In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durham_Hazel Owen

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This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008. …

This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.

Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.

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  • Em How we share our expectations and policies with students. Policies are often ignored and expectations not met as they are not understood and their relevance is not seen until it is 'too late'! Linguistic and cultural changes within a student's education, or indeed any changes with his / her education can be assisted by making policies and expectations overt and explicit from the outset, especially when they have changed dramatically. Content can then be addressed.

Transcript

  • 1. In transit: Conquering linguistic and cultural changes in education
      • Emma Durham
      • Higher Colleges of Technology
      • Dubai Men’s College
      • Hazel Owen
      • ICT Enhanced Learning Consultant, New Zealand
  • 2. Overview
    • Background on secondary/tertiary approaches and policies
    • Consequences - learning needs
    • Training solution + rationale
    • Recommendations for future conduct of orientation
  • 3. Academic Transition High School Goals & Policies College Goals & Policies ‘ The Gap’
  • 4. Issues – the teachers’ perspective
    • Variations of L1 and L2 literacy levels and literacy awareness
    • Students expected to take responsibility
    • Variations of L2 language levels
    • Disunity between content and language (metalanguage)
    • Skills transfer weak
  • 5. Problems - Administrative
    • Wasting time in first two weeks
    • Confusion
    • Lack of overview for students
    • Technical and ‘log in’ problems
    • Groups changing
    • Sense of not belonging / disorientation
    • Student attrition rate
  • 6. The Goals - Departmental
    • Utilize the early weeks better
    • Increase student confidence
    • Introduce developmental education
    • Present college as a holistic concept
    • Develop strong bonds within the department
    • Develop a sense of belonging
    • Lower the attrition rate
  • 7. General Skills – Teachers’ views
    • Not subject specific
    • Cross-curriculum transfer
    • Ownership of materials
    • Holistic awareness
  • 8. Balancing needs & requirements
    • Speaking to stakeholders:
      • Third year students
      • Foundations students
      • New entry students
      • Supervisors
      • Management committee
      • Academic Chair
      • Director
  • 9. Other sources of feedback
    • What did you learn?
    • What was most helpful?
    • Do you have questions for the teacher?
      • Concept checking
      • Opening lines of communication
      • Teacher ownership / 'buy in'
      • Building learning community
  • 10. Comments from 2006 students
    • Do not be absent
    • Organize
    • yourself
    • Do independent
    • work
    • Concentrate in
    • class
    • لا تتغيب
    • اجعل نفسك منظم
    • قم بالتعليم ذاتياً
    • ركز في الصف
  • 11. Graduate Outcomes
    • 5. Self-management & Lifelong Learning
      • work independently
      • Demonstrate effective work habits
      • Reflect on, & evaluate own learning
      • processes
    • 1. Communications & Information Literacy
      • b) Communicate concepts, ideas & opinions effectively
  • 12. Policy in practice
    • Time management
    • Using course outline & on-line materials independently
    • Taking notes for learning
    • Asking (clarification) questions
    • Repeating, practising & recycling for learning
  • 13. Scaffolding learner needs
    • Binder
    • Arabic
    • Timetable
    • SAC
    • Template
    • Feedback at all stages
  • 14. Complex policies – basic application
      • Binder
      • College policies (academic and practical)
      • Lesson plans for ALL subjects
      • Notes pages
      • Map of college
  • 15. Bilingual support
    • Welcome brief
    • General study skills
    • Education and academic metalanguage (timetable to plagiarism)
    • College terminology, eg Learning Centre
  • 16. Student Council
    • Learning community
    • Peer support
    • Holistic college experience
    • Life experiences to aid future professional advancement
  • 17. Evaluation Process
    • Feedback
    • Areas to improve
    • Eg workshops aimed at ‘readiness to learn’
  • 18. Recommendations
    • Teach across classes
    • Present results/findings–all stakeholders
    • Simplify institution / college policies
    • Use ICT – e.g. interactive CD
    • Review of teaching resources regularly
    • Use concept checking questions specific to session
    • Implement official exam policies- clarify
  • 19. Conclusion
    • Vision 20/20
    • Teacher training
    • Institutional responsibility (not just L2 issues)
    • Readiness to learn (Richard Harrison 2007)
  • 20. Thank you Any questions?
      • [email_address]
      • [email_address]
  • 21. Reference List
    • Ali, Ghada. (2006). "Math 070 Module 1 Results." Recipients: David Moran, Hazel Owen and Emma Durham. Dubai: Dubai Men’s College. Email.
    • Harrison, Richard. “Academic skills: What Are They and How Do We Teach Them?” Perspectives ISSN 1813-1913 ser. 14 .2 (Jan. 2007): 7 - 11.
    • United Arab Emirates. Ministry of Training, Education and Youth. Vision for Learning 2020 . N.p.: n.p., 2000.