NCompass Live - March 29, 2017
http://nlc.nebraska.gov/ncompasslive/
Learn how Los Alamos County Library System put together a simple, cost-effective English conversation program for patrons who wanted to practice their English speaking skills. Conversation circles are not English classes: you don’t need ESL teachers, a registration system or a fancy curriculum. We’ll show you how we put it together, what worked, what still needs development and share resources so you can develop your own conversation circles program.
Presenter: Elizabeth Rivera, Reference Librarian, Los Alamos County Libraries, Los Alamos, NM.
NCompass Live - March 29, 2017
http://nlc.nebraska.gov/ncompasslive/
Learn how Los Alamos County Library System put together a simple, cost-effective English conversation program for patrons who wanted to practice their English speaking skills. Conversation circles are not English classes: you don’t need ESL teachers, a registration system or a fancy curriculum. We’ll show you how we put it together, what worked, what still needs development and share resources so you can develop your own conversation circles program.
Presenter: Elizabeth Rivera, Reference Librarian, Los Alamos County Libraries, Los Alamos, NM.
Language is used with specific stereotypes which make the language to have a sense of originality, It is a medium of communication and a carrier of culture because all that people know about their origin is communicated to them using language, this essay focuses on some important aspects related to this topic.
Richard RodriguezPublic and Private LanguagePhoto of writer, l.docxSUBHI7
Â
Richard Rodriguez
Public and Private Language
Photo of writer, lecturer, and editor Richard Rodriguez.
Richard Rodriguez, the son of Spanish-speaking Mexican American parents, was born in 1944 and grew up in San Francisco, where he currently lives. He earned a BA at Stanford University and graduate degrees in English from Columbia University and the University of California at Berkeley. A writer, lecturer, and editor for the Pacific News Service, Rodriguez has served as a contributing editor for Harper’s Magazine, U.S. News & World Report, and the Sunday Opinion section of the Los Angeles Times. He also regularly contributes to PBS’s NewsHour. His books, which often draw on autobiography to explore race and ethnicity in American society, include Hunger of Memory (1982), from which the following selection is drawn; Days of Obligation: An Argument with My Mexican Father (1992); and Brown: The Last Discovery of America (2002). In “Public and Private Language,” he recounts the origin of his complex views of bilingual education.
AS YOU READ: Discover the ways in which learning English changed Rodriguez’s life and his relationship with his family.
Supporters of bilingual education today imply that students like me miss a great deal by not being taught in their family’s language. What they seem not to recognize is that, as a socially disadvantaged child, I considered Spanish to be a private language. What I needed to learn in school was that I had the right — and the obligation — to speak the public language of los gringos.° The odd truth is that my first-grade classmates could have become bilingual, in the conventional sense of that word, more easily than I. Had they been taught (as upper-middle-class children are often taught early) a second language like Spanish or French, they could have regarded it simply as that: another public language. In my case such bilingualism could not have been so quickly achieved. What I did not believe was that I could speak a single public language.
los gringos: Spanish for “foreigners,” often used as a derogatory term for English-speaking Americans.
Without question, it would have pleased me to hear my teachers address me in Spanish when I entered the classroom. I would have felt much less afraid. I would have trusted them and responded with ease. But I would have delayed — for how long postponed? — having to learn the language of public society. I would have evaded — and for how long could I have afforded to delay? — learning the great lesson of school, that I had a public identity.
Fortunately, my teachers were unsentimental about their responsibility. What they understood was that I needed to speak a public language. So their voices would search me out, asking me questions. Each time I’d hear them, I’d look up in surprise to see a nun’s face frowning at me. I’d mumble, not really meaning to answer. The nun would persist, “Richard, stand up. Don’t look at the floor. Speak up. Speak to the entire class, not just t ...
#5Â was the only child and perhaps because of that I learned read.docxboadverna
Â
#5Â
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!Â
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)Â
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.Â
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.Â
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. Â When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Â Not only did we have adult interaction but we also had other children there to help too. Â I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).Â
My experience growing up was most similar to the Maintown children that Health studied. Â My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Â Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
ESSAYMother TongueDont judge a book by its coveror so.docxSANSKAR20
Â
ESSAY
Mother Tongue
Don't judge a book by its cover
or someone's intelligence by her English.
By Amy Tan • Art by Gabe Leonard
I am not a scholar of English or literature. I cannot
give you much more than personal opinions on the
English language and its variations in this country
or others.
I am a writer. And by that definition, I am
someone who has always loved language. I am
fascinated by language in daily life.
I spend a great deal of my time thinking
about the power of language—the way it can
evoke an emotion, a visual image, a complex
idea, or a simple truth. Language is the tool of
my trade. And 1 use them all—all the Englishes
1 grew up with.
Recently, I was made keenly aware of the
different Englishes I do use. I was giving a talk to a
large group of people, the same talk I had already
given to half a dozen other groups. The talk was
about my writing, my life, and my book The Joy
Luck Club, and it was going along well enough,
until I remembered one major difference that
made the whole talk sound wrong. My mother was
in the room. And it was perhaps the first time she
had heard me give a lengthy speech, using the kind
of English I have never used vn\h her. I was saying
things like "the intersection of memory and imagi-
20 READ October 6. 2006
nation" and "There is an aspect of my Fiction that
relates to thus-and-thus"—a speech filled with
carefully wrought grammatical phrases, burdened,
it suddenly seemed to me, with nominalized forms,
past perfect tenses, conditional phrases, forms of
standard English that I had learned in school and
through books, the forms of English I did not use
at home with my mother.
Just last week, as 1 was walking dovm the street
with her, I again found myself conscious of the
English I was using, the English 1 do use with her
We were talking about the price of new and used
furniture, and I heard myself saying this: "Not waste
money that way." My husband was with us as well,
and he didn't notice any switch in my English. And
then I realized why. It's because over the twenty
years we've been together I've often used the same
kind of English with him, and sometimes he even
uses it with me. It has become our language of inti-
macy, a different sort of English that relates to
family talk, the language I grew up with.
vccah
KEENLY: sharply
WROUGHT: put together, created
LANGUAGE
BARRIERS
You should know that my mother's
expressive command of English belies
how much she actually understands.
She reads the Forbes report, listens to
Wall Street Week, converses daily with
her stockbroker, reads Shirley
MacLaine's books with ease—all
kinds of things I can't begin to under-
stand. Yet some of my friends tell me
they understand fifty percent of what
my mother says. Some say they
understand eighty to ninety percent.
Some say they understand none of it,
as if she were speaking pure Chinese,
But to me, my mother's English is
perfectly clear, perfectly natural. It's
my mother tongue. Her language, as
I hear it, is ...
American English Essays
Standard English Essay
English in My Life Essay
My English 101 Experience
Black English Essay example
College English Reflection
English Essay Example
Language is used with specific stereotypes which make the language to have a sense of originality, It is a medium of communication and a carrier of culture because all that people know about their origin is communicated to them using language, this essay focuses on some important aspects related to this topic.
Richard RodriguezPublic and Private LanguagePhoto of writer, l.docxSUBHI7
Â
Richard Rodriguez
Public and Private Language
Photo of writer, lecturer, and editor Richard Rodriguez.
Richard Rodriguez, the son of Spanish-speaking Mexican American parents, was born in 1944 and grew up in San Francisco, where he currently lives. He earned a BA at Stanford University and graduate degrees in English from Columbia University and the University of California at Berkeley. A writer, lecturer, and editor for the Pacific News Service, Rodriguez has served as a contributing editor for Harper’s Magazine, U.S. News & World Report, and the Sunday Opinion section of the Los Angeles Times. He also regularly contributes to PBS’s NewsHour. His books, which often draw on autobiography to explore race and ethnicity in American society, include Hunger of Memory (1982), from which the following selection is drawn; Days of Obligation: An Argument with My Mexican Father (1992); and Brown: The Last Discovery of America (2002). In “Public and Private Language,” he recounts the origin of his complex views of bilingual education.
AS YOU READ: Discover the ways in which learning English changed Rodriguez’s life and his relationship with his family.
Supporters of bilingual education today imply that students like me miss a great deal by not being taught in their family’s language. What they seem not to recognize is that, as a socially disadvantaged child, I considered Spanish to be a private language. What I needed to learn in school was that I had the right — and the obligation — to speak the public language of los gringos.° The odd truth is that my first-grade classmates could have become bilingual, in the conventional sense of that word, more easily than I. Had they been taught (as upper-middle-class children are often taught early) a second language like Spanish or French, they could have regarded it simply as that: another public language. In my case such bilingualism could not have been so quickly achieved. What I did not believe was that I could speak a single public language.
los gringos: Spanish for “foreigners,” often used as a derogatory term for English-speaking Americans.
Without question, it would have pleased me to hear my teachers address me in Spanish when I entered the classroom. I would have felt much less afraid. I would have trusted them and responded with ease. But I would have delayed — for how long postponed? — having to learn the language of public society. I would have evaded — and for how long could I have afforded to delay? — learning the great lesson of school, that I had a public identity.
Fortunately, my teachers were unsentimental about their responsibility. What they understood was that I needed to speak a public language. So their voices would search me out, asking me questions. Each time I’d hear them, I’d look up in surprise to see a nun’s face frowning at me. I’d mumble, not really meaning to answer. The nun would persist, “Richard, stand up. Don’t look at the floor. Speak up. Speak to the entire class, not just t ...
#5Â was the only child and perhaps because of that I learned read.docxboadverna
Â
#5Â
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!Â
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)Â
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.Â
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.Â
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. Â When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Â Not only did we have adult interaction but we also had other children there to help too. Â I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).Â
My experience growing up was most similar to the Maintown children that Health studied. Â My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Â Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
ESSAYMother TongueDont judge a book by its coveror so.docxSANSKAR20
Â
ESSAY
Mother Tongue
Don't judge a book by its cover
or someone's intelligence by her English.
By Amy Tan • Art by Gabe Leonard
I am not a scholar of English or literature. I cannot
give you much more than personal opinions on the
English language and its variations in this country
or others.
I am a writer. And by that definition, I am
someone who has always loved language. I am
fascinated by language in daily life.
I spend a great deal of my time thinking
about the power of language—the way it can
evoke an emotion, a visual image, a complex
idea, or a simple truth. Language is the tool of
my trade. And 1 use them all—all the Englishes
1 grew up with.
Recently, I was made keenly aware of the
different Englishes I do use. I was giving a talk to a
large group of people, the same talk I had already
given to half a dozen other groups. The talk was
about my writing, my life, and my book The Joy
Luck Club, and it was going along well enough,
until I remembered one major difference that
made the whole talk sound wrong. My mother was
in the room. And it was perhaps the first time she
had heard me give a lengthy speech, using the kind
of English I have never used vn\h her. I was saying
things like "the intersection of memory and imagi-
20 READ October 6. 2006
nation" and "There is an aspect of my Fiction that
relates to thus-and-thus"—a speech filled with
carefully wrought grammatical phrases, burdened,
it suddenly seemed to me, with nominalized forms,
past perfect tenses, conditional phrases, forms of
standard English that I had learned in school and
through books, the forms of English I did not use
at home with my mother.
Just last week, as 1 was walking dovm the street
with her, I again found myself conscious of the
English I was using, the English 1 do use with her
We were talking about the price of new and used
furniture, and I heard myself saying this: "Not waste
money that way." My husband was with us as well,
and he didn't notice any switch in my English. And
then I realized why. It's because over the twenty
years we've been together I've often used the same
kind of English with him, and sometimes he even
uses it with me. It has become our language of inti-
macy, a different sort of English that relates to
family talk, the language I grew up with.
vccah
KEENLY: sharply
WROUGHT: put together, created
LANGUAGE
BARRIERS
You should know that my mother's
expressive command of English belies
how much she actually understands.
She reads the Forbes report, listens to
Wall Street Week, converses daily with
her stockbroker, reads Shirley
MacLaine's books with ease—all
kinds of things I can't begin to under-
stand. Yet some of my friends tell me
they understand fifty percent of what
my mother says. Some say they
understand eighty to ninety percent.
Some say they understand none of it,
as if she were speaking pure Chinese,
But to me, my mother's English is
perfectly clear, perfectly natural. It's
my mother tongue. Her language, as
I hear it, is ...
American English Essays
Standard English Essay
English in My Life Essay
My English 101 Experience
Black English Essay example
College English Reflection
English Essay Example
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Â
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Â
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Â
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. 1
Hanging with the bad boys
"Tell me and I forget. Teach me and I remember.
Involve me and I learn." -Benjamin Franklin
By Analisa Benavent DĂaz
Linguistics II
Professor RamĂłn Guerra
Universidad Latina de Panamá
For me, teaching requires bravery. To teach is to reach; reach for other people, to try and interest them, engage their mind, tickle their curiosity. And for me that requires bravery, because most of the times that's easier said than done.
It's not easy to create rapport1 with a single student, much less a full classroom but we still try, we still go and prepare as best we can to not only give information but for them to create relationships with knowledge. Because, after all teaching is a calling, not a profession you choose to become rich and famous; one has to have the interest and will to help others.
And today it's my turn to share with you my favorite story on bravery. Happened around seven years ago. I was working in an ESL Institute for adults and I was loving
1 Definition: relation; connection, especially harmonious or sympathetic relation. Dictionary.com
2. 2
it. There, I found my calling and I felt like I was truly making a difference in the lives of my students.
Until one day two new pupils arrived. They were from a town called ColĂłn, the ghetto province. They were tall, athletically built and dressed themselves like rappers; with heavy clothes, and flashing jewelry. They were intimidating; talked really loudly and with no regard to others; didn't have patience and wanted to be attended immediately. They used their looks and the way they talked to push people away, and were successful, not only with their classmates but with the teachers also. They expressed themselves with no respect to them, like they would treat a close friend. They didn't filter their language and sometimes were even offensive and for that became the ones no one wanted to work with.
Not all it's what it seems
I've always thought that one should not judge before at least trying to know a person. So when the issue of these two guys arose at work I volunteered to tutor them. After all, they had had the will to enroll and assist to class so I knew they had motivation. I just need it to find it.
After a week of working with them I realized that as I thought, they were really sweet young men. The only real issue was how they expressed themselves. They talked like they were at home or at a party. Full of bad and misspelled words; talked in slangs and as they told me once, "ghetto talk". It was really difficult to understand them in Spanish, their native language, and because of that it was even more difficult to teach them English. They had a base of English though, that is why it was easy for them to catch the pronunciation of words but the tone was another thing. They didn't know how to make a conversation fluid depending on the setting; it was like they didn't know that you must change gears depending on who you're talking to.
by Nerijus Strumila ColĂłn City. Main Street Panama
3. 3
A sociolinguistics case
It is clear to me now that I was in front of a sociolinguistics case. Back then I didn't know the theory of what I was living but now I can say that it was a clear case of competence vs. performance. They had competence, they knew the required Spanish grammar but didn't know how to use it. Years upon years of misusing the language made them have a very poor performance. Although, I have to say that within their speech community they were very successful. Probably, if the case had been the other way around I would have failed miserably; just like Noam Chomsky said, performance it’s “the actual use of language in concrete situations”2 and they were good in their own environment, the problem was they were no longer in theirs and it showed. They didn’t know how to perform in a classroom environment or with higher hierarchy figures.
They talked almost strictly in slangs, coined and even backward spelled words. And that translated as well to the limited knowledge they had on English. They listened to rap music and most of their vocabulary was drawn from there, they knew a lot of rap slangs and that was what they used to communicate with until then. Derek Smith3 explains this very well, through speech errors one can easily infer where a person is from or his/her ethnic origins; occasionally it can lead to embarrassment but like he said, sometimes these speech errors become embedded in popular culture, turning into linguistic flavoring.
Without knowing it I was conducting an ethnographic observation of my students. Trying to figure out what they were saying and why, where do all those slangs came from and how they used them. And although they gave me great insight and explained a lot of their sayings, I can’t remember any of them; I guess seven years it’s too long for me.
But they were there to polish and improve another language. My time with them was limited and I had to focus on the target language. So I worked with them on tone, stress, intonation, and how to apply their competences on different settings. And slowly but surely they started changing in Spanish as well. They were very good students and they worked really hard to improve.
2 Noam Chomsky. (2006). Language and Mind. Third Edition. Cambridge University Press.
3 Derek J. Smith. (2003). Speech Errors, Speech Production Models, and Speech Pathology. Human Information Processing.
4. 4
Connections
Somehow we connected, and I like to believe it was because of the attitude I took from the start. I didn’t let appearances deter me from my duty to teach them and at the end was gifted with two great students. We worked on practical scenarios, real life situations like interviews and customer service calls; they were interested in the maritime business so we worked on vocabulary and on improving their linguistic performance. Thanks to that they also improved their performance in Spanish and became much more approachable and well mannered.
Their stay at the institute came to an end when they both got jobs at a call center. That was one of my most gratifying moments as a teacher. They expressed how grateful they were and how much they appreciated all that I had done. To see how much those guys had changed was astonishing and I couldn’t be happier for them.
At the beginning, I talked about bravery and how teaching was about being brave enough to connect with others. Well, I think this story proves just that, not only I was brave but they were brave also. We worked together towards the same goal and succeeded because we became a team. We all improved our performance and because of them, now I believe I’m a better teacher.
"An investment in knowledge
always pays the best interest." -Benjamin Franklin
