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Web-site Evaluation
The website, ‘Internet Activities for Foreign Languages Classes’ acquired from the address was created in the technology workshops of language projects in California. The website has diverse features, which are vital for educators of foreign languages. It has different worksheets that correspond with reliable websites, which are suitable for credibility purposes and user reliability. They website conforms to Service Level Agreement levels, for instance, Spanish level one or two are arranged in ranks that enable students to easily locate required contents. The same has been applied to other languages including French, English, German, and Japanese, amongst others.
The website was developed by participants of California Language Teachers Association (CLTA) and California Foreign Language Project (CFLP). The website is a reliable source by aligning to ethos influence by the fact that CFLP aligns to edicts set by 1882 Senate Bill instituted by the California Legislature. CLTA comprises of twenty teachers organizations while CFLP works together with two other credible learning organizations, inclusive of CLTA. The amalgamation addresses the issue of site bias through the ideas presented as well as enhances the issues addressed by offering different perspectives. Additionally, the site offers comprehensive educational information evidenced by the large number of sources and teaching bodies. The website also provides crucial website lessons for the Spanish language. Being a reliable site, it has helped me with regard to Spanish classes; it explains on how to write down diverse web activities, read some strategies that one is required to include as well as explains the classroom Internet options (Johnson 2011).
The layout within the site is appealing because it is clearly outlined. The sample web lessons are arranged and designed well in terms of usability. Each of the language lessons are arranged in an orderly manner thus making it easier for one to locate the content required. For instance, Spanish language is arranged in subtitles and each subtitle is given a website link in which the user can be able to navigate through and find the required information. Navigation within the website is difficult because information is given in different links making it time intensive. The global website navigation approach is utilized; it indicates the level sections of the given information in different pages. The levels make navigation a bit inflexible. The clarity of the site is good, though weakened by navigational factors. With the programs clearly developed and designed in a way that enables one to identify required information through the link labels, clarity is indicated.
Advertising is present on the identified website. For instance, Web Whacker, that offers a search device applicable to the entire website. The site is useful for my content syllabus, by enabling me to explore and downloads required information for the Spanish lessons. Web Whacker is a power source that has enhanced my navigational needs within the site (Johnson 2011). I will use the website in my lessons to acquire information needed for the impartation of mental expertise required to learn Spanish, especially in terms of diction and writing. I will select and evaluate the information, which is significant to the realization of the given needs. My desired result is to achieve the teaching strategies for foreign language and student centered instructions that are ideal for learning foreign languages, such that I can offer superior instructions to learners as well as enhance my personal capabilities. Through use of the website, I will be exposed to diverse languages enhancing the command aspect with regard to the given dialect.
Work cited
Johnson, Lewis. Internet Activities for Foreign Language Classes. 15 September 2011. Web.
2011. <http://www.clta.net/lessons>
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