The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline.

It became clear after several years of trial and error that a “lexical” or “tools” approach to learning Greek and Hebrew was inadequate, no matter how skilled the instructors or how motivated the students. In today's general vacuum of grammatical training in public education across the United States, students typically enter seminary training with no knowledge of how languages work. Any training we might give them in accessing grammatical information through the use of Bible software programs will, we learned, come to naught in the absence of an understanding of just what such information actually means. We agreed that we actually needed to “teach the language itself,” at least in some rudimentary fashion, if we hoped students would make sense of grammatical and linguistic issues involved biblical interpretation.

The first 12 chapters of this grammar are designed to correspond to the first semester's instructional agenda. In these chapters we introduce all the parts of speech, explain and drill the basic elements of grammar, set forth the larger verb system (excluding the perfect system), teach the tenses of the Indicative Mood only (again, excluding the perfect system), and help students build a vocabulary of all NT words occurring 100 times or more. We also lead students into the NT itself with carefully chosen examples, while at the same time guiding them in each lesson to learn the use of the standard NT lexicon [BDAG] and an exegetical grammar [Wallace's Greek Grammar Beyond the Basics]. We are well aware of the limitations of this approach, but genuinely believe that some instruction along these lines is better than none, and that such an approach provide a foundation for students interested in moving beyond the first semester (into chapters 13-24) into a firmer grasp of the language of the NT.

Enhancing French skills is a website for intermediate learners of French. It includes authentic language videos from French websites, as well as interviews of French speakers on cultural topics. Videos and activities are organized into five broad themes and tagged by communicative language function with links into Tex’s French Grammar for specific grammar explanations and interactive exercises. Each theme includes a pdf of suggested classroom activities and homework.

Este libro fue elaborado teniendo en cuenta las necesidades del estudiante de habla hispana. El contenido combina elementos gramaticales con diversos y relevantes
temas del mundo de hoy. Al utilizar este libro de texto, el estudiante logrará mayores posibilidades en obtener el sello de bi-alfabetización. También desarrollará el idioma español y se sentirá motivado y seguro para tomar cursos más avanzados en la lengua. Finalmente, estará más preparado para incorporarse al entorno laboral teniendo más probabilidades de conseguir el éxito en cualquiera de las carreras donde el idioma español ya no es una opción, sino una necesidad.

Fingerspelling: A Mindful Approach will show us how to build a foundation of mindfulness and then ways of consciously and intentionally building our fingerspelling skills for the improvement of our ASL communication. Perhaps you are a professional ASL Interpreter, a student who simply loves ASL or any person, hearing or Deaf, who has within them the intuitive desire to communicate effectively. In the following pages we will tap into our innate desire and answer the question—how do we take a nuance of language, like fingerspelling, and with gentle persistent attention, strive toward clarity and understanding?

Fingerspelling: A Mindful Approach will show us how to build a foundation of mindfulness and then ways of consciously and intentionally building our fingerspelling skills for the improvement of our ASL communication. Perhaps you are a professional ASL Interpreter, a student who simply loves ASL or any person, hearing or Deaf, who has within them the intuitive desire to communicate effectively. In the following pages we will tap into our innate desire and answer the question—how do we take a nuance of language, like fingerspelling, and with gentle persistent attention, strive toward clarity and understanding?

An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.

The FLLITE website contains a collection of lessons in second language literacy for various languages.

The website is the focal point of the FLLITE Project, which takes the creative moments found in everyday language use as the basis for lessons in second language literacy. By emphasizing language play as central to communication, FLLITE lessons aim to develop language awareness as well as communicative abilities through the integration of speaking, reading, listening, and writing tasks.

The goal of the FLLITE Project is the publication of classroom-tested lessons based on authentic texts in different languages, for example, blogs, Internet memes, YouTube videos, slam poetry, and so forth.

All FLLITE lessons carry an open license that allows you the teacher to…

…access, adapt, and re-use any lesson; and
…contribute a lesson for editorial feedback and publication.

Guides a learner who has no previous German experience to gain the ability to accurately understand formal written German prose, aided only by a comprehensive dictionary. Specific objectives include: 1) Explain enough grammatical and syntactical information about the German language to enable you to read any desired text with the aid of a dictionary. 2) Explain elements of word formation to accelerate the process of learning vocabulary. 3) Lead you through practice in small-scale translation as the necessary foundation for dealing with more complex readings.

This textbook provides a remixed version of Français interactif exercises, adding interactivity and new exercises. It offers an easy way for students to study the vocabulary and grammar for each module, while providing exercises to practice and apply what they’ve learned. Modules also contain an introduction page with learning objectives, a cultural reflection assignment, a presentational speaking and/or writing assessment, and Allez plus loin (Go further) page which contains additional content.

This textbook provides a remixed version of Français Interactif exercises, adding interactivity and new exercises. It offers an easy way for students to study the vocabulary and grammar for each module, while providing exercises to practice and apply what they’ve learned. Modules also contain an introduction page with learning objectives, a cultural reflection assignment, a presentational speaking and/or writing assessment, and Allez plus loin (Go further) page which contains additional content.

Français interactif is a unique, award-winning 1st-year French curriculum used by learners all over the world. Students explore French language and culture by following the lives of real students who have participated in the UT Summer Program in Lyon, France. The online curriculum includes over 320 videos, vocabulary and phonetics audio, online grammar reference with self-correcting exercises and audio dialogues, verb conjugation and practice tools, internet activities, and a textbook of classroom exercises. Franais interactif was awarded the 2009 CALICO Esperanto Access to Language Education Award and the National Endowment for the Humanities EDSITEment Best of Humanities on the Web award (2005)

In this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter, you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module, you will be asked to read, write, speak, and listen in French. The class also includes a quarter-long cultural immersion project, in which you will be asked to conduct research on specific aspects of a non-European Francophone country and report your findings to the rest of the class.

This course has been designed to meet the specific needs of community college students in the state of Washington. Nevertheless, it can be adapted for any class.

French 121 is designed to be used in a face-to-face setting, but it could easily be adapted for use in a hybrid course. If you wish to use it to teach online, you will need to make significant modifications.

As in French I, in this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter, you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module, you will be asked to read, write, speak, and listen in French. You will have daily homework assignments to complete. The class also includes a quarter-long cultural immersion project, in which you will be asked to conduct research on specific aspects of a non-European Francophone country and report your findings to the rest of the class.

This course has been designed to meet the specific needs of community college students in the state of Washington. Nevertheless, it can be adapted for any class.

French 122 is designed to be used in a face-to-face setting, but it could easily be adapted for use in a hybrid course. If you wish to use it to teach online, you will need to make significant modifications.

As in French I and II, in this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter, you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module,student you will be asked to read, write, speak, and listen in French. You will have daily homework assignments to complete. The class also includes a quarter-long cultural immersion project, in which you will be asked to conduct research on specific aspects of a non-European Francophone country and report your findings to the rest of the class.

This course has been designed to meet the specific needs of community college students in the state of Washington. Nevertheless, it can be adapted for any class.

French 123 is designed to be used in a face-to-face setting, but it could easily be adapted for use in a hybrid course. If you wish to use it to teach online, you will need to make significant modifications.

This book is for students who have studied Modern Standard Arabic (MSA) for one year or more and would like to learn colloquial Arabic basics using their knowledge of MSA. It aims at transitioning learners from Novice Mid level to Intermediate Low through presenting situations useful for living in an Arab country. The book has several features including hyperlinks, practice dialogues with open answers, cultural tips, and more.

This site offers a collection of free interactive language learning resources for beginning Mandarin Chinese. Students now have the option to practice pronunciation, vocabulary, grammar, listening, and reading skills at their own convenience.

Gateway to Chinese resources are designed to give students the valuable feedback they need to improve language skills in the critical early stages of learning. An extensive number of interactive exercises allow students to practice what they learn. With these tools, instructors can utilize valuable classroom time to do what they do best: teach!

In writing German 101, I have combined over ten years’ worth of my own classroom activities and lecture notes to save students from high textbook costs. Traditional textbooks often have too few examples or little explanation and require the additional purchase of an expensive, online learning program. As time went on, I found myself using the textbook so little that it seemed silly to require students to purchase it.

New words are introduced gradually in colored text boxes next to each concept. Sections can be combined to make the desired chapter length. For example, if you wish to cover the alphabet on day one, simply do that section first. I’ve placed it in the middle of chapter one because I prefer to gradually introduce it along with pronunciation as I go so that students begin to speak quickly and don’t grow disinterested. Every effort has been made to compare similarities and differences between English and German. Students whose native language is English can use that as a helpful resource to make learning German easier. English speakers, especially, tend to have trouble with the concept of cases. Therefore, I’ve taken the approach of focusing on the nominative case and present tense verb conjugations in chapter 1 with the accusative case in chapter 2. Chapter 3 reviews both cases and reinforces the old verbs with the imperative. The dative case will not be presented until German 102, to help prevent the mixing of these cases.

The German Frame-semantic Online Lexicon (G-FOL) is a prototype of a new kind of pedagogical dictionary. The goal is to help students learn how words are used in modern-day German. This online resource is different from traditional dictionaries and textbooks because it is based on the German FrameNet at the University of Texas at Austin, a digital archive of how German words are used in real life contexts. As such, students can easily access up-to-date information about the syntactic, semantic, and pragmatic contexts in which a German word appears. In addition, each lexical entry provides information about a word’s register, frequency, and related meanings. Thanks to G-FOL’s web-based architecture, the lexicon easily links to other pedagogical resources in digital format and can be updated with new words or new usages of existing words.

Part I of the book covers Latin material. Part II—shorter in length, but no less challenging—deals with Greek.