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Tesol 2010 presentation desnouee bonner.1

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Tesol 2010 presentation desnouee bonner.1

  1. 1. Adapta8on
to
the
American University:

A
Curriculum
for Interna8onal
Freshman TESOL
2010
Presenta8on Jane
Desnouée,
Ed.D. Tim
Bonner Lehigh
University Copyright
©
Desnouée/Bonner 2
  2. 2. Do
you
know? • What
percentage
of
first‐year
students… 1. Found
it
difficult
to
manage
their
8me? 
48% 2. Had
difficulty
developing
study
skills? 
37% 3. Were
lonely
or
homesick
their
first
year?

65% 4. Felt
overwhelmed
by
the
workload? 
41% 5. Frequently
slept
8
hours
per
night? 
22% 6. Frequently
explored
topics
on
their
own 
28% 7. Witnessed
academic
dishonesty
or
chea8ng? 
44% Copyright
©
Desnouée/Bonner 3
  3. 3. Why
include
a
freshman
course? • Increases/Op8mizes
Learning
(J.
Gardner,
2003‐2006) – 
46.4%
increase
in
freshman
to
sophomore
reten8on
rates – 
41.2%
improved
peer
connec8ons – 
38.1%
increase
in
sa8sfac8on
with
ins8tu8on – 
32.4%
increase
in
student
par8cipa8on
in
campus
ac8vi8es – 
29.1%
increase
in
academic
abili8es – 
17.8%
increase
in
GPAs – 
17.6%
increase
in
gradua8on
rates • Learning
Communi-es
(cohorts)
provide
an
environment
for… – Forums
for
discussion
(especially
for
interna8onal) – Ease
of
integra8on
into
the
university – Crea8ng
a
group
of
“belonging” • MIT,
Georgia
Tech,
U
of
Pihsburg,
U
of
Illinois,
Ithaca
College Copyright
©
Desnouée/Bonner 4
  4. 4. First‐Year
Experience
at
Ithaca
College • The
goals
of
the
FYE
at
Ithaca
are… 1. To
engage
in
a
shared
learning
experience 2. To
acquire
knowledge
and
skills
for
self‐directed
learning and
academic
achievement 3. To
understand
the
roles,
responsibili8es,
and
benefits
of membership
in
a
community
of
learners 4. To
expose
students
to
diverse
ideas,
experiences,
and people 5. To
provide
students
with
services
and
support
to
be academically
and
socially
successful Copyright
©
Desnouée/Bonner 5
  5. 5. One
Successful
Example… • LaGuardia
Community
College
Freshman
study – 13,000
students – 159
different
countries – 57%
foreign‐born – 110
languages – 65%
freshman
to
sophomore
reten8on
rate – 1
of
13
colleges
recognized
na8onwide
by
Policy Center
on
the
First
Year
of
College
(Gardner,
et
al.) • Two‐year
colleges:
56.4%
average
reten8on
rate Copyright
©
Desnouée/Bonner 6
  6. 6. Does
Lehigh
need
this
course? • Lehigh
dropped
Freshman
Experience
course
and
added Evolu-on
Iden-ty
Development
Program
(no
academic
rigor) • Dean
of
Students
ahests
that
“Evolu-on
program
does
not typify
the
academic
rigor
of
the
ESL
Adapta-on
course.” • English
Composi8on
Director
relates
that
“Composi8on
and Rhetoric
have
moved
away
from
Rhetorical
Modes
or
Prose Models.” • Current
ESL
Program
Courses
for
Interna8onal
Freshmen – English
3
and
5
(equivalent
to
Comp
and
Lit
1
and
2) – English
97
(Speaking
Communica8on
and
Pragma8cs) Copyright
©
Desnouée/Bonner 7
  7. 7. English
3
and
5
Tes8monials • Nisa
Qais
from
Bangledesh:
“I
have
made
my
best friends
in
this
nonthreatening
classroom
senng [English
3].” • Adrian
Valasquez
from
Venezuela:
“The
people
in
this class
[English
3]
are
more
like
me.” • Liang
Zhili
from
China:
“English
3
and
5
are
extremely crucial
to
my
command
of
English
as
well
as
my educa8on
at
Lehigh.
English
is
the
founda8on
for almost
everything
in
college.
This,
of
course,
includes all
the
aspects
in
socializing
and
daily
communica8ons as
well.” Copyright
©
Desnouée/Bonner 8
  8. 8. English
097
Tes8monials • “This
course
helps
us
interna8onal
students
to get
used
to
the
way
of
Americans’
speaking… to
be
more
confident
to
speak.” • “I’ve
been
5
years
in
the
States,
but
adap8ng to
new
environment
such
as
college
was totally
different.

I
had
hard
8mes
at
the beginning,
but
through
this
course,
I
learned to
speak
to
professors
and
new
friends
in college.” Copyright
©
Desnouée/Bonner 9
  9. 9. Missing
Academic
and
Cultural
Skills • Although
most
are
advanced
and
ahended
US
HSs,
our
interna8onal
freshmen s8ll
need
to
improve
their
ability
to
achieve
and
integrate • The
American
Classroom – Cri8cal
thinking
and
sharing
(being
asser8ve) – Expecta8ons
(help
yourself,
be
ac8ve) – Exams
(forma8ve
versus
summa8ve) – American
grading
system • Study
Skills – Time
management – Note‐taking,
textbook/lecture
integra8on • Choices
and
Boundaries
in
Rela8onships – The
“friendly”
American
(friends
vs.
acquaintances) – Developing
posi8ve
cross‐cultural
rela8onships – Staying
healthy
and
safe
on
campus – Connect
to
DOS’
Evolu8on
Seminar Copyright
©
Desnouée/Bonner back 10 10
  10. 10. Gaining
Support
for
the
Course • Interna8onaliza8on
is
a
8mely
topic
right
now! – Garner
informal
support
of
faculty
and
administrators • Proposal
for
First‐Year
Experience
course
(pgs.
1‐2) – Research
and
Prior
experiences – Increase
in
interna8onal
enrollment
and
reten8on – Ra8onale
and
Descrip8on – Building
a
learning
community • Finng
it
into
the
first
year
curriculum – Fit
into
the
mission
of
Lehigh
and
Interna8onaliza8on – Vet
it
and
collect
data
to
garner
support
from
faculty – 1
credit,
pass/fail – Who
can
teach
it? Copyright
©
Desnouée/Bonner 11 11
  11. 11. Developing
the
Syllabus • Key
Themes • Class
Schedule
(6
mee8ngs
over
12
weeks) • Materials
(Books
and
Blackboard
Course
page) • Grading
(Pass/Fail
–
Content
over
Form) • Pre‐Assessments
for
Metacogni+on
(self‐awareness) – Emo8onal
Intelligence – Intercultural
diagnos8c
(CQS) – Mul8ple
Intelligences
(Howard,
not
John) – VARK
(Visual,
Aural,
Read/Write,
Kinesthe8c) – LASSI – Myers‐Briggs Copyright
©
Desnouée/Bonner 12 12
  12. 12. Ques8ons
and
Contact
Informa8on • Raffle • Ques8ons… • Contact
informa8on
and
sources
in
packet… Thank
you! Copyright
©
Desnouée/Bonner 13 13
  13. 13. Cultural
Intelligence
Survey Copyright
©
Desnouée/Bonner 14
  14. 14. Mul8ple
Intelligences Copyright
©
Desnouée/Bonner 15
  15. 15. VARK Copyright
©
Desnouée/Bonner 16
  16. 16. LASSI Copyright
©
Desnouée/Bonner 17
  17. 17. Myers‐Briggs
Personality
Type Copyright
©
Desnouée/Bonner 18

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