DOCSLIB.ORG

World Languages

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
World Languages WORLD LANGUAGES The courses described in this section are designed to help students learn to communicate effectively in a world language. Major emphasis is placed on developing students’ ability to comprehend what they hear and read and to express their thoughts orally and in writing. In addition to developing their communication skills, students will develop an awareness of and appreciation for other cultures. The world languages instructional program is designed to help students: • Understand an educated fluent speaker conversing about topics of general interest and speaking in such media as news broadcasts, plays, movies, and telecasts. • Speak fluently and comprehensibly on a range of topics. • Understand directly, without translating, the content of nontechnical writing, selected works of literature, and articles of general interest from periodicals. • Write comprehensibly for formal and informal purposes. • Develop awareness of the cultures of people speaking the world languages. At the elementary level, world languages instruction is given in magnet schools in the Spanish Language Immersion Magnets (SLIM) and the French Language Immersion Magnet (FLIM). At the secondary level, the modern world languages offered are Filipino, French, German, Portuguese, Japanese, Mandarin Chinese, and Spanish. Latin is offered to students interested in the study of a classical language. American Sign Language also meets the high school graduation requirement for world languages and introduces the basic structure of the language and development of its use within the deaf culture. World Languages offerings vary from school to school in response to student interest, staff resources, and other factors. In all cases, however, curriculum and instruction are aligned with the foreign language standards adopted by the California Department of Education in January 2019 (found in this PDF document www.cde.ca.gov/be/st/ss/documents/wlstandards.pdf ), as well as the 2020 Foreign Language Framework for California Public Schools. See www.cde.ca.gov/ci/fl/cf/. INDEPENDENT WORLD LANGUAGE SCHOOLS Graduation credit may be granted for district-approved coursework taken at an independent world language school (IWLS) outside the regular school day (e.g., Saturday school) or school year (i.e., summer school), even if the school is not WASC accredited, provided that the student notifies the principal in advance (see Administrative Procedure 4770.C.12.a(3)). A current list of the independent world languages schools and approved courses may be found in Part III. The course descriptions in this section are arranged alphabetically by language. The following are SDUSD World Languages district approved courses: • American Sign Language (ASL) • • Hebrew (Hebrew IWLS schools only.) • Filipino • • Japanese • French • • Latin • German WL-1 • Mandarin Chinese (including AP Chinese Language and Culture) • Portuguese • Spanish ELD–2 World Languages 2020-2021 The following middle school level course American Sign Language 5-6 (P) • 2382, 2383 descriptions are arranged alphabetically. Grade level: 7–12 Prerequisites: American Sign Language 3-4 with a American Sign Language 1-2 (P) • 2384, 2385 grade of C or higher or equivalent Grade level: 7–12 Course duration: One year Prerequisites: None Graduation credit: World Language Course duration: One year UC subject area satisfied: e - Language Other than Graduation credit: World Language English UC subject area satisfied: e - Language Other than English COURSE DESCRIPTION This course continues instruction begun in American COURSE DESCRIPTION Sign Language 3-4 and provides a third year of This introductory course, open to all students who American Sign Language study. Students taking this wish to learn American Sign Language, is intended to course will be exposed to deaf culture, general develop limited facility in the basic structure and use of interpreting techniques, reverse interpreting, and the language. Study of the deaf culture will also be community resources for the deaf. Students meet and included so that students will have knowledge of the communicate with deaf individuals, and work on finger values, beliefs, behaviors, and common world view spelling speed and sign fluency. Students who found among deaf people. successfully pass this course will possess the conversational skills necessary to enter an interpreter- BASIC INSTRUCTIONAL MATERIALS training program. Hills, Learning American Sign Language, Prentice Hall, 2004. Filipino 1-2 (P) • 2395, 2396 Grade level: 7–12 American Sign Language 3-4 (P) • 2386, 2387 Prerequisites: None Grade level: 8–12 Course duration: One year Prerequisites: American Sign Language 1-2 with a Graduation credit: World Language grade of C or higher; recommendation of teacher UC subject area satisfied: e - Language Other than and/or counselor English Course duration: One year Graduation credit: World Language COURSE DESCRIPTION This functions-based, introductory course is open to all UC subject area satisfied: e - Language Other than students who wish to begin the study of Filipino English language and cultures. It is intended to develop novice to mid-novice oral-language proficiency as well as COURSE DESCRIPTION limited facility in reading and writing. Major emphasis This course is designed for students who have is on the development of listening and speaking successfully completed American Sign Language 1-2. It abilities at the novice level with reasonably accurate is a continuation of the introductory course and is pronunciation and intonation. Programmed instruction intended to extend students’ limited facility in the and technology, under the direction of the Filipino major skills. teacher, may be used to facilitate instruction and language practice. The course is not designed for BASIC INSTRUCTIONAL MATERIALS students who are fluent or nearly fluent in Filipino as Lentz, Signing Naturally Curriculum, Level 2, Dawn evidenced by an informal primary language Sign Press, 1997. assessment or other language assessments. It is recommended that fluent or nearly fluent students enroll in a higher-level Filipino course. 3 World Languages 2020-2021 BASIC INSTRUCTIONAL MATERIALS UC subject area satisfied: e - Language Other than Romero, Learn Filipino: Book One, Magsimba Press, English 2008. COURSE DESCRIPTION Sining ng Wika at Pagbasa, Phoenix, 2006. This functions-based course is designed for students World Language Curriculum Guide for Filipino 1-2, who have successfully completed Filipino 3-4. It is San Diego Unified School District, 2009. intended to move students’ oral proficiency to the intermediate level and to develop both reading comprehension and writing accuracy at that level. As Filipino 3-4 (P) • 2397, 2398 the need for accuracy increases, grammar instruction Grade level: 8–12 becomes more significant. Programmed instruction Prerequisites: Filipino 1-2 with a grade of C or higher; and technology, under the direction of the Filipino recommendation of teacher teacher, may be used to facilitate instruction and Course duration: One year language practice. This course may meet the needs of Graduation credit: World Language Filipino-speaking students whose literacy skills are not UC subject area satisfied: e - Language Other than fully present. English BASIC INSTRUCTIONAL MATERIALS COURSE DESCRIPTION Romero, Learn Filipino: Book Two, Magsimba, 2008. This functions-based course is designed for students Ugnayan 4: Aklat sa Wika at Pagbasa, Vibal, 2001. who have successfully completed Filipino 1-2. It is a World Language Curriculum Guide for Filipino 5-6, continuation of the introductory course and is San Diego Unified School District, 2010. intended to consolidate students’ listening and speaking skills at the mid-novice level, with bridging opportunities to high novice. Reading receives French 1-2 (P) • 2001, 2002 increased attention, although the primary emphasis Grade level: 7–12 remains the development of oral-language proficiency. Prerequisites: None Programmed instruction and technology, under the direction of the Filipino teacher, may be used to Course duration: One year facilitate instruction and language practice. The course Graduation credit: World Language is not designed for students who are fluent or nearly UC subject area satisfied: e - Language Other than fluent in Filipino as evidenced by an informal primary English language assessment or other language assessments. It Notes: Online Course Equivalent: EDG FRN I A-B (P) is recommended that fluent or nearly fluent students 4771,4772 enroll in a higher-level Filipino course if offered. COURSE DESCRIPTION BASIC INSTRUCTIONAL MATERIALS This functions-based, introductory course is open to all Romero, Learn Filipino: Book One, Magsimba, 2008. students who wish to begin the study of French Ugnayan 3: Aklat sa Wika at Pagbasa, Vibal, 2001. language and cultures. It is intended to develop novice to mid-novice oral-language proficiency as well as World Language Curriculum Guide for Filipino 3-4, limited facility in reading and writing. Major emphasis San Diego Unified School District, 2010. is on the development of listening and speaking abilities at the novice level with reasonably accurate Filipino 5-6 (P) • 2403, 2404 pronunciation and intonation. Programmed instruction and technology, under the direction of the French Grade level: 7–12 teacher, may be used to facilitate instruction and Prerequisites: Filipino 3-4 with a grade of C or higher; language practice. The course is not designed for recommendation of teacher students who
Load more

Recommended publications
  • It's All “Dutch” to Me: a Crashcourse in the Sounds
    J.D. Smith, Ph.D., Genealogist IT’S ALL “DUTCH” TO ME: A CRASHCOURSE IN THE SOUNDS OF GERMAN BACKGROUND The goal of this talk is to introduce the sounds of German, as well as basic linguistic concepts, to help participants further their German and German-American genealogy research. While not all of us are in the position to pick up a second language, learning the sounds of German is an easy way to develop your ear and think creatively about genealogical problems. We will do this first by learning the phonetics of spoken German, and second by applying that knowledge to English-language examples. With practice, participants can use these skills to recognize anglicized texts and spellings: a skill vital not only to tracking ancestors but also making efficient use of search engines and indexes. Why Take a Linguistics-Based Approach to German-American Genealogy? i. Written texts comprise the most common kinds of evidence we encounter day- to-day in genealogy. These texts are as much a history of language as they are of people, places, and events we wish to study. ii. It encourages you to think not only about a document’s content but more so its context: any number of factors can influence the shaping of a document via the author/speaker, audience, and also the genre/form of document itself. iii. Before 1930, large-scale efforts at documentation like the U. S. Federal Census were largely recorded by hand. Even birth registers, most often completed by county-level notaries, were handwritten. Name spelling in these documents was not prescriptive but rather descriptive.
    [Show full text]
  • Stellvertretung As Vicarious Suffering in Dietrich Bonhoeffer
    Stellvertretung as Vicarious Suffering in Dietrich Bonhoeffer This dissertation is submitted for the degree of Doctor of Philosophy. by Samuel Paul Randall St. Edmund’s College December 2018 Stellvertretung as Vicarious Suffering in Dietrich Bonhoeffer Abstract Stellvertretung represents a consistent and central hermeneutic for Bonhoeffer. This thesis demonstrates that, in contrast to other translations, a more precise interpretation of Bonhoeffer’s use of Stellvertretung would be ‘vicarious suffering’. For Bonhoeffer Stellvertretung as ‘vicarious suffering’ illuminates not only the action of God in Christ for the sins of the world, but also Christian discipleship as participation in Christ’s suffering for others; to be as Christ: Schuldübernahme. In this understanding of Stellvertretung as vicarious suffering Bonhoeffer demonstrates independence from his Protestant (Lutheran) heritage and reflects an interpretation that bears comparison with broader ecumenical understanding. This study of Bonhoeffer’s writings draws attention to Bonhoeffer’s critical affection towards Catholicism and highlights the theological importance of vicarious suffering during a period of renewal in Catholic theology, popular piety and fictional literature. Although Bonhoeffer references fictional literature in his writings, and indicates its importance in ethical and theological discussion, there has been little attempt to analyse or consider its contribution to Bonhoeffer’s theology. This thesis fills this lacuna in its consideration of the reception by Bonhoeffer of the writings of Georges Bernanos, Reinhold Schneider and Fyodor Dostoevsky. Each of these writers features vicarious suffering, or its conceptual equivalent, as an important motif. According to Bonhoeffer Christian discipleship is the action of vicarious suffering (Stellvertretung) and of Verantwortung (responsibility) in love for others and of taking upon oneself the Schuld that burdens the world.
    [Show full text]
  • A Latin Finite-State Morphology Encoding Vowel Quantity
    Open Linguistics 2016; 2:386–392 Research Article Open Access Uwe Springmann*, Helmut Schmid, and Dietmar Najock LatMor: A Latin Finite-State Morphology Encoding Vowel Quantity DOI 10.1515/opli-2016-0019 Received Feb 29, 2016; accepted May 18, 2016 Abstract: We present the first large-coverage finite-state open-source morphology for Latin (called LatMor) which parses as well as generates vowel quantity information. LatMor is based on the Berlin Latin Lexicon comprising about 70,000 lemmata of classical Latin compiled by the group of Dietmar Najock in their work on concordances of Latin authors (see Rapsch and Najock, 1991) which was recently updated by us. Compared to the well-known Morpheus system of Crane (1991, 1998), which is written in the C programming language, based on 50,000 lemmata of Lewis and Short (1907), not well documented and therefore not easily extended, our new morphology has a larger vocabulary, is about 60 to 1200 times faster and is built in the form of finite-state transducers which can analyze as well as generate wordforms and represent the state-of-the-art implementation method in computational morphology. The current coverage of LatMor is evaluated against Morpheus and other existing systems (some of which are not openly accessible), and is shown to rank first among all systems together with the Pisa LEMLAT morphology (not yet openly accessible). Recall has been analyzed taking the Latin Dependency Treebank¹ as gold data and the remaining defect classes have been identified. LatMor is available under an open source licence to allow its wide usage by all interested parties.
    [Show full text]
  • EXTEND YOUR OFFER MOBILE SERVICES 2010 Content
    2010 mobile services EXTEND YOUR OFFER MOBILE SERVICES 2010 Content ENDURING BRANDS – MOBILE SOLUTIONS Berlitz, Langenscheidt, Polyglott and Insight Guides ............................................................................ 4 – 5 DATABASES Dictionaries ....................................................................................................................................... 6-7 Travel Database ................................................................................................................................... 8 APPLICATIONS FOR SMARTPHONES Dictionaries ...................................................................................................................................... 9-11 Phrase Books & Vocabulary Trainers ...................................................................................................... 12 Travel Guides ...................................................................................................................................... 13 CONTENT PROVIDING Content Providing for Navigation Software .............................................................................................. 14 Content Providing for Handhelds and Game Consoles .............................................................................. 15 OEM PARTNERS OEM Partners – Success Stories .......................................................................................................16 - 17 MP3 AUDIO PRODUCTS Berlitz Audio Products and Language Training .......................................................................................
    [Show full text]
  • Two Decades of Lexicographica Series Maior Reinhard Hartmann, Exeter, United Kingdom ([email protected])
    Two Decades of Lexicographica Series Maior Reinhard Hartmann, Exeter, United Kingdom ([email protected]) No stagnation of lexicography is to be expected, but on the contrary further flourishing. Ladislav Zgusta (1991: 3165) Abstract: This article is a personal account, from the point of view of one of its editors, of the publishing history of Lexicographica Series Maior. Keywords: LEXICOGRAPHICA SERIES MAIOR, PUBLISHING HISTORY, METALEXICO- GRAPHY, LEXICOGRAPHY Opsomming: Twee dekades van Lexicographica Series Maior. Hierdie artikel is 'n persoonlike weergawe, uit die gesigspunt van een van sy redakteurs, van die publikasiegeskie- denis van Lexicographica Series Maior. Sleutelwoorde: LEXICOGRAPHICA SERIES MAIOR, PUBLIKASIEGESKIEDENIS, META- LEKSIKOGRAFIE, LEKSIKOGRAFIE 1. The first volume(s) It was exactly 20 years ago, while I was editing the proceedings of the LEXeter '83 Conference for publication as Volume 1 in the Lexicographica Series Maior (Hartmann 1984), that I wondered what all this would lead to. At a preliminary meeting in Exeter (not the one that led to the creation of the three-volume ency- clopedia of lexicography, Wörterbücher/Dictionaries/Dictionnaires, edited by Franz Josef Hausmann et al. 1989–91), two or three of the conference partici- pants who later became editors decided that the time was ripe for an interna- tional book series specialising in lexicography, and the German publisher Nie- meyer at the same time agreed to take this on, together with the associated periodical Lexicographica. International Annual for Lexicography. However, none of us could have foreseen then that by the end of 2003, the book series would have grown to 114 titles since 1984 and the journal to 19 yearly issues since 1985.
    [Show full text]
  • Dutch. a Linguistic History of Holland and Belgium
    Dutch. A linguistic history of Holland and Belgium Bruce Donaldson bron Bruce Donaldson, Dutch. A linguistic history of Holland and Belgium. Uitgeverij Martinus Nijhoff, Leiden 1983 Zie voor verantwoording: http://www.dbnl.org/tekst/dona001dutc02_01/colofon.php © 2013 dbnl / Bruce Donaldson II To my mother Bruce Donaldson, Dutch. A linguistic history of Holland and Belgium VII Preface There has long been a need for a book in English about the Dutch language that presents important, interesting information in a form accessible even to those who know no Dutch and have no immediate intention of learning it. The need for such a book became all the more obvious to me, when, once employed in a position that entailed the dissemination of Dutch language and culture in an Anglo-Saxon society, I was continually amazed by the ignorance that prevails with regard to the Dutch language, even among colleagues involved in the teaching of other European languages. How often does one hear that Dutch is a dialect of German, or that Flemish and Dutch are closely related (but presumably separate) languages? To my knowledge there has never been a book in English that sets out to clarify such matters and to present other relevant issues to the general and studying public.1. Holland's contributions to European and world history, to art, to shipbuilding, hydraulic engineering, bulb growing and cheese manufacture for example, are all aspects of Dutch culture which have attracted the interest of other nations, and consequently there are numerous books in English and other languages on these subjects. But the language of the people that achieved so much in all those fields has been almost completely neglected by other nations, and to a degree even by the Dutch themselves who have long been admired for their polyglot talents but whose lack of interest in their own language seems never to have disturbed them.
    [Show full text]
  • Arabic-English Dictionary
    Titel Critical Examination of some Arabic-German and Arabic-English Dictionaries Inaugural-Dissertation in der Philosophischen Fakultät II (Sprach- und Literaturwissenschaften) der Friedrich-Alexander-Universität Erlangen-Nürnberg vorgelegt von Ahmed Jneid aus Aleppo/ Syrien D29 Tag der mündlichen Prüfung: 6.11.2007 Dekanin: Universitätsprofessor Dr. Mechthild Habermann Erstgutachter: Universitätsprofessor Dr. Franz Josef Hausmann Zweitgutachter: Universitätsprofessor Dr. Wolfdietrich Fischer Contents Introduction .............................................................................................................. 1 1 Terminology....................................................................................................... 3 1.1 Macrostructure and microstructure........................................................................ 3 1.2 Active and passive bilingual dictionaries .............................................................. 3 1.3 Language pair........................................................................................................ 4 1.3.1 Word structure and parts of speech ............................................................... 7 2 Arabic- German lexicography ......................................................................... 9 2.1 Hans Wehr dictionary............................................................................................ 9 2.1.1 Editions.......................................................................................................... 9 2.1.2
    [Show full text]
  • PDF Download German Universal Langenscheidt Dictionary Ebook, Epub
    GERMAN UNIVERSAL LANGENSCHEIDT DICTIONARY PDF, EPUB, EBOOK Langenscheidt | 608 pages | 01 Jun 2011 | LANGENSCHEIDT | 9783468981685 | English, German | Berlin, Germany German Universal Langenscheidt Dictionary PDF Book Picture Information. Add to list. Out of stock. Other editions. Context sentences for "universal". Change country: -Select- United States There are 1 items available. Mobile apps. The German-English dictionary from Langenscheidt is available immediately to support users in learning a new language - be it after language class or when self-studying languages at home. Each volume contains some 63, terms and over , translations from the following subject areas: Behavioural biology, Biogeography, Biology of development, Biology of reproduction, Botany, Cytology, Ecology, Exo and space biology, General Biology, Genetics, Microbiology, Morphology, Physiology, Systematic and applied biology, Zoology. Special financing available. We aim to show you accurate product information. Another advantage is that the content of the Langenscheidt online dictionaries is regularly updated and can be accessed online at any time. Universal Dictionary French by Langenscheidt. Source: News- Commentary. Use the drop-down menu to search not only the German-English dictionary, but all online dictionaries. A favorite of students and teachers in high schools and colleges. Get to Know Us. Content of the Langenscheidt online dictionaries The Langenscheidt online dictionaries provide the same content that is included in the print dictionary. Trivia About Langenscheidt's U English is also the official language of the majority of international organisations. Thank you for your feedback! Source: Tatoeba. For verbs, the dictionary specifies the main forms, for example irregular forms. Shelve Universal Dictionary German. English German English English German.
    [Show full text]
  • College Board-Approved Word-To-Word Glossaries
    College Board–Approved Word-to-Word Glossaries for the SAT Suite of Assessments This list of dictionaries/glossaries has been reviewed by the College Board and approved to use for the SAT ® School Day, PSAT™ 10, and PSAT 8/9 assessments in Spring 2019. Schools may allow students to use any one of these supports during testing without further approval from the College Board. Students using these supports will receive scholarship- and college-reportable scores. Instruct students to review the dictionary/glossary ahead of test day. Supports cannot be brought on test day—school staff must collect the booksbefore test day to check them for any writing and/or inserts that are inappropriate. On test day, the proctor will distribute the books to students with their test materials and collect the books after testing. The use of any dictionary/glossary not included in this list is prohibited. The approved dictionaries/ glossaries provide word-to-word translations only. Electronic dictionaries/glossaries are not allowed. Presently, dictionaries/glossaries are not allowed for the PSAT/NMSQT® or for the SAT and SAT Subjects Tests™ administered on a published Saturday test date. Language Title ISBN-10/ISBN-13 Publisher (Date) Afrikaans Afrikaans-English/English-Afrikaans 0781808464 Hippocrene Books Practical Dictionary, Revised and (2001) Expanded Edition 9780781808460 Albanian Albanian Word-to-Word® Bilingual 0933146493 Bilingual Dictionaries Dictionary English-Albanian/Albanian- (2010) English 9780933146495 Albanian-English/English-Albanian 0781804191
    [Show full text]
  • Eudelex: Creating a German-Basque Electronic Dictionary
    EuDeLex: Creating a German-Basque Electronic Dictionary Functions Microstructure Primarily targeted user groups of a first edition are (1) Basque-L1 German learners, and (2) Follo ing microstructures proposed in some dictionaries (e.g. Langenscheidt-s bilinguals German to Basque translators. ith German, P.NS Großw1rterbuch DaF), we organize t!e dictionary entry first and We propose a database with an open structure t!at allo s to include more data in the foremost syntactically, i.e. contrary to T45 Standard we define syntactical entities as parent, future, and to deri#e different dictionary macro- and microstructures from it. For design and and sense groups as their child elements. For verbs, we discriminate (1) transiti#e, (2) editing of this database, we use the TshwaneLex software (De Schry#er & Joffe 2++,). intransitive, (3) refle7i#e or reciprocal and non-personal use as o n syntactical entities. Some arguments in fa#our of such an element order according to syntactic properties are: Macrostructure 1. 5t helps as a first orientation within longer dictionary entries 2. 5n te7t reception, it is a strategy of ad#anced German learners to identify the verb (the meaning of w!ich they possibly don't kno ) and its arguments as syntactic entities and Frequency-based lemmalists then to proceed to semantics • 5t has been pro#ed that the most frequent words are actually the words most frequently 6. 5n German as a foreign language production, it is often not the meaning but the syntactic looked up by dictionary users; this is true for the top fe thousand (De Schry#er et al.
    [Show full text]
  • World Languages
    World Languages Title ISBN ARABIC Al-Kitaab fii Ta’allum al;’Arabiyya: A Text Book for Beginning Arabic Part 0878402918 One Your First 100 Words in Arabic: Beginner’s Quick & Easy Guide to 0844223956 Demystifying Arabic Script Elementary Modern Standard Arabic: Volume 1, Pronunciation and Writing; 0521272955 Lessons 1-30 (Arabic I and II) 201 Arabic Verbs 0812005473 Arabic-English Dictionary: The Hans Wehr Dictionary of Modern Written 0879500034 Arabic CHINESE Integrated Chinese Text Level 1 Part 1 887272622 Integrated Chinese Text Level 1 Part 2 0887272681 Integrated Chinese Text Level 1 Audio CDs 0887274948 Integrated Chinese Character Workbook Level 1 0887272665 Teacher’s Manual 0887272746 Integrated Chinese Text Level 2 0887272754 Integrated Chinese Text Level 2 Tapes 0887272924 Integrated Chinese Text Level 2 Multimedia Companion 0887274544 Integrated Chinese Text Level 2 Audio CD 0887274064S Teacher’s Manual 0887272770 Integrated Chinese Workbook Level 2 0887272762 Integrated Chinese Character Workbook Level 2 0887273742 Mandarin Chinese Dictionary: English-Chinese 0486424782 FRENCH Allez, viens! Level 1 Enhanced online edition (French I) Network License Allez, viens! Level 2 Enhanced online edition (French II) Network License Allez, viens! Level 3 Pupil edition (French III) Network License Franch III Years workbook (French V) 0877204716 En Bonne Forme Student (French IV and V) 0618012419 En Bonne Forme Teacher’s Edition (French IV and V) 0618012427 En Bonne Forme Workbook (French IV and V) 0618021435 Graded French Reader I (French
    [Show full text]
  • ED394320.Pdf
    DOCUMENT RESUME ED 394 320 FL 023 723 TITLE Catalogue of Resources in the German Language. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. REPORT NO ISBN-0-7711-1294-7 PUB DATE 95 NOTE 99p. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Foreign Countries; *German; *Instructional Materials; Library Catalogs; Multilingual Materials; *Reference Materials; Resource Materials; Second Language Learning; Videotape Recordings ABSTRACT This bibliography offers a listing of German language instructional resource texts, videorecordi-tgs, kits, and films on many subjects, available from the provincial library of Manitoba (Canada). Resources are listed alphabetically by title. Each listing includes general bibliographic information, including catalogue number, appropriate grade level, and location in the Manitoba library special collections. (Includes a subject index.)(NAV) ******************************************************************:-**** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** EDUCATION U S. DEPARTMENT OF irnproennent PERMISSION TO REPRODUCE AND 011. of Educaffonal Researcn and DISSEMINATE THIS MATERIAL EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) HAS BEEN GRANTED BY This document has beenreproduced as received from the person ororganization rivaling it. Minor changed have been madeto improve reproduction quality. Points of view or opinions statedin this TO THE EDUCATIONAL RESOURCES document do not necessarilyrepresent INFORMATION CENTER (ERIC) ollictal 0E141 position or policy. Catalogue of Resources in the German Language Manitoba Education and Training Program Implementation 1995 Instructional Resources Unit BEST COPY AVAILABLE 1 CATALOGUE OF RESOURCES IN THE GERMAN LANGUAGE Manitoba Education and Training School Programs Division Program Implementation Branch Instructional Resources Unit 1995 j 017.5231 Manitoba. Dept. of Education and Training.
    [Show full text]