, from an Arthur book and a French song, and total physical response (TPR) movements to learn new vocabulary for the parts of the body. The class practices emerging literacy skills by matching vocabulary labels to a drawing of a person.
Session 13 French: Comparing Communities
French III, grades 9 - 12: Ghislaine Tulou's students work in pairs to discuss aspects of their own community. They also discuss a Canadian community that they had read about and plan what they would do if they were to visit. Through individual and group-centered activities, students learn to express conditional statements about personal preferences.
session 14 French: Family and Home
French I, grade 5: In this two-part lesson, Debra Terry's students integrate vocabulary about the family by creating an imaginary family tree. Then they develop more complex ideas by describing the location of family members in different rooms of the home. For homework, students write about activities that take place in each room.
session 15 French: Interpreting La Belle et la Bete
French IV, grade 11: Michel Pasquier focuses his class on interpreting and adapting film, literature, and music, using the classic tale Beauty and the Beast. The students work in groups to find moral meaning in the 1945 Jean Cocteau classic film and compare the film to the original story and a French rap song.
session 16 French: Mapping Planet Earth
French I, grade 2: Stephanie Appel connects her French lessons to content and teaching materials in the general classroom curriculum. She employs TPR and map activities to practice vocabulary for the planets, continents, and oceans.
session 17 French: Performing With Confidence
French IV - V, grades 10 - 12: This lesson focuses on advanced conversation proficiency with connections to social, political, and pop culture. Yvette Heno's students play word games, discuss French politics, and stage a mock press conference with students portraying celebrities and journalists.
session 18 French: Touring a French City
French I, grade 8: Prior to this lesson, Robin Neuman's students researched French architecture and constructed a model of a French city on the classroom floor. During the lesson, students take turns role-playing tourists asking for directions and tourist bureau agents giving directions and describing the buildings and the city.
session 19 German: Holidays and Seasons
German I, grade 3: Margita Haberlen's lesson combines the topics of seasons and German holidays to reinforce basic reading skills, build cultural knowledge, and introduce more abstract thinking. Using a Venn diagram, students compare aspects of Fasching and Halloween.
session 20 German: Sports in Action
German I, grades 9 - 11: Denise Tanner guides her students through graduated activities including a TPR vocabulary review of the body, a grammar segment teaching the German structure gefallen, and a discussion of the German medals won at the 2002 Winter Olympics. As a culminating activity, students act out a TPR story in front of the class.
session 21 German: Sports Stats
German I, grade 5: In Amy Garcia's German class, students write in journals, listen as classmates share their sports preferences, take a poll on sports likes and dislikes, and record the class results on a graph. Using a chart showing the favorite sports of young Germans, Ms. Garcia makes connections to math by having students analyze the data.
session 22 Italian: U.S. and Italian Homes
Italian II, grade 9: In this lesson, Marylee DiGennaro's students compare American homes with typical dwellings in Italy. The class learns new vocabulary words, then practices them during a line dance and a card game. For homework, the students compose letters describing their homes, which they will email to students in Italy.
session 23 Japanese: Daily Routines
Japanese I, grade 5: This lesson focuses on the daily routines of individuals in Japan and the U.S. Margaret Dyer uses a variety of activities including TPR, modeling, paired practice, and student-led charades to introduce and review new vocabulary and concepts.
session 24 Japanese: Happy New Year!
Japanese II, grades 10 - 12: Students learn about some common products and practices of the Japanese New Year's celebration. Leslie Birkland's class splits into two groups: One sings New Year's songs, writes cards, and plays cultural games, while the other discusses New Year's food and decorations. After switching activities, the class reconvenes to compare the Japanese New Year's celebration with those of other cultures.
session 25 Japanese: Promoting Attractions of Japan
Japanese III - IV, grades 10 - 12: As part of a larger unit on the geography and culture of Japan, students learn the major regions and cities and discuss popular tourist destinations. Using timed activities, including a fast-paced Jeopardy-style quiz game, Yo Azama, 2012 ACTFL Teacher of the Year, assesses students on recall and recognition. As a culminating project, students create a travel brochure and begin planning a promotional video to attract visitors to Japan.
session 26 Latin: Music and Manuscripts
Latin II - III, IV AP, grades 10 - 12: Lauri Dabbieri's class explores how Latin manuscripts are interpreted, translated, and created. Latin IV students work independently to translate a passage from Vergil's Aeneid, while students in Latin II and III are guided through activities in translation and interpretation. Then the whole class works in pairs to create their own versions of illuminated Latin manuscripts.
session 27 Russian: Russian Cities, Russian Stories
Russian I and IV, grades 9 - 12: In this unique mixed-level class, Jane Shuffelton's students work on geography skills, story writing, and presentations. Russian IV students are paired with small groups of Russian I students to read a story, gather information, and write their own folktales. Each group shares their tale while the remaining students use their interpretive skills to write down specific information. In a separate activity, Russian IV students debate the role of the leader in Russian history after reading an article about Vladimir Putin.
session 28 Spanish: Creating Travel Advice
Spanish III, grade 11: In this lesson, Fran Pettigrew gives her students a letter from a teacher in Chile who plans to bring students to visit the United States. Working with authentic tourist brochures in Spanish and their previous research, student groups plan itineraries for their Chilean counterparts. They prepare to send a follow-up letter to the Chilean teacher sharing their suggestions.
session 29 Spanish: Food Facts and Stories
Spanish I, grade 8: Students use math and science skills as they interpret nutritional information in a Spanish-language McDonald's menu. John Pedini's lesson integrates authentic materials, makes connections to other academic areas, and develops interpretive and interpersonal communication skills.
session 30 Spanish: Fruits of the Americas
Spanish I, grade 4: Teacher Carina Rodriguez combines visual media and multisensory activities in a vocabulary-building lesson about familiar and new fruit. Students learn what country the fruit comes from, try to identify the fruit solely through touch, and taste the fruit to categorize it as sweet or sour.
session 31 Spanish: Hearing Authentic Voices
Spanish I, grade 8: Davita Alston's class engages in mock phone conversations, brainstorms about how American teenagers occupy their time, and reviews a video of Spanish-speaking youths discussing their leisure activities. Later, two native Mexican students visit the class and answer questions about how they spend their free time in Mexico.
session 32 Spanish: Interpreting Literature
Spanish III, grade 11: This lesson centers on the story Dos Caras by the New Mexican author Sabine Ulibarri. Barbara Pope Bennett guides students as they recount the details and discuss their interpretations of the story and its moral message. Students act out segments of the story and then collaborate in groups to come up with alternate endings.
session 33 Spanish: Interpreting Picasso's Guernica
Spanish II, grade 10: In this lesson, students use their interpretive abilities to learn about culture and history through art. The students in Meghan Zingle's class make initial observations about Picasso's painting, and then work in pairs to write and present a mock radio announcement about it. After reading about the painting's background, they discuss the history it represents.
session 34 Spanish: Politics of Art
Spanish V, grade 12: Lori Langer de Ramirez's class stages a political debate based on Spain's visa requirement for Central and South Americans who wish to enter that country. During the debate, students assume the role of Latin American artists whose work they had researched and weigh the pros and cons of boycotting an invitation to exhibit their work in Spain. After the debate, the class votes on whether or not to accept the Spanish invitation.
session 35 Spanish: Routes to Culture
Spanish II, grades 9 - 10: This culturally rich lesson falls in the middle of a thematic unit about the African presence in Latin America. Pablo Muirhead's students identify cultural aspects of stories about a fictitious African girl who is taken to Panama and enslaved. Then they work in small groups to incorporate these cultural aspects into skits to be performed by their classmates. The class also practices playing African/Latin American box drums called los cajones.


Choose your shape, size, then click Customize to upload & crop your photo! All PiXtures are printed on a lightweight foam panel ready to stick (and re-stick!) damage free to your wall! No nails or frames needed!


text:
Q: Is a cube vector subspace of $\mathbb{R^{3}}$? The question is simple. The cube contains zero vector.
I'm not sure about this, but I think it doesn't create vector subspace. Because a finite cube is not closed to the sum and scalar multiplication. Am I right?
In case the cube is infinite, then it creates vector space $\mathbb{R^{3}}$ (?)

A: If you are using the standard definitions of a subspace and by a cube, I take it you mean a typical cube with 6 vertices for example at $(\pm1, \pm1, \pm1)$, then it is evidently not a subspace.

A: For a subspace S we have the property:
If $u \in S$ and $t \in \Bbb R$ then $t.u \in S$ wich is not true for a bounded subset like a cube. To see that just take a value of $t$ as big as you can such that $t.u$ goes outside of the subset.

redpajama_set_name: RedPajamaStackExchange


About the Famous Christian Business Leaders Page : Includes a listing of all the famous business leaders, celebrities, financial experts, self help gurus, and investors on the Woopidoo Business Portal that are of the Christian faith, attend church, and believe in the teachings Jesus Christ.
Glenn Beck Quotes - Controversial conservative radio host and TV host on the Fox News Channel.
Conrad Hilton Quotes - Conrad Hilton Biography - All Conrad Hilton - American businessman, philanthropist, and founder of Hilton Hotels.
Alex Jones Quotes - Notable American radio host and conspiracy theorist exposing the New World Order and global elites.
Dennis Kucinich Quotes - American liberal politician of the Democratic Party.
Vince McMahon Quotes - Roman Catholic, chairman, and majority owner of the World Wrestling Entertainment company.
Sarah Palin Quotes - Sarah Palin Biography - All Sarah Palin - Female politician, governor of Alaska, and Republican party VP nominee in 2008.
Ron Paul Quotes - List of politics and business quotes by the American Republican politician Ron Paul.
Norman Vincent Peale Quotes - Norman Vincent Peale Biography - American self help author of "The Power of Positive Thinking".
John Rockefeller Quotes - Rockefeller Family - Oil billionaire and famous philanthropist.
Albert Schweitzer Quotes - Albert Schweitzer Biography - All Albert Schweitzer - Inspirational French / German humanitarian, philosopher, and Christian theologian.
Mother Teresa Quotes - Mother Teresa Biography - All Mother Teresa - Roman Catholic nun that worked for the sick and poor in India and around the world.
Zig Ziglar Quotes - Zig Ziglar Biography - Self Help Author of "See you at the Top", Christian and motivational religious speaker.
Christian leaders, famous Christians, and Businesspeople the believe in Jesus Christ.


text:
New Lady Antebellum album due out Sept 30 2014
Jul 18, 2014 by smg / 808 Views
Lady Antebellum's fifth studio album, "747," will take flight on Sept. 30. The set, the trio's first since 2013's "Golden," includes first single, "Bartender," which bulleted at No. 11 on Billboard's Country Airplay chart this week. The band produced the album with Nathan Chapman, best know for his work with Taylor Swift. "We are pushing ourselves as a band and as songwriters," says Lady A's Hillary Scott. "Taking ourselves out of our comfort zone and not taking ourselves too seriously. There's an urgency and an energy to it that we've never released before." Lady Antebellum is in the middle of its 80-city Take Me Downtown arena tour. 747 Track List: 1. Long Stretch of Love (Dave Haywood, Charles Kelley, Hillary Scott, Josh Kear) 2. Bartender (Dave Haywood, Charles Kelley, Hillary Scott, Rodney Clawson) 3. Lie With Me (Marc Beeson, Abe Stoklasa) 4. Freestyle (Dave Haywood, Charles Kelley, Hillary Scott, Shane McAnally) 5. Down South (Stephanie Chapman, »
- Melinda Newman
See full article at Hitfix
Kanye West' Epic Wireless rant in detail
Jul 5, 2014 by smg / 690 Views
On July 4th, Kanye West, wearing his face mask du jour, started singing "Runaway" from My Beautiful Dark Twisted Fantasy for the crowd at the Wireless Festival in London before getting sidetracked with an Epic fifteen minute rant in which he called out Nike, Louis Vuitton, Gucci, the media, and everyone else in the world who doesn't believe in The Genius of Kanye West. His diatribe is sprawling, long, and very Kanye with its auto-tune and made-up words. We here at Vulture love you so much that we transcribed the entire thing.[singing/autotune] Don't let nobody tell you what you can do, what you can believe, what you can achieve. Don't let nobody but you. You know, people be looking at me like I got a problem or something. Like I'm uncontrollable or something. Like I don't do what I'm supposed to do. You know it » - E. Alex Jung See full article at Vulture
John Legend all set to romance The Governor's Ball
Jan 7, 2014 by smg / 938 Views
With the 86th Annual Academy Awards less than two months away, the Academy announced Monday that nine-time Grammy Award-winning singer-songwriter John Legend will perform at its official post-Oscars celebration, the Governors Ball on March 2.
Jeffrey Kurland, Costume Design Branch governor and chair of the Governors Ball, noted the singer's accomplishments and said in a statement, "John Legend is one of the industry's most innovative and talented artists."
Legend received eight Grammy nominations for his 2004 debut album "Get Lifted" and won the awards for R&B album, new artist of the year and male R&B vocal performance for his hit song "Ordinary People." Legend's most recent album "Love in the Future" earned him a R&B album nomination at this year's Grammys. The artist's songs have also been featured on the soundtracks of films including "Waiting for Superman," "Think Like a Man" and "Django Unchained. »
- Andrea Seikaly
See full article at Variety - Film News
Lorde, Katy Perry, Metallica confirmed as performs at this years Grammy's
The Grammys have added Lorde (four nominations — Record of the Year, Song of the Year, Best Pop Solo Performance, and Best Pop Vocal Album) to the lineup of performers for this year's awards. She'll join recent additions Metallica and Katy Perry as well as Daft Punk (who will be accompanied by Nile Rodgers, Pharrell Williams, and Stevie Wonder), Kendrick Lamar, Imagine Dragons, P!nk, Merle Haggard, Kris Kristofferson, Willie Nelson, and Blake Shelton. No, Beyoncé isn't eligible this year, so you can already stop asking. »
- Lindsey Weber
See full article at Vulture
Ice Cube's N.W.A Movie Will Prove They Were 'The World's Most Dangerous Group'
Think you know N.W.A? Think again.
Amid promotions for his buddy cop comedy "Ride Along," Ice Cube is hard at work producing a film about his former rap group. The flick, titled "Straight Outta Compton," has landed "Friday" and "Law Abiding Citizen" director F. Gary Gray, and Cube says that casting will begin on January 8.
"We just tryin' to tell the story of the world's most dangerous group," Cube tells MTV News. "We're trying to tell aspects of our lives that people don't know about, people aren't privy to."
Script details are sparse, but expect the city of Compton to play a large part in the drama.
"The neighborhood influenced N.W.A, and then N.W.A influenced the neighborhood," hinted Cube. "That's what we're trying to portray."
The N.W.A movie has been in development for quite some time, but has picked up steam in recent months. Meanwhile, Cube is showing off his comedic chops in "Ride Along" opposite Kevin Hart, opening nationwide on January 17.
And if your earbuds are itching for some fresh music from Ice Cube, the rapper's highly anticipated Everythang's Corrupt is set to street on May 13.
The release marks Cube's 10th LP and his first studio effort since 2010's I Am the West. Little is known about the content of the album, but Cube did drop its title track more than a year ago, ahead of the 2012 election.
"This record is for the political heads," Cube told HipHopDX at the time. "This to me is more a leak at the right time, in time, to drop it. We could have dropped a more catchier tune, but the time wouldn't have been right. The time is right for 'Everythang's Corrupt,' so that's what we wanted to do. We wanted to drop it at this point and time, and then come with a visual to highlight what we're saying in the music."
The fast-paced video featured news clips from some of 2012's biggest scandals interspersed with campaign footage of Mitt Romney and President Barack Obama.
Kanye West understands why people are bothered by "Perfect Bitch"
Sep 3, 2012 by smg / 920 Views
Like a great novelist poking at a meaning-of-life theme and never quite offering a concrete answer to remedy the thorniness, Kanye West — likely aware of the waves of discomfort radiating from his titling a new song for Kim Kardashian "Perfect Bitch" — took his Twitter account for a stroll on Sunday. The real-talk session was primarily question-based, and it certainly lead to the feeling that Kanye either isn't completely comfortable slinging the B-word every which way or that he's been browbeaten into wondering if he's really down with it. Take it away, 'Ye."I usually never tweet questions but I struggle with this so here goes... Is the word Bitch acceptable? To be more specific, is it acceptable for a man to call a woman a bitch even if it's endearing? Even typing it in question form it's still feels harsh? Has hip hop conditioned us to accept this word?
http://www.vulture.com/2012/09/kanye-uneasy-perfect-bitch.html
Ne-Yo becomes an executive at motown
Jan 25, 2012 by belinda / 944 Views
When you think Motown Records, you think of artists like Diana Ross, the Temptations, Stevie Wonder and Smokey Robinson, just to name a few. Now Ne-Yo joins the legendary list of soul and R&B singers that will record under the iconic brand created by Berry Gordy in 1959.
The Grammy Award-winning singer (and co-star of the George Lucas-produced "Red Tails") has moved from Def Jam to Motown Records, according to a statement sent to MTV News on Wednesday (January 25). Not only that, Ne-Yo will also take over as the label's senior vice president of A&R.
"I'm honored that I¹ve been given such a prestigious title and trusted with such responsibility; terrified because I know that playing this role in the fashion of one of my career role models, Mr. Smokey Robinson — these are big shoes to fill. But trust, I can handle it," the singer said in the statement.
Ne-Yo released his debut In My Own Words on Def Jam in 2006 and dropped three subsequent albums with the powerhouse hip-hop label. The singer/songwriter's fifth LP will now come through Motown, which, like Def Jam, falls under the Universal umbrella. In addition to his artistry and ear for talent as an A&R, Ne-Yo will also bring his Compound Entertainment imprint over to Motown.
"His track record of success at Def Jam will always be a benchmark," said Universal Republic and Island Def Jam Motown chairman/CEO Barry Weiss in the same statement. "But this move to Motown will provide new and inspiring challenges for Ne-Yo as both an artist and a key member of the new senior management team that is taking form at the label in 2012."
Senior Vice President of Motown Ethiopia Habtemariam added that signing Ne-Yo, who has written for Rihanna ("Take A Bow"), Beyoncé ("Irreplaceable") and Mario ("Let Me Love You"), will only bolster Motown's historical reputation for making great R&B.
"We are committed to discovering, developing and nurturing R&B/soul superstars here at Motown," she said. "In Ne-Yo we have both a global superstar and arguably one of the best songwriters in music. His presence on the executive team only strengthens our commitment to be the very best in R&B."
What do you think of Ne-Yo's move over to Motown? Tell us in the comments!
Adele's 21 still breaking new sales records
Jan 25, 2012 by belinda / 1,012 Views
dele's 21 gives a whole new meaning to "Achy Breaky Heart." And since the singer's unstoppable album will notch its 17th non-consecutive week at #1 next week on the Billboard albums chart, she now shares that honor with Billy Ray Cyrus' breakthrough, Some Gave All, which did the same in 1992.
After blowing past the 1997 "Titanic" soundtrack last week, Adele sold another 95,000 copies of 21 to keep the top spot, according to figures provided by Nielsen SoundScan. That was more than enough to lock out the 21st edition of the Kidz Bop series, which will debut at #2 on sales of 59,000.
The only other new face in the top 10 is gospel act James Fortune & FIYA's Identity, which moved 18,000 units.
The rest of the top 10: Black Keys' El Camino (#3, 29,000), Drake's Take Care (#4, 29,000), Rihanna's Talk That Talk (#5, 20,000), Young Jeezy's TM 103: Hustlerz Ambition (#6, 19,000), Toby Keith's Clancy's Tavern (#8, 17,000), Coldplay's Mylo Xyloto (#9, 17,000) and Nickelback's Here and Now (#10, 17,000).
Otherwise, it was pretty quiet, with punk band Attack Attack! sliding into the #11 spot with their new one, This Means War (17,000), and the soundtrack to the Dolly Parton/Queen Latifah feel-good movie "Joyful Noise" jumping up nine spots in its second week to #12 (just under 17,000). Down at #26 was protest folkie Ani DiFranco with Which Side Are You On? (11,000) and, at #33, soft rockers Snow Patrol, whose Fallen Empires tumbled 28 spots in its second week on the charts.
Adele might be safe for another week if the latest from country star Tim McGraw doesn't push her out of the top spot. Other new releases include albums from Lamb of God, Kellie Pickler and Amnesty International's four-disc Chimes of Freedom: The Songs of Bob Dylan compilation.
Jay-Z aims to be a better father than his own
Nov 20, 2011 by belinda / 1,130 Views
(PEOPLE.com) -- Jay-Z wants to do things differently than his father did.
Still, the rapper, who's expecting his first child with wife Beyoncé in February, says the experience of his father walking out on him as a child has him thinking as he faces parenthood.
"It makes me a little paranoid because no matter what, I don't think any person, or any male, goes into a relationship thinking that they're going to leave or wouldn't be there," he tells PEOPLE at GQ's Men of the Year party at the Chateau Marmont in West Hollywood. "I think the circumstances a lot of times dictates things, right?"
CLICK HERE TO READ THE FULL STORY
Hip-Hop and RNB legend Heavy D passes away at age of 44 (Details)
Nov 8, 2011 by belinda / 1,136 Views
Earlier today the legendary artist known for a slew of hits had returned from shopping and was climbing some stairs when he started having trouble breathing. After a friend found him collapsed on the stairs onlookers called 911, Heavy D maintain a pulse while paramedics transported him to a local hospital. As of 4:03 p.m. EST we were informed he had passed on. Heavy D a mainstay in the late 80's and early 90's had over the past few years returned to the stage releasing a critically acclaimed album. Best know for hits like "Now that we found love", "Somebody for me", and a slew of other massive fan friendly songs was also instrumental in the career and success of fellow guru's and artists Sean "Puffy" Combs, Soul4Real, and many other artists. He was known as friendly and charismatic by all who met him. The music world has lost a tremendous talent. Heavy D was 44 years old. Read more »
Amy Winehouse's Parents Discuss Her Death: "She Hadn't Taken Drugs in Three Years"
Sep 10, 2011 by belinda / 1,897 Views
This Monday marks Anderson Cooper's premiere as a daytime talk show host, and he starts things off on a serious note, talking to the parents of Amy Winehouse. Mitch and Janis Winehouse visited Anderson for an exclusive interview to discuss the demise of their musically gifted daughter for the first time (sort of), largely to reaffirm that drugs were not to blame for her death. Here's what they said... "I've been banging on about the fact that she hasn't taken drugs in three years," Mitch said. "Everyone thought I was in denial, I wasn't in denial, she hadn't taken drugs. She'd been clean for round about three years." "Her problem was alcohol, the last »
Is Jay-Z washed up? Debate begins after lackluster "Watch the throne" LP
Aug 15, 2011 by belinda / 852 Views
Jay-Z the self proclaimed god emcee has a long history of putting out hits and landing the top spot on billboard. Since 1995 Jay-Z has kept the hits coming under a variety of monickers and aliases he has built a loyal fan base across the world that rarely ever criticizes his failures publicly. After the much hyped collaboration album with protege Kanye West leaked in bits the criticism began. Fans found themselves at a crossroad whether this album would live up to it's hype. Some preferred to wait a few more listen throughs before passing judgement but for the most part the public is trashing this album and calling it too progressive. Jay-Z an amazing talent who made his career on the grounds of crossover appeal has never dealt with this kind of backlash over his work. Fans have taken to twitter to express their disgust at the albums lack of actual hip hop instead saying it's just the same stuff we've been hearing for 10 plus years. "Rich rap" as it is called, the look at me and what I have message that has been Jay's signature since he first made forbes. That has to rub people the wrong way in a depression. Many are now stating that it's time for him to go and that he's not bringing anything new to the game. I for one could not agree more, I can only imagine how hard it is to emulate and try to rap about a life you never lived in the first place (I moved kilos, I had spots) and therefore we understand his approach to rapping about progressive riches but it gets a little tiresome. No matter how you rephrase how bad your chick is and how exclusive your car is and how you have your own jet we are starting feel like "we've heard that already".
So we ask the public do you think Jay-Z should hang it up and walk away or do you think he can bounce back and reconnect with fans on a basic level?
Britney surprises 'em in Vegas
Mar 26, 2011 by belinda / 959 Views
Britney Spears gave more than 1000 lucky fans a taste of her Big Fat Bass on Friday at Las Vegas's Rain Nightclub in the Palms Casino Resort.
READ MORE AT USA TODAY
Gwyneth Paltrow and Cee Lo Record New Version of 'F--- You'
Jan 5, 2011 by belinda / 859 Views
Ask Cee Lo what he thought of Gwyneth Paltrow's version of his hit song onGlee, and he responds with an F-word. Fantastic. "She sings like a natural," says Cee Lo, who was so impressed that he and Paltrow have recorded a new version of "F---- You." They were at work at studio Msr in New York over the weekend and again on Monday afternoon, he tells People exclusively. And that's not the end of it. They'll meet again when Paltrow hosts Saturday Night Live on Jan. 15 when Cee Lo performs. »
- Jessica Herndon
See full article at PEOPLE.com
Does Black Eyed Peas' 'The Beginning' begin at the top of the Billboard 200?
Dec 5, 2010 by belinda / 756 Views
Susan Boyle's "The Gift" keeps on giving. After Kanye West nudged her out of the top spot this week, it looks like she'll be headed back to No. 1 next week on the Billboard 200 with sales of up to 300,000. That takes her past the million mark in only four weeks. Taylor Swift, whom Boyle knocked out of No. 1, rises back to No. 2, with a respectable 160,000 or so. And, we're sure much to West's consternation, she will likely top West, who drops to No. 3 with projected sales of 140,000. "Glee" continues its world domination as the »
Is American Idol Dumping Jennifer Lopez Already?
Aug 11, 2010 by belinda / 1,081 Views
Wow. Has Jennifer Lopez been eliminated by American Idol before she ever even took her seat on the judges' panel? Not even William Hung got the hook so fast! Lopez was reportedly a candidate to join Idol as a replacement for Simon (and most likely also Kara) but talks have quite possibly collapsed. Here's the latest: According to a People.com source, plans to hook up Jenny from the Block with American Idol collapsed because—wait for it—J.Lo is kind of a diva. According to the source, "Her demands got out of hand...Fox had just had enough." Network Fox and production company Fremantle Media both replied to request for comment with a big, fat...wait for it..."No Read more »
Amy Winehouse and Questlove form a group
Amy Winehouse has made a name for herself in the music world after winning various awards for her critically acclaimed projects Frank and Back to Black, but her fame has also given way to controversy surrounding drug use, suicide attempts, ailments and tabloid fodder. Aside from all of this, she has also shown her appreciation for Hip Hop with collaborations including work with Ghostface Killah. Rappers have also given her praise, including Jay-Z and Nas, whom she wrote "Me and Mr. Jones" about.
Now, Winehouse is planning a project with one of Hip Hop's most acclaimed producers, ?uestlove, the drummer behind The Roots and Raphael Saadiq, who will be playing the guitar. No name has yet been given to the group.
In the past, Winehouse was denied a visa for posessing cannabis and for an assault she has been cleared of since. As a result, getting together has been a challenge, but one thattechnology has allowed them to tackle.
According to The Sun, ?uestlove confirmed that the show will go on.
"The group will definitely happen. It's just the closest she can come to the States is Jamaica. I'm off to France soon so I'll see if she's up for discussing it over dinner. We're Skype-ing the shit out of each other."
Eminem retiring, Wayne pleads guilty, Def Jam distancing self from hip hop
Jun 21, 2010 by smg / 959 Views
EMINEM'S LAST ALBUM?
If you ask me, Eminem is too talented to be considering retirement. But, I am hearing this. Sources deep within the halls of Interscope Records have come back to me saying that Eminem will rebuild Shady Records and step off...riding off into the sunset. According to my source, Em is going to do this in 2011, spring or fall. I heard part of it is going to be produced by Em, but mostly Dr. Dre. There is no title or anything like that. Anyway, Eminem's album is out right now...Monday. You know what this means? If fans bust out, they could usurp Drake from that top slot!!!
LIL WAYNE SAYS - "I'M GUILTY"
Lil' Wayne is in Rikers, but he is still fighting other cases outside of the bing. He was forced to plead guilty in AZ instead of looking at jail time. He caught a case in '08, where the coppers found a gun, weed, coke and some ex pills on his tour bus. Wayne just pleaded guilty and now he's going to go through 36 months of probation. Don't dudes get tired of going through the system? It has to be a headache.
DEF JAM SIGNS MORE SINGERS
Def Jam used to be the illest Hip-Hop label, but it looks like its getting closer to the illest R&B label. Not only have they had the likes of Mariah Carey and Janet Jackson, but it appears that they are close to signing Brandy and new jack thug singer J. Holiday. Apparently, The Dream is running his jibs about it. He is an executive at Def Jam in addition to being one of the singers. I BET this was plotted out in some way so Brandy has a happy ending to her reality show. Read more »
DRAKE SAYS HE WAS PRESSURED TO CHANGE "THANK ME LATER" RELEASE, "SOMEBODY TRIED TO FORCE ME"
Young Money's Drake recently talked about getting pressured to release his Thank Me Laterdebut ahead of its original June 15 date.
Drake claimed outside forces tried to make him push his release up a week.
"They tried to force me into a situation -- I'm not sure if it was the label -- [but] somebody tried to force me into a situation and drop the album June 9," Drake said in an interview. "I really was like, 'June 9 isn't enough time to let them digest all the leaked music . If they got the music already, let's let them listen to it. Let's give them that two weeks to ride around to it and talk to their friends about it.' 'Cause that way when they show up to the store, there's no pressure -- you know what you're buying. You're just going to support an artist you love and music you believe in." Read more »
KELIS SPEAKS ON KICKING NAS TO THE CURB, REVEALS NEW BOYFRIEND
R&B singer Kelis has ended her silence on recently divorcing Nas and said she has already begun a new relationship.
Kelis also denied past reports of them trying to get back together.
"It wasn't really a bitter divorce," Kelis told controversial bloggerPerez Hilton in an interview. "Sometimes [we're on friendly terms.] [laughs] No, [we didn't reconcile], not reconcile in the sense like we're back together. But I mean, you know, we had about eight years. Yeah, I am [seeing someone]. [It's been going on] for a little while. It's going great. He's not [a musician.] [Famous?] I guess it depends on who you ask. [laughs]" (Perez TV) Read more »
Cinema Haven created with PHP Melody - Video CMS.
© 2019 Cinema Haven. All rights reserved

redpajama_set_name: RedPajamaCommonCrawl


When it comes to shopping for a house and FHA Loans Midland Texas, it's wise to choose the neighborhood that you find comfort in and one that you see yourself living in for many years. This is probably more important than choosing the right home. Know what you are looking for and where you can get the information that you need can help tremendously in your decision making.
Here are eight things you should consider when choosing the right neighborhood.
What are the crime rates in the neighborhood of your choice? Check to see if it is declining or rising. You can find this info and a lot more when you visit the local police department and ask. You can also check the www.crimereports.com to see the statistics of local crime rates.
What are you interested in? Is it in an urban, rural or suburban neighborhood? Urban neighborhoods have neighbors close by and often in dense housing. However, it offers more of a "center of the action" experience. If you don't mind having your neighbors close by, but you don't want them too close, perhaps you should choose a suburban neighborhood. Lastly, if you don't want any neighbors in sight or have acreage around your house, a rural setting might be best for you.
There are areas where commute patterns rule the universe. If the neighborhood you chose is 5 miles from your office, but in the wrong direction, you could be in for a miserable commute. If you want to know and estimate your commute times, go to www.google.com/maps and enter the starting and work addresses. Then use the Depart At dropdown to select the time of the day you are expected to drive. This will provide you with a typical driving time at certain times throughout the day.
Does your neighborhood have any restaurants, stores or any other conveniences close by that will provide you with the satisfaction you need? Check out the stores that you frequently visit and compare their locations to your chosen neighborhood. Check also if there are supermarkets or hospitals nearby.
When choosing a neighborhood, it's best to know the plans for it. Will there be any significant redevelopment project in the upcoming years or months? Is it going to cause general congestion, traffic or affect property values? Find up from the local Chamber of Commerce.
Are there jobs in the area you are considering? Are there any large companies planning on entering or leaving the area? Even if you have a job right now, it's important to know what is available in case you decide to resign from your current position. The Chamber of Commerce may help you with this.
Is the area you are interested in having a hot or cool housing market? What are the property tax rates? Are they fluctuating or fixed? What's the cost of living in this neighborhood?
If you have children or plan on having one, a school within the neighborhood is quite essential. A lot of school districts do not allow transfers, so it is critical that you know the neighborhood school ratings.


Property crimes in Virginia can be as simple as breaking someone's cell phone all the way up to breaking into someone's home or business. Regardless, they can result in serious penalties, including lengthy prison sentences, high fines, and protective orders. While the penalties may be severe, there are defenses that can be raised to protect your rights. I have experience representing people charged with property crimes. You can face these charges with the knowledge and confidence that your constitutional rights will be protected.
if you stay on someone else's property after you've been asked to leave.
If the value of the property is $1,000 or more, you can be charged with a felony.
with the intent to commit a crime while in the building.
Burglary is considered a violent offense in Virginia so it is very important to protect your rights by hiring an experienced attorney.
If you or a loved one are charged with a property crime, please contact me. I have experience representing people charged with various property crimes. I can ensure that you understand the charges and we can start preparing your defense.


text:
United for Peace of Pierce County
UFPPC Statements
Book Notes
BACKGROUND: Turks speculate Israel behind PKK attack on Turkish naval base
Written by Henry Adams and Randy Talbot
Stratfor said on Monday that six Turkish troops have died in an attack by the Kurdistan Workers' Party (PKK) on a Turkish naval base at Iskenderun, and that many Turks have noted that the oddly timed attack "coincided with the deadly Israeli raid on a Turkish-led aid flotilla headed to the Gaza Strip, which is fueling a number of conspiracy theories in Turkey that the two incidents were somehow connected. . . . STRATFOR sources have indicated that in the wake of this most recent attack, discussions are taking place within the Turkish military that the PKK attack could have been a signal by Israel to Turkey to stay out of Israel's conflict with the Palestinians in Gaza, or else risk Israel interfering in Turkey's conflict with the PKK."[1] -- Stratfor added: "There are no indications that Israel was at all involved in the PKK attack, but the perception of an Israeli link spreading within Turkish military circles is significant in and of itself in monitoring the building distrust between Israel and Turkey -- Israel's sole regional ally." -- AP's report on the attack said that seven Turkish soldiers had also been wounded.[2] -- The Journal of Turkish Weekly reported that the Turkish deputy prime minister Bulent Arinc said the number killed in the attack had risen to seven.[3] -- In the same statement, Arinc condemned the Israeli attack on the Gaza aid convoy and said Turkey had decided to cancel three joint military exercises with Israel....
PKK ATTACK IN TURKEY AT A CURIOUS TIME
May 31, 2010 -- 1829 GMT [1129 PDT]
http://www.stratfor.com/analysis/20100531_brief_ppk_attack_turkey_curious_time
Speculation is rising in Turkey over additional motivations behind a deadly May 31 attack by the Kurdistan Workers' Party (PKK) on a naval base in the southern Mediterranean port of Iskenderun, near the Syrian border. The attack took place shortly after midnight, when PKK militants fired a rocket-propelled grenade at a military vehicle carrying troops to guard duty inside the base. Six troops were reported dead and three others are in critical condition. Though the PKK attack took place outside the group's usual area of operations in southeast Turkey, PKK attacks against Turkish military targets have been picking up in recent weeks as the warmer weather has turned more conducive to fighting. The timing of the PKK attack coincided with the deadly Israeli raid on a Turkish-led aid flotilla headed to the Gaza Strip, which is fueling a number of conspiracy theories in Turkey that the two incidents were somehow connected. Turkish government and military forces regularly discuss in private their concerns over Israeli covert activity in northern Iraq, where the PKK is known to base its operations in the mountainous terrain. It should be noted, however, that Israel is well aware of the extreme sensitivities in Turkey toward the PKK issue, and would be unlikely to sponsor such attacks. Nonetheless, STRATFOR sources have indicated that in the wake of this most recent attack, discussions are taking place within the Turkish military that the PKK attack could have been a signal by Israel to Turkey to stay out of Israel's conflict with the Palestinians in Gaza, or else risk Israel interfering in Turkey's conflict with the PKK. There are no indications that Israel was at all involved in the PKK attack, but the perception of an Israeli link spreading within Turkish military circles is significant in and of itself in monitoring the building distrust between Israel and Turkey -- Israel's sole regional ally.
KURDISH REBELS KILL 6 TURKISH SOLDIERS
http://www.google.com/hostednews/ap/article/ALeqM5jaQi6OY_A1G1bCSOqVoDHeGWJqKQD9G1SSJ80
ANKARA, Turkey -- Kurdish rebels launched a rocket attack on a military vehicle near naval base in southern Turkey early Monday, killing six soldiers and wounding seven, the military said.
The rebels fired a rocket-propelled grenade at the vehicle carrying soldiers to a naval logistics base in the Mediterranean port of Iskenderun, officials said.
Three of the wounded were in serious condition, Deputy Prime Minister Bulent Arinc said.
It was the largest attack by the rebels in recent weeks and came after imprisoned Kurdish rebel leader Abdullah Ocalan announced that he would abandon efforts to seek dialogue with Turkey starting Monday, accusing the government of ignoring his calls for peace.
Soldiers at the base responded with gunfire, the state-run Anatolia news agency reported, but it was not clear if any of the assailants were hurt.
The military launched a wider operation to catch the rebels, blocking escape routes near the base, the agency reported.
The rebels have been fighting for autonomy in southeast Turkey since 1984. The clashes have killed tens of thousands of people since then.
Ocalan has been influential over his rebel command based in northern Iraq and unsuccessfully pressured Turkey to establish dialogue with his rebels, who are branded as terrorists by the U.S. and the European Union.
Ocalan said his rebel command would be in charge of the process, along with a pro-Kurdish political party that struggles for Kurdish rights.
The clashes picked up after Turkey's highest court shut down a pro-Kurdish party in December for links to Kurdish rebels, complicating the government's efforts to reconcile with the minority Kurds to end the 26-year-old conflict that has killed tens of thousands of people.
7 SOLDIERS KILLED IN ISKENDERUN, ARINC SAYS
Journal of Turkish Weekly
http://www.turkishweekly.net/news/102592/7-soldiers-killed-in-iskenderun-arinc-says.html
Acting Prime Minister, State Minister and Deputy Prime Minister Bulent Arinc said Monday seven soldiers were killed in a terrorist attack in southern town of Iskenderun on Sunday night.
In a press conference held in Ankara Monday, Arinc said that "we curse this inhumane terrorist attack. Operations are underway to find the terrorists".
The death toll at Sunday's terrorist attack was earlier announced as six.
In reference to Israel's attack on ships carrying aid materials for Gaza, Arinc said that "on behalf of the Turkish nation and the Turkish government, we strongly curse Israel's attack.
"We have decided to cancel three military exercises with Israel. Prime Minister Recep Tayyip Erdogan has cancelled his trip in Latin America and will arrive in Turkey around noon on Tuesday," Arinc said.
© 2019 United for Peace of Pierce County