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Usenet Posted 21 years ago
English in UK
Educating Language Gifted Students Questions
I am a graduate student specializing in gifted education at the University of Missouri. As part of my practicum this semester, I'm soliciting feedback to the questions below from educators on the subjects of gifted students and language learning. Even if your educational role isn't in those areas, if you have an opinion to share, please do. Many thanks for your participation.
Jason Clark (Email Removed)
How does your school identify gifted students?
How does your school handle gifted students (pull out classes, differentiated instruction, etc.)?
What challenges do you feel exist in teaching gifted students?
What challenges do you feel exist in teaching languages in comparison to other fields?
What are your views on how to best instruct students gifted in learning languages?
How do you handle students who are 'bored?'
Jason Clark (Email Removed)
How does your school identify gifted students?
How does your school handle gifted students (pull out classes, differentiated instruction, etc.)?
What challenges do you feel exist in teaching gifted students?
What challenges do you feel exist in teaching languages in comparison to other fields?
What are your views on how to best instruct students gifted in learning languages?
How do you handle students who are 'bored?'
Top answer
'[/nq] You may try assigning special projects that are not mission-impossible but can be intellectually stimulating. 1 - There is a pervasive tendency for the same semantically unrelatedconcepts to be collected into homonyms across languages. For example, Hebrew tsadi-lamed-lamed TZ'LiL means both a tone you can hear and (to dive) deep.
- '[/nq] You may try assigning special projects that are not mission-impossible but can be intellectually stimulating.
- 1 - There is a pervasive tendency for the same semantically unrelatedconcepts to be collected into homonyms across languages.
- For example, Hebrew tsadi-lamed-lamed TZ'LiL means both a tone you can hear and (to dive) deep.
- In English, the word "sound" has the same meanings.
- Hebrew MiSHPaT means a grammatical sentence and the verdict of a court.
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24 Answers
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[nq:1]How do you handle (language) students who are 'bored?'[/nq]
You may try assigning special projects that are not mission-impossible but can be intellectually stimulating.
1 - There is a pervasive tendency for the same semantically unrelatedconcepts to be collected into homonyms across languages. For example, Hebrew tsadi-lamed-lamed TZ'LiL means both a tone you can hear and (to
You may try assigning special projects that are not mission-impossible but can be intellectually stimulating.
1 - There is a pervasive tendency for the same semantically unrelatedconcepts to be collected into homonyms across languages. For example, Hebrew tsadi-lamed-lamed TZ'LiL means both a tone you can hear and (to
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[nq:2]How do you handle (language) students who are 'bored?'[/nq]
[nq:1]You may try assigning special projects that are not mission-impossible but can be intellectually stimulating. 1 - There is a ... sent me to a 2-week Science Camp during the summer before my senior year. ciao, Israel "izzy" Cohen BPMaps moderator[/nq]
John Briggs
[nq:1]You may try assigning special projects that are not mission-impossible but can be intellectually stimulating. 1 - There is a ... sent me to a 2-week Science Camp during the summer before my senior year. ciao, Israel "izzy" Cohen BPMaps moderator[/nq]
John Briggs
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[nq:2]How do you handle (language) students who are 'bored?'[/nq]
[nq:1]You may try assigning special projects that are not mission-impossible but can be intellectually stimulating. 1 - There is a ... classes of idioms: Type 1 - the transliteration of a foreign word/phrase into common words like cats, dogs, sacks, bags.[/nq]
I'm not convinced you are employing "transliteration" correctly.
[nq:1]You may try assigning special projects that are not mission-impossible but can be intellectually stimulating. 1 - There is a ... classes of idioms: Type 1 - the transliteration of a foreign word/phrase into common words like cats, dogs, sacks, bags.[/nq]
I'm not convinced you are employing "transliteration" correctly.
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[nq:1]I don't believe that. That can't possibly be the origin of the expression. Maybe, but ... ... that can't possibly be the origin of the phrase.[/nq]
Why? or why not?
Type 1 idioms (as described in my prior email) are simply the (English)-ification of foreign phrases. The phrase retains its original meaning, nearly retains its original sound, but becomes re-cast (and later re-spelled)
Why? or why not?
Type 1 idioms (as described in my prior email) are simply the (English)-ification of foreign phrases. The phrase retains its original meaning, nearly retains its original sound, but becomes re-cast (and later re-spelled)
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[nq:2]I don't believe that. That can't possibly be the origin ... ... that can't possibly be the origin of the phrase.[/nq]
[nq:1]Why? or why not?[/nq]
Because they are inherently improbable.
[nq:1]Type 1 idioms (as described in my prior email) are simply the (English)-ification of foreign phrases. The phrase retains its original meaning, nearly retains its original sound, but becomes
[nq:1]Why? or why not?[/nq]
Because they are inherently improbable.
[nq:1]Type 1 idioms (as described in my prior email) are simply the (English)-ification of foreign phrases. The phrase retains its original meaning, nearly retains its original sound, but becomes
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One should not insist that the etymology of an idiom be proven more precisely or accurately than the etymology of words and phrases that are not idioms.
For most of the lexicon, the when and how cannot be precisely known. Dictionary etymologies, including those in the OED, range from "educated guesses" to near certainty. At the near certainty end of the spectrum I would place the names of rece
For most of the lexicon, the when and how cannot be precisely known. Dictionary etymologies, including those in the OED, range from "educated guesses" to near certainty. At the near certainty end of the spectrum I would place the names of rece
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[nq:2]Yes, yes. But you do have to put forward some ... you have to provide evidence that that might have happened.[/nq]
[nq:1]One should not insist that the etymology of an idiom be proven more precisely or accurately than the etymology of words and phrases that are not idioms.[/nq]
I try to be precise or accurate in my use of words: I wrote "might have happened". This is what you have no
[nq:1]One should not insist that the etymology of an idiom be proven more precisely or accurately than the etymology of words and phrases that are not idioms.[/nq]
I try to be precise or accurate in my use of words: I wrote "might have happened". This is what you have no
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[nq:2]One should not insist that the etymology of an idiom ... the etymology of words and phrases that are not idioms.[/nq]
[nq:1]I try to be precise or accurate in my use of words: I wrote "might have happened". This is what you have not demonstrated.[/nq]
OK. Let's look at an example of a Latin phrase that might have become an English idiom, but we know that it did not: "e pluribus unum"
[nq:1]I try to be precise or accurate in my use of words: I wrote "might have happened". This is what you have not demonstrated.[/nq]
OK. Let's look at an example of a Latin phrase that might have become an English idiom, but we know that it did not: "e pluribus unum"
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At 09:17:22 on Mon, 21 Nov 2005, izzy (Email Removed) wrote in (Email Removed):
[nq:1]OK. Let's look at an example of a Latin phrase that might have become an English idiom, but we know ... would also have acquired a folk-etymology, perhaps "a flower-bush could have many names, but we typically give it only one."[/nq]
You would be on firmer ground if you were to cite pub names like "The El
[nq:1]OK. Let's look at an example of a Latin phrase that might have become an English idiom, but we know ... would also have acquired a folk-etymology, perhaps "a flower-bush could have many names, but we typically give it only one."[/nq]
You would be on firmer ground if you were to cite pub names like "The El
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[nq:2]I try to be precise or accurate in my use of words: I wrote "might have happened". This is what you have not demonstrated.[/nq]
[nq:1]OK. Let's look at an example of a Latin phrase that might have become an English idiom, but we know ... would also have acquired a folk-etymology, perhaps "a flower-bush could have many names, but we typically give it only one."[/nq]
You know, this wou
[nq:1]OK. Let's look at an example of a Latin phrase that might have become an English idiom, but we know ... would also have acquired a folk-etymology, perhaps "a flower-bush could have many names, but we typically give it only one."[/nq]
You know, this wou
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