C:\Fakepath\The Case Of The Esl Classroom
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The document discusses the challenges that ESL students face in English literature classes and proposes graphic novels as a solution. It notes that the number of ESL students is rising and that they struggle with vocabulary, imagery, idioms, dialects and cultural references in texts. It argues that graphic novels can make literature less intimidating by illustrating plots and vocabulary with pictures. The document concludes by recommending teachers ask their librarian about graphic novels, as they are available for both popular heroes and classical literature.
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This document provides information about an English as a Foreign Language class, including:
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- Recommended readers for different grade levels.
- Assessment criteria including the weighting of exams, projects, attitude, and more for different grade levels.
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Boorerwer
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2) Some of the key details from the book that Sebastian mentioned in the report include the protagonist Jonas, the futuristic setting where there are no feelings, and the plot about a child with unique skills.
3) In his answers, Sebastian expressed that he enjoyed the unusual story and setting but disliked the lack of feelings and strict rules in the society depicted in the book.
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This document discusses challenges that immigrant and ESL students face when learning literature in a new culture and language. It notes that these students experience "culture shock" as they try to fit into a new culture while maintaining their own identity. Understanding literature can be difficult due to unfamiliar vocabulary, idioms, dialects, and cultural references. The document recommends using graphic novels to make literature less intimidating by illustrating plots and characters, and helping students learn vocabulary visually. Graphic novels of both popular and classical stories can be particularly helpful for ESL students.
USING COMICS TO IMPROVE LITERACY IN ENGLISH LANGUAGE LEARNERS BY AMY BAKER
a research paper submitted in partial fulfillment of the requirements for the degree of Master of Science in Library Science and information Services in the Department of Educational Leadership and Human Development
University of Central Missouri
Using comics-to-improve-literacy.
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This document provides instructions and materials for teachers to help welcome and support new English language learner students. It includes tips for the first few days with new students such as learning their names, making identification cards, and providing a language reference sheet. A language learning center with books and activities is also suggested to be set up. Assessment of students' language levels and involving their families are addressed. The bulk of the document consists of mini-books, games, art projects and other activities focused on basic vocabulary organized by topic to build students' English skills.
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Guided Response:
Respond to at least two of your peers. Suggest ways you and your peers can increase cultural and global awareness.
Melba Bledsoe
I chose these...
· Culturally responsive teachings, Give ELLs opportunities to create performance-based products (e.g., oral reports, games, storyboards, or artwork) based on their readings in order to deepen their understanding of the content and to promote their oral language development at the same time (Thompson, 2010). In this I think artwork would be the best.
Break down instructional tasks for ELLs to make learning manageable. ELLs need step-by-step instruction that makes complex tasks accessible and builds on their prior knowledge, both culturally and linguistically.
· Understanding a student’s culture is very important. It gives the student self-esteem, values, classroom behavior and learning. The more the teacher understands the more she can teach. I would draw a picm of the cycle of the butterfly so she could understand and have the words in English and her language. For linguistically responsive I would use. Provide more wait time for content-based and literacy activities during class for processing new content and constructing meaning using their new language.
Wilishia Smith
Recognize that when students see their own cultures reflected in the instructional resources, students’ cultural identities are validated. They may become more interested in developing essential literacy skills and making meaningful and memorable connections to learning rigorous content and acquiring challenging, new skills.
Break down instructional tasks for ELLs to make learning manageable. ELLs need step-by-step instruction that makes complex tasks accessible and builds on their prior knowledge, both culturally and linguistically.
For learning the life cycle of butterflies, I would first break down the process step by step by using keywords and having them in English as well as Chinese. This will allow the other students to learn the names of the stages in a different language as well. I will then have my students to draw, label (in English and Chinese), and color the life cycle. Or do some sort of art incorporated activity that will allows a creative twist to the assignment. I believe this will help Jia feel more involved with the classroom, because her assistance and input will be important on pronouncing the names properly. This will also support her by showing her that we, as a class, are interested in her as a person and are curious and intrigued by her culture, and I think this will make her proud to know something not everyone else knows.
I feel it is important for teachers to know their students cultural identities because it will assist greatly in getting to know who they are. It helps understand their thought process and how they may come to conclusions or get results that may differ from other students.
An intercultural experience I had is when we moved to G ...
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This document provides resources for using multicultural fairy tales and folktales, including lists of tales for grades 3-6. It also recommends Scholastic News and Time for Kids as good sources for diversity articles and short texts suitable for English language learners and struggling readers. Informational books from Scholastic with vivid photographs are suggested. Ideas are shared about using comics and graphic novels to introduce genres. Wordless picture books are proposed as a way to include reading strategies without text for ELL students. Ways a teacher welcomed a new Cuban student are outlined, such as labeling classroom items in Spanish and English and initiating family communication.
Teaching methods Seminar 2.pptx
Here are the answers to your questions:
1. A red marshrutka bus is coming. There are no stripes on it.
2. There are three buildings. The middle building is yellow. It has four windows. Two rooms on the second floor have their lights on.
3. It is a woman. She has brown hair. She is wearing a blue dress. She has a phone in her right hand. She has a purse in her left hand. She is wearing black shoes.
4. It is an apple tree. It has pink and white blossoms. There are pink petals on the tree.
5. The camera brand is Canon. The case is black. It has 12
002 week 4 identity, investment and language learning copy
This document contains the agenda and discussion topics for an English class on identity, investment, and language learning. The class will discuss key concepts from readings by Norton, Hall, and Holliday. Students will share ideas and questions from the readings. There will also be a discussion of social identity with Bonny Norton and of language and culture projects. The document outlines the agenda, provides summaries of student comments on the readings, and highlights ideas from Norton's research on how relations of power and identity affect second language acquisition.
The power of reading in the second language
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
Magazines and books_in_the_classroom
The document discusses using magazines and books in the ESL classroom. It describes how magazines provide authentic materials that can inspire a variety of motivating activities to develop students' language skills. Pictures from magazines can stimulate discussions and introduce topics like colors, clothing, and transportation. Books are also discussed as being crucial for education and providing knowledge. Different approaches for teaching literature, such as cultural and language models, are described. The document provides tips for selecting materials and adapting texts and activities to suit different student levels.
Magazines and books_in_the_classroom
The document discusses using magazines and books in the ESL classroom. It describes how magazines provide authentic materials that can inspire a variety of motivating activities to develop students' language skills. Pictures in magazines can stimulate discussions and introduce topics like colors, clothing, and transportation. Books are also discussed as being crucial for education and providing knowledge. Different approaches for teaching literature, such as cultural and language models, are described. The document provides tips for selecting materials and adapting texts and activities to suit different student levels.
Teaching World Englishes to Undergraduates in the US
This document summarizes an undergraduate course on World Englishes taught by the author. The course aimed to make students aware of linguistic diversity and challenge misconceptions about English. Key findings from student responses included: students embraced linguistic diversity but some were reluctant to critique standard English; international students felt empowered or reluctant as multilinguals; the course helped students understand challenges of language learning. The author reflects on how course design, materials, and their positioning may have influenced student responses.
Using Story Books
This document discusses using storybooks in the language classroom. It outlines the benefits of storybooks, such as motivating students and helping develop language skills. Criteria for selecting storybooks include linguistic, psychological and cultural factors. The document provides examples of activities that can be done with storybooks, targeting different language skills. It also discusses considerations for teachers in implementing storybooks, such as the need for creativity. Overall, the document advocates for the regular use of storybooks to engage students in an enjoyable way and support holistic development.
Royse city bilingual program
This document summarizes the bilingual program for Royse City ISD. It describes a transitional early exit bilingual model where students are transitioned to English-only instruction between 2-5 years. It emphasizes the importance of comprehensible input, low anxiety environments, and vertical alignment across grades to support English language learning. Specifically, it recommends introducing concepts in the student's native language initially and building vocabulary in English, using both languages for instruction as needed depending on the grade level, and avoiding direct translation between languages.
8530404811 beyond-language
This three sentence summary provides the essential information about the document:
The document is an introduction to the textbook "Beyond Language: Intercultural Communication for English as a Second Language" which aims to introduce cultural components into the ESL classroom through readings, vocabulary exercises, and conversation activities. The textbook covers topics such as verbal and nonverbal communication patterns, personal relationships, family values, educational and work attitudes, time and space, cultural conflict, and cultural adjustment between American culture and other cultures. The textbook is designed to help ESL students avoid culturally-based misunderstandings and improve their intercultural communication skills.
F373547
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
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C:\Fakepath\The Case Of The Esl Classroom
- 1. The case of the ESL Classroomand the graphic novel Teaching Literature
- 2. The number of ESL students in US schools has been rising dramatically.
- 3. This presents a challenge across the curriculum
- 4. Immigrant children often experience what is referred to as “culture shock”
- 5. They try to make sense of a strange new culture, while holding on to their own cultural identity
- 6. Children are simultaneously Trying to ‘fit’ in Trying to hold on to their culture Struggling to learn a new language Struggling to master subject area content
- 7. English Literature Is possibly the biggest challenge for ESL students
- 8. What makes English literature so challenging to ESL students? 1. the obvious: vocabulary and grammar 2. imagery 3. idiomatic expressions 4. slang 5. regional dialects 6. social dialects
- 9. And… Every text, whether fictional or non-fictional, Is bound to the culture that created it.
- 10. The Role of Graphic Novels
- 11. There is something to be said for Graphic Novels. They… Look less threatening because of pictures Make reading literature less intimidating, less formal Help students understand the plot by illustrating the main events and the characters’ feelings Help students learn new vocabulary by associating words with visual representations
- 12. Therefore… Graphic novels are very popular with all student populations, but are possibly most helpful to ESL students
- 13. Possible solution to the Literature Dilemma: Graphic novels are available not only as the stories of Superman, Spiderman, Batman, and all sorts of other very popular heroes, but also as classical literature.
- 14. Ask your librarian about graphic novels!