Erica Starr proposes a group tutoring program for international students at Hofstra University to improve their English skills and cultural understanding through conversation. The informal program would meet in a group setting 1-3 hours per week to discuss topics suggested by students. Its goals are to encourage English use outside class, provide cultural knowledge, and help students feel comfortable speaking English. All international students could join for as long as enrolled. Funding may come from the existing English Language Program and Zarb School of Business which many participants attend.
This document is the front matter of the Messages 3 Teacher's Book. It includes:
1) A table of contents listing the modules, units, grammar, vocabulary, skills, and tasks covered in the student's book.
2) An introduction welcoming the reader to Messages, a lower-secondary English course providing 80-90 hours of classwork.
3) Copyright information for Cambridge University Press, the publisher, and listings of the ISBN numbers for the teacher's book, student's book, workbook, and other components.
This document provides an overview of the contents and structure of a student book titled Messages Student's Book 4. It includes a map of the book that outlines the 12 modules, including the grammar, vocabulary, listening, reading, and communicative tasks covered in each module. It also lists the coursework assignments, grammar checks, study skills lessons, and progress checks included in the book. The document contains sample excerpts from module activities that provide instructions and content for language learning exercises, including describing a painting, completing a fact file, and revising uses of present and past verbs.
The document discusses why learning Chinese is beneficial and easier than expected. Some key points are:
1) Learning Chinese can provide competitive advantages in business, as China's economy grows and Mandarin is becoming more important.
2) Understanding Chinese culture is facilitated by speaking the language, and traveling in China and Taiwan is easier with Mandarin skills.
3) The pronunciation of Mandarin uses a system called pinyin that represents the sounds of spoken Chinese with Latin letters, making it easier for non-native speakers to learn than directly linking characters to sounds.
4) While Chinese has a large set of characters, there is a systematic method to how they are formed and composed of elements
This document provides guidance for college faculty on how to support international students. It outlines key indicators of retention like GPA and course load. Academic advising is important, including regular contact and advising training. Faculty should understand the cultural profiles of international students and potential challenges like differences in English skills, classroom styles, and learning expectations. The document recommends accommodating international students in testing, papers, and receiving extra feedback or tutoring. It also notes resources and other concerns like homesickness and mental stress.
The relation between reading and writing development in english and esl studentsFudgie Fudge
This document is a doctoral thesis submitted by Susan Elizabeth Ball to the Graduate Department of Education at the University of Toronto. The thesis examines the relationship between reading and writing development in English and ESL students. It explores similarities and differences in lower-level skills like decoding and spelling as well as higher-level skills like reading comprehension and story construction. The thesis also investigates underlying cognitive and language processes that predict reading and writing achievement. Data was collected from students in grades 3 and 5/6 and analyzed using regression to determine the strongest predictors of reading and writing performance for both English and ESL learners.
This document provides information to users about how manuscripts are reproduced from microfilm masters for distribution. It notes that the quality of reproductions depends on the quality of copies submitted. Issues like poor print, images, or formatting can negatively impact the reproduction. The document also states that missing pages will be noted if the original author did not submit a complete manuscript. Oversize materials are reproduced through sectioning. The publisher is identified as ProQuest Information and Learning.
This document outlines the scope and sequence of subjects for English language instruction from elementary to secondary school. It provides learning objectives for each grade level across key language domains: listening, speaking, reading, and writing. It also outlines the core topics and outputs expected per quarter for four years of secondary English education, focusing on developing skills like critical thinking, communication, citizenship, and preparing students for further education and life.
This document is the front matter of the Messages 3 Teacher's Book. It includes:
1) A table of contents listing the modules, units, grammar, vocabulary, skills, and tasks covered in the student's book.
2) An introduction welcoming the reader to Messages, a lower-secondary English course providing 80-90 hours of classwork.
3) Copyright information for Cambridge University Press, the publisher, and listings of the ISBN numbers for the teacher's book, student's book, workbook, and other components.
This document provides an overview of the contents and structure of a student book titled Messages Student's Book 4. It includes a map of the book that outlines the 12 modules, including the grammar, vocabulary, listening, reading, and communicative tasks covered in each module. It also lists the coursework assignments, grammar checks, study skills lessons, and progress checks included in the book. The document contains sample excerpts from module activities that provide instructions and content for language learning exercises, including describing a painting, completing a fact file, and revising uses of present and past verbs.
The document discusses why learning Chinese is beneficial and easier than expected. Some key points are:
1) Learning Chinese can provide competitive advantages in business, as China's economy grows and Mandarin is becoming more important.
2) Understanding Chinese culture is facilitated by speaking the language, and traveling in China and Taiwan is easier with Mandarin skills.
3) The pronunciation of Mandarin uses a system called pinyin that represents the sounds of spoken Chinese with Latin letters, making it easier for non-native speakers to learn than directly linking characters to sounds.
4) While Chinese has a large set of characters, there is a systematic method to how they are formed and composed of elements
This document provides guidance for college faculty on how to support international students. It outlines key indicators of retention like GPA and course load. Academic advising is important, including regular contact and advising training. Faculty should understand the cultural profiles of international students and potential challenges like differences in English skills, classroom styles, and learning expectations. The document recommends accommodating international students in testing, papers, and receiving extra feedback or tutoring. It also notes resources and other concerns like homesickness and mental stress.
The relation between reading and writing development in english and esl studentsFudgie Fudge
This document is a doctoral thesis submitted by Susan Elizabeth Ball to the Graduate Department of Education at the University of Toronto. The thesis examines the relationship between reading and writing development in English and ESL students. It explores similarities and differences in lower-level skills like decoding and spelling as well as higher-level skills like reading comprehension and story construction. The thesis also investigates underlying cognitive and language processes that predict reading and writing achievement. Data was collected from students in grades 3 and 5/6 and analyzed using regression to determine the strongest predictors of reading and writing performance for both English and ESL learners.
This document provides information to users about how manuscripts are reproduced from microfilm masters for distribution. It notes that the quality of reproductions depends on the quality of copies submitted. Issues like poor print, images, or formatting can negatively impact the reproduction. The document also states that missing pages will be noted if the original author did not submit a complete manuscript. Oversize materials are reproduced through sectioning. The publisher is identified as ProQuest Information and Learning.
This document outlines the scope and sequence of subjects for English language instruction from elementary to secondary school. It provides learning objectives for each grade level across key language domains: listening, speaking, reading, and writing. It also outlines the core topics and outputs expected per quarter for four years of secondary English education, focusing on developing skills like critical thinking, communication, citizenship, and preparing students for further education and life.
I'm a Primary Language Teacher - help me out here!Lisa Stevens
This document provides guidance and resources for primary language teachers. It discusses delivering the primary language curriculum through engaging activities focused on listening, speaking, reading and writing. Suggestions are given for how to approach vocabulary, grammar and culture in age-appropriate ways. The importance of building confidence and enjoyment in language learning is emphasized. A variety of online resources and blogs are recommended for teachers seeking support.
The document discusses strategies for motivating language learners. It defines motivation and discusses factors that can affect learner motivation, such as having goals, choosing interesting content, exposure to the target language culture, and classroom environment. The role of the teacher in stimulating and maintaining motivation is also examined, such as conveying enthusiasm, creating a supportive environment, and ensuring learners experience success. Equipping learners with strategies to help themselves and promoting autonomy can help transition motivation from external to internal forces.
This document provides an overview of the college English writing course. It introduces the course objectives, which are to teach students the writing process and how to write effectively. It then discusses various aspects of the writing process, including prewriting techniques like freewriting, questioning, and outlining. It also covers drafting, revising, editing, and presenting written work. The document provides examples and activities to illustrate each step of the writing process.
This document outlines the annual curricular plan for an English as a Foreign Language class in 2016-2017. The plan includes 6 teaching units covering topics such as breakthroughs in science and technology, travel and adventure, hobbies and leisure, amazing facts around the world, jobs and occupations, and lifetime achievements. Each unit lists specific learning objectives, content, methodological orientations, and assessments. The plan was created by teacher Henry Guatemal and approved by administrators Lic. Aida Castro and Lic. Cesar A. Cruz.
English book 2 student 2016 - 2017 (Level 5 b1.1)Gabriel Guerrón
This document provides information about an English textbook for high school students in Ecuador. It includes details about the textbook such as the authors and editors, as well as introductory messages. The document outlines the overall goals and structure of the textbook, which aims to promote good living and teach English through topics like the news, history, character, and technology. It is intended to support students' learning both inside and outside the classroom.
This document outlines a penpal project between students in Croatia and Uruguay with the goals of meeting students from another country, learning about different cultures, and improving English writing skills. It describes a series of 5 letters students will exchange on topics like introductions, homes, holidays, social media use, and includes examples of emails and a Facebook group used to facilitate the exchange. It concludes by noting positive student outcomes like using English in real time via Skype interviews, becoming more engaged in learning, and gaining cultural understanding and eagerness to continue similar projects.
This document provides materials for two lessons on cultural identity and communication for international students. Lesson 1 focuses on defining culture and cultural identity. Students will discuss their perceptions of American culture and how their own cultures are perceived. They will also reflect on how culture impacts communication. Lesson 2 focuses on differences in communication styles and the concept of small talk. Students will learn about small talk in American culture and ways to engage in small talk. The lessons aim to help students understand cultural diversity and communication challenges as international students.
The document summarizes analyses of three English language course books for teaching young children: Bounce for Kids, Smiles, and Spaghetti. It evaluates each book based on 13 criteria such as how well they fit the students' backgrounds, what values and methodologies they promote, how new language is introduced and practiced, and whether activities encourage meaningful interaction. Overall, the analyses found that while the books aim to be communicative, they lack sufficient practice activities and don't fully achieve a balance between accuracy and fluency.
1) The document provides the scheme of work for Form 3 English at Sekolah Menengah Kebangsaan Raja Perempuan, Ipoh for Term 1 from January to May 2013.
2) It outlines the 20 weeks of lessons by theme, topic, level and learning outcomes as well as activities and educational emphases.
3) Key themes covered include people, social issues, health, environment and literature focusing on the novel "The Railway Children".
This document summarizes the experiences of five individuals who learned English as a second language in the United States. It explores how they describe learning English and their native languages, the role of their native languages in their lives, and what influenced their language use and proficiency over time. It also examines their hopes for passing their heritage languages on to their children.
British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
T h e r e l a t io n s h ip b etw een r e a d in g and w r it in gFudgie Fudge
This document provides instructions for users regarding a microfilmed reproduction of a document. It explains that the quality of the reproduction depends on the quality of the original submitted document. It also provides explanations for potential markings or notations on the reproduction, such as missing pages, blurred text, copyrighted material, or sectioning of maps or drawings. Users are informed that additional photographic prints can be purchased for illustrations that cannot be reproduced clearly.
Engl 110 college writing (queens college) 2012 fall termJohn Smith
This document provides information about an English 110 college writing course taught by Ms. Kelly Seufert at Queens College in fall 2012. The course will focus on writings about the experience of being a New Yorker. Students will analyze how writers have constructed New York identities, discussed immigrant experiences, and debated current issues in the city. Assignments include essays, blog posts, and a final research project. Students will develop their writing, research, and citation skills. The course uses an anthology about New York City and the online learning platform Blackboard.
This document discusses research on bilingual education in England. It explores the tensions between views of multilingualism as an asset versus a problem in education policy. The research utilized case studies involving interviews and observations to understand the experiences of bilingual students, teachers, and parents. Key findings include the benefits students felt from opportunities to use their home languages in school and dissonance between home and school language practices and perceptions of bilingualism. The research concludes there is a need for educational approaches recognizing the strengths of bilingualism and sociocultural nature of learning.
This document outlines the goals and content of an English language course for students at the B2 level. The course aims to improve students' formal communication skills in English and develop autonomous learning strategies. Key course elements include developing oral and written proficiency, expanding vocabulary, and understanding grammar and pronunciation. Topics of study include daily life, health, the environment, education, work, leisure activities, and social issues. The methodology emphasizes an integrated approach and social interaction. Students will be evaluated based on classwork, tests, and portfolio assignments.
This document proposes a curriculum to support international master's students in their transition to Harvard Graduate School of Education. The curriculum would consist of orientation workshops focusing on cultural identity, communication differences, and challenges students may face. Surveys and reflections would help students examine how their cultural background influences their experience and identify resources for support. By addressing cultural adjustment early, the goal is for international students to feel more integrated and able to succeed academically and socially throughout their one-year program. The curriculum aims to build community among international students and increase understanding between cultures represented at HGSE.
This document summarizes interviews with 4 research students from different cultural backgrounds about their experiences with research and supervision across languages and cultures. Key themes that emerged included challenges with cultural adaptation, differences in academic writing styles and structures, issues with autonomy and formality in supervision, and navigating different expectations and administrative constraints. The interviews were analyzed using critical incident recall and thematic analysis to understand personal experiences conducting multilingual research.
Using Literature in Teaching English as a Second Language A Case Study of Ard...ijtsrd
The document discusses using literature to teach English as a second language. It notes that literary texts can improve language skills like reading, writing, listening and provide cultural knowledge about different societies. A case study was conducted at Jazan University in Saudi Arabia that found the majority of students believed literature could make learning English more interesting and help understand other cultures.
This document provides an overview and summary of the Common Core State Standards for a parent audience. It outlines the agenda which includes an introduction to the standards, changes, impact, and resources. It provides background on the Common Core State Standards for English Language Arts and Math. It describes key features of the standards including depth over breadth and vertical alignment. It then summarizes the organization and examples of vertical alignment for the English Language Arts and Math standards. Finally, it outlines the shifts required by the standards in ELA including a balance of literary and informational texts, integration of social studies/science content, building complexity, and text-based answers.
This document discusses the challenges faced by international doctoral students in conducting multilingual research and receiving supervision in a second language. It notes language can act as a barrier in supervision, with supervisors struggling to ensure understanding. Students also face issues translating work and determining appropriate journals. The document calls for acknowledging hidden voices, identities and texts shaped by other languages and making language visible in methodology rather than just teaching. This could help internationalize higher education by challenging power dynamics and transforming genres.
The document discusses different approaches to learning English at Compass International School Al Rayyan. It covers developing skills in speaking, listening, reading, and writing. Some key strategies mentioned include using discussion techniques, debates, novels, play scripts, websites, and blogs. It also provides tips for parents to help their children with English homework, reading at home, and supporting students learning English as an additional language. Useful resources and websites are listed.
International language centre cantonese courseILC Hong Kong
This document provides information on Cantonese language courses offered by the International Language Centre. It describes three levels of Cantonese courses: Elementary, Intermediate, and Advanced.
The Elementary course is designed for beginners and focuses on basic pronunciation, grammar, listening comprehension and presentation skills through everyday topics like shopping, asking directions and introducing family members. The 30-hour Intermediate course builds on these skills for students with prior experience and covers more complex conversations and grammar. The 60-hour Advanced course is designed for fluent students and focuses on oral presentation, discussions, news reading and more advanced vocabulary and idioms.
I'm a Primary Language Teacher - help me out here!Lisa Stevens
This document provides guidance and resources for primary language teachers. It discusses delivering the primary language curriculum through engaging activities focused on listening, speaking, reading and writing. Suggestions are given for how to approach vocabulary, grammar and culture in age-appropriate ways. The importance of building confidence and enjoyment in language learning is emphasized. A variety of online resources and blogs are recommended for teachers seeking support.
The document discusses strategies for motivating language learners. It defines motivation and discusses factors that can affect learner motivation, such as having goals, choosing interesting content, exposure to the target language culture, and classroom environment. The role of the teacher in stimulating and maintaining motivation is also examined, such as conveying enthusiasm, creating a supportive environment, and ensuring learners experience success. Equipping learners with strategies to help themselves and promoting autonomy can help transition motivation from external to internal forces.
This document provides an overview of the college English writing course. It introduces the course objectives, which are to teach students the writing process and how to write effectively. It then discusses various aspects of the writing process, including prewriting techniques like freewriting, questioning, and outlining. It also covers drafting, revising, editing, and presenting written work. The document provides examples and activities to illustrate each step of the writing process.
This document outlines the annual curricular plan for an English as a Foreign Language class in 2016-2017. The plan includes 6 teaching units covering topics such as breakthroughs in science and technology, travel and adventure, hobbies and leisure, amazing facts around the world, jobs and occupations, and lifetime achievements. Each unit lists specific learning objectives, content, methodological orientations, and assessments. The plan was created by teacher Henry Guatemal and approved by administrators Lic. Aida Castro and Lic. Cesar A. Cruz.
English book 2 student 2016 - 2017 (Level 5 b1.1)Gabriel Guerrón
This document provides information about an English textbook for high school students in Ecuador. It includes details about the textbook such as the authors and editors, as well as introductory messages. The document outlines the overall goals and structure of the textbook, which aims to promote good living and teach English through topics like the news, history, character, and technology. It is intended to support students' learning both inside and outside the classroom.
This document outlines a penpal project between students in Croatia and Uruguay with the goals of meeting students from another country, learning about different cultures, and improving English writing skills. It describes a series of 5 letters students will exchange on topics like introductions, homes, holidays, social media use, and includes examples of emails and a Facebook group used to facilitate the exchange. It concludes by noting positive student outcomes like using English in real time via Skype interviews, becoming more engaged in learning, and gaining cultural understanding and eagerness to continue similar projects.
This document provides materials for two lessons on cultural identity and communication for international students. Lesson 1 focuses on defining culture and cultural identity. Students will discuss their perceptions of American culture and how their own cultures are perceived. They will also reflect on how culture impacts communication. Lesson 2 focuses on differences in communication styles and the concept of small talk. Students will learn about small talk in American culture and ways to engage in small talk. The lessons aim to help students understand cultural diversity and communication challenges as international students.
The document summarizes analyses of three English language course books for teaching young children: Bounce for Kids, Smiles, and Spaghetti. It evaluates each book based on 13 criteria such as how well they fit the students' backgrounds, what values and methodologies they promote, how new language is introduced and practiced, and whether activities encourage meaningful interaction. Overall, the analyses found that while the books aim to be communicative, they lack sufficient practice activities and don't fully achieve a balance between accuracy and fluency.
1) The document provides the scheme of work for Form 3 English at Sekolah Menengah Kebangsaan Raja Perempuan, Ipoh for Term 1 from January to May 2013.
2) It outlines the 20 weeks of lessons by theme, topic, level and learning outcomes as well as activities and educational emphases.
3) Key themes covered include people, social issues, health, environment and literature focusing on the novel "The Railway Children".
This document summarizes the experiences of five individuals who learned English as a second language in the United States. It explores how they describe learning English and their native languages, the role of their native languages in their lives, and what influenced their language use and proficiency over time. It also examines their hopes for passing their heritage languages on to their children.
British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
T h e r e l a t io n s h ip b etw een r e a d in g and w r it in gFudgie Fudge
This document provides instructions for users regarding a microfilmed reproduction of a document. It explains that the quality of the reproduction depends on the quality of the original submitted document. It also provides explanations for potential markings or notations on the reproduction, such as missing pages, blurred text, copyrighted material, or sectioning of maps or drawings. Users are informed that additional photographic prints can be purchased for illustrations that cannot be reproduced clearly.
Engl 110 college writing (queens college) 2012 fall termJohn Smith
This document provides information about an English 110 college writing course taught by Ms. Kelly Seufert at Queens College in fall 2012. The course will focus on writings about the experience of being a New Yorker. Students will analyze how writers have constructed New York identities, discussed immigrant experiences, and debated current issues in the city. Assignments include essays, blog posts, and a final research project. Students will develop their writing, research, and citation skills. The course uses an anthology about New York City and the online learning platform Blackboard.
This document discusses research on bilingual education in England. It explores the tensions between views of multilingualism as an asset versus a problem in education policy. The research utilized case studies involving interviews and observations to understand the experiences of bilingual students, teachers, and parents. Key findings include the benefits students felt from opportunities to use their home languages in school and dissonance between home and school language practices and perceptions of bilingualism. The research concludes there is a need for educational approaches recognizing the strengths of bilingualism and sociocultural nature of learning.
This document outlines the goals and content of an English language course for students at the B2 level. The course aims to improve students' formal communication skills in English and develop autonomous learning strategies. Key course elements include developing oral and written proficiency, expanding vocabulary, and understanding grammar and pronunciation. Topics of study include daily life, health, the environment, education, work, leisure activities, and social issues. The methodology emphasizes an integrated approach and social interaction. Students will be evaluated based on classwork, tests, and portfolio assignments.
This document proposes a curriculum to support international master's students in their transition to Harvard Graduate School of Education. The curriculum would consist of orientation workshops focusing on cultural identity, communication differences, and challenges students may face. Surveys and reflections would help students examine how their cultural background influences their experience and identify resources for support. By addressing cultural adjustment early, the goal is for international students to feel more integrated and able to succeed academically and socially throughout their one-year program. The curriculum aims to build community among international students and increase understanding between cultures represented at HGSE.
This document summarizes interviews with 4 research students from different cultural backgrounds about their experiences with research and supervision across languages and cultures. Key themes that emerged included challenges with cultural adaptation, differences in academic writing styles and structures, issues with autonomy and formality in supervision, and navigating different expectations and administrative constraints. The interviews were analyzed using critical incident recall and thematic analysis to understand personal experiences conducting multilingual research.
Using Literature in Teaching English as a Second Language A Case Study of Ard...ijtsrd
The document discusses using literature to teach English as a second language. It notes that literary texts can improve language skills like reading, writing, listening and provide cultural knowledge about different societies. A case study was conducted at Jazan University in Saudi Arabia that found the majority of students believed literature could make learning English more interesting and help understand other cultures.
This document provides an overview and summary of the Common Core State Standards for a parent audience. It outlines the agenda which includes an introduction to the standards, changes, impact, and resources. It provides background on the Common Core State Standards for English Language Arts and Math. It describes key features of the standards including depth over breadth and vertical alignment. It then summarizes the organization and examples of vertical alignment for the English Language Arts and Math standards. Finally, it outlines the shifts required by the standards in ELA including a balance of literary and informational texts, integration of social studies/science content, building complexity, and text-based answers.
This document discusses the challenges faced by international doctoral students in conducting multilingual research and receiving supervision in a second language. It notes language can act as a barrier in supervision, with supervisors struggling to ensure understanding. Students also face issues translating work and determining appropriate journals. The document calls for acknowledging hidden voices, identities and texts shaped by other languages and making language visible in methodology rather than just teaching. This could help internationalize higher education by challenging power dynamics and transforming genres.
The document discusses different approaches to learning English at Compass International School Al Rayyan. It covers developing skills in speaking, listening, reading, and writing. Some key strategies mentioned include using discussion techniques, debates, novels, play scripts, websites, and blogs. It also provides tips for parents to help their children with English homework, reading at home, and supporting students learning English as an additional language. Useful resources and websites are listed.
International language centre cantonese courseILC Hong Kong
This document provides information on Cantonese language courses offered by the International Language Centre. It describes three levels of Cantonese courses: Elementary, Intermediate, and Advanced.
The Elementary course is designed for beginners and focuses on basic pronunciation, grammar, listening comprehension and presentation skills through everyday topics like shopping, asking directions and introducing family members. The 30-hour Intermediate course builds on these skills for students with prior experience and covers more complex conversations and grammar. The 60-hour Advanced course is designed for fluent students and focuses on oral presentation, discussions, news reading and more advanced vocabulary and idioms.
This document provides a syllabus for an English I course taught at Universidad Técnica del Norte in Ecuador. The course is designed to teach English communication skills to elementary (A2) students. Over the course of 6 months, students will complete 6 units covering topics like people, work, daily life, food, places, and family. Assessment will include unit tests, midterm and final exams, projects, and class activities evaluating listening, speaking, reading and writing skills. The goal is for students to develop basic communicative abilities in English.
This document is an annual curriculum plan for an English class at the Beatriz Mejia School in Ecuador for the 2017-2018 school year. It outlines the general and specific objectives of the English program, which aim to develop students' communicative competence through activities involving listening, speaking, reading, and writing. It also details the time allocation, content units, methodology, and assessments. The plan includes two units, one on greetings and introductions, and another on pets and emotions. Lessons incorporate techniques such as role plays, games, group work, and use of technology to practice vocabulary and language functions.
This document provides guidance for conversation partners working with ESL students at the Jones Library. It outlines the role of a conversation partner as a guide to help students practice speaking English through informal conversations. Conversation partners meet with students twice a week for 60-90 minutes to discuss topics suggested in the document. The goal is for students to gain confidence speaking English and learn about American culture through an authentic language exchange. The document provides tips for partners such as giving students time to respond, asking questions to encourage speaking practice, and suggesting role plays of common situations to improve communication skills.
This document discusses strategies for teaching English as a foreign language. It notes that language has both formulaic and subjective aspects, so instruction cannot treat it like other subjects. Teachers must prepare students for dialectical differences in English and decide which version to teach. Activities that engage students include videos, games, projects and quizzes. Above all, teachers should create a supportive environment where students feel comfortable speaking English.
Academic Rigour and Engagement In The Chinese ClassroomShaz Lawrence
This document discusses strategies for promoting academic rigour and engagement in a Chinese language program. It emphasizes raising standards and expectations, moving beyond rote learning towards deeper learning. The document recommends adopting an 80/20 model where students do 80% of the work through activities like think-pair-shares, surveys and journaling. It also stresses using authentic materials, clear learning outcomes, varied tasks, choice and collaboration to engage secondary students. Rigour is defined as promoting excellence through high expectations, engaging learners and making achievement cool.
This document discusses challenges and strategies for teaching English language learners (ELLs). It notes that both teaching and learning in an ELL environment can be difficult. It provides perspectives from an ELL student and Peace Corps volunteer on struggles with learning in a new language. The document then discusses strategies for effective ELL instruction, such as providing opportunities to practice, setting clear expectations, using multiple modes of instruction, and offering extra support.
Andrew Yim proposes researching strategies for tutors to develop long-term relationships with ESL students. He conducted interviews with 4 Chinese students who discussed their experiences learning English. They struggled adapting to English classes in the US and wanted to improve their writing skills. Andrew found programs at some writing centers that encourage relationships between tutors and ESL students. He will continue his research, observe ESL conversation groups, and interview more students to understand how writing centers can better serve ESL students. His goal is to present his findings at the 2015 ECWCA conference and help tutors build confidence in ESL students and encourage independent learning.
The document discusses some of the cultural barriers that Chinese students face in learning English, particularly with regards to speaking skills. It outlines several aspects of Chinese culture, from traditional Confucian values to Communist ideology, that can influence students' behaviors and approach to learning. The document also provides suggestions on developing effective oral communication skills in English, such as participating actively in class discussions, focusing on skills development rather than just grammar, and overcoming fears of losing face that may stem from Chinese cultural influences.
This document discusses several topics related to implementing the secondary curriculum for modern foreign languages in the UK, including:
- An overview of the renewed Key Stage 3 Framework and how it can be used, along with guidance, exemplification, and an online planning tool.
- Suggestions for creative approaches to planning schemes of work, such as using themes, interdisciplinary learning, and learning outside the classroom.
- Examples of contexts that could be used at different year levels to develop language skills and cultural understanding, including sports, travel, and current events.
- Ideas for outcomes like presentations, poems, and promotional materials that allow students to apply their language skills.
- Questions about measuring the impact
This document provides the course syllabus for a Spanish HL1 class taught by Profesora Jennifer Kirk. The goals of the class are to develop students' abilities to communicate effectively in Spanish, understand Spanish language texts, and express themselves clearly on various topics. Students will be assessed through formative and summative assessments, including tests, quizzes, homework, projects, and oral exams. The class will be taught primarily in Spanish through immersion strategies and use of authentic resources.
This document provides the course syllabus for a Spanish HL1 class taught by Profesora Jennifer Kirk. The goals of the class are to develop students' abilities to communicate effectively in Spanish, understand Spanish language texts, and express themselves clearly on various topics. Students will be assessed through formative and summative assessments, including tests, quizzes, homework, projects, and oral exams. The class will be taught primarily in Spanish through immersion strategies and use of authentic resources.
This document provides the course syllabus for a Spanish HL1 class taught by Profesora Jennifer Kirk. The goals of the class are to develop students' abilities to communicate effectively in Spanish, understand Spanish language texts, and express themselves clearly on various topics. Students will be assessed through formative and summative assessments, including tests, quizzes, homework, projects, and oral exams. The class will be taught primarily in Spanish through immersion strategies and use of authentic resources.
This document provides the course syllabus for a Spanish HL1 class taught by Profesora Jennifer Kirk. The goals of the class are to develop students' abilities to communicate effectively in Spanish, understand Spanish language texts, and express themselves clearly on various topics. Students will be assessed through formative and summative assessments, including tests, quizzes, homework, projects, and oral exams. The class will be taught primarily in Spanish through immersion strategies and use of authentic resources.
The document is a syllabus for an English Level 6 course at Universidad Nacional de Chimborazo in Ecuador. It provides information about the course, including its objectives, topics, activities and assessment. The course aims to develop students' English communication skills through topics like relationships, sustainable lifestyles, education and city life. Students will practice all language skills and apply their learning to interact in various situations. By the end of the course, students will be able to effectively use the vocabulary and grammar taught to communicate in English.
The document discusses incorporating Chinese guest teachers into elementary school programs to teach Mandarin Chinese. It notes that children are most receptive to learning a new language like Mandarin before age 10. The program would have the guest teachers provide 20-30 minute lessons to K-4 students 5 days a week to help them learn the spoken language and culture through songs, stories and activities. The district aims to expand such opportunities for students to engage with Chinese language and culture.
This document provides information about English language learners (EAL learners) and strategies to support them. It discusses who EAL learners are, how they differ from other learners, challenges they face in acquiring a new language, and frameworks to understand their language development. It then outlines specific strategies schools can implement to support EAL learners, including providing scaffolding, using visuals and first language support, collaborative learning, and explicit vocabulary and language instruction. Finally, it shares details about the EAL support program at Twickenham Academy, including intervention groups, assessments, advisory services for teachers, and processes for welcoming new EAL students.
This document provides information about the 8th grade English course at the American International School in Cyprus for the 2010-2011 academic year. It includes a brief course description, essential questions, language arts standards based on the Virginia Department of Education, an overview of texts to be covered including short stories, non-fiction, drama, poetry and novels, grading policies, expectations for students, the department plagiarism policy, and supplies needed. It also notes there is a technology component where students will be required to demonstrate various technical capacities.
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Culture and Confidence through Conversation: A Proposal for Group Tutoring in English for International Students
1. Hofstra University
Culture and Confidence
through Conversation
A Proposal for Group Tutoring in English for
International Students
By: Erica Starr
12
2. Culture and Confidence through
Conversation
A Proposal by Erica Starr
Table of Contents
1.Introduction
2.Goals of the Program
3.Who Can Join?/Application
4.Format of Meetings
5.Examples of Possible Conversation Topics
6.Using English Both Inside and Outside the
“Classroom”
7.Compensation
8.Feedback From Past/Current Students
Receiving Tutoring
9.Sponsors
10. Ideas for the Future & Conclusion
3. Introduction
My name is Erica Starr, and I am currently in my junior year
at Hofstra University. I am a double major in both Drama and
Psychology, and I have a minor in English.
I am a member of the Honors College and currently attend
Hofstra on a Presidential Scholarship. I have been named to the
Provost’s List for both the Spring 2011 and Fall 2011 semesters,
and I was on the Dean’s List every semester before Spring 2011,
since Fall 2009.
I plan to finish my undergraduate studies in Fall 2012, one
semester earlier than planned. I work two jobs on campus; the
first is in Hofstra’s Department of Special Collections, where I am
an undergraduate assistant. I am responsible for maintaining
collections that have been provided to the University, some of
which go as far back as the early 1900s. I help to keep the
stacks of these collections well organized and correctly labeled,
and I catalog unprocessed collections for the university’s records.
I am constantly assigned independent projects that involve
sorting through large collections (upwards of 65 large cardboard
boxes) and downsizing them into archive appropriate containers
and folders. Some recent projects include helping to put together
the time capsule for Hofstra’s 75th Anniversary and reorganizing a
collection of notebooks, manuscripts, articles, and photos from
famous travel writer Horace Sutton.
My second position on campus is with the English Language
Program, which is a division of Hofstra’s Department of
Comparative Literature and Languages. I work as a tutor, and
have done so for the past year under the supervision of Dr.
George Greaney and Mary Milana. This position is usually
intended to be a graduate position; however, I was awarded the
4. honor of being a tutor based on my competency with not only the
English language, but my ability to interact and connect with
students and other cultures.
I currently tutor ten students every week, all of whom are
currently international students from China enrolled in Hofstra’s
MBA or MS Programs. They all speak English, but are always
looking to improve their grammar, speaking, listening, and
writing skills and they all want to make friends while they are
here studying in America.
I feel honored to be able to work with some of the nicest
people I have ever met, and with that, I would like the
opportunity to extend my services to a larger number of students
who are still on a wait list to have a tutor. I hope this proposal
conveys my desire to make a difference in the lives of these
international students one conversation at a time.
Goals of the Program
To encourage the use of the English language outside
the environment of the classroom
To provide students with a variety of knowledge in
different topics related to everyday life in America
To make international students feel more comfortable
speaking to their peers and professors in English
5. To help international students make American friends
To encourage students to join clubs, churches, temples,
other places of worship, and groups both on and off
campus that cater to their interests
To foster an understanding of how international
students think so native speakers can better
communicate with their international peers/students
To gain insight into another culture, for both tutor and
student
To make studying in another country and at Hofstra an
enjoyable experience
To provide advice to those who ask for it
To serve as an outlet for creative expression and story
sharing
To continually improve upon students’ English skills,
including speaking, listening, and writing
To prepare students for the real world by providing
insight on job hunting, resume writing, the construction
of cover letters, and how to prepare for an interview
To have real life conversations that promote a greater
understanding of the world around us
6. Who Can Join?
Group tutoring would be open to any international student,
undergraduate or graduate, who wants to improve their English
skills and become more comfortable studying in a foreign country
using a non-native language.
No one will be discriminated against based on their gender,
race, religion, sexuality, nationality, place of birth, level of English
use, major, occupation, or any other distinguishing feature.
Any and all willing international students are encouraged to
join this program for as long as they are enrolled as a student at
Hofstra University.
All tutoring sessions will be considered to stem from the
English Language Program and students will be admitted to the
program upon completion of an informal application to be filled
out in the English language office, in Calkins Hall Room 322 (See
Page 10). Tutoring will operate independent of a student’s
enrollment in any ELP class at Hofstra.
Application
Students must provide the following information to sign up
for the program:
Name: (Chinese)* & English/American nickname if
applicable/preferred
Email
Phone number
Undergraduate or Graduate?
Semester & Year of expected graduation
Major
7. What they are interested in learning: speaking,
listening, writing, specific topics, etc.
Days/times of availability to determine which types of
sessions the student should attend
Format of Meetings
Meetings will operate in a group setting and take place
in a conference like room, preferably with access to a
white board or chalk board
Students should feel free to contribute to the
conversation at any time
Students can bring in topics that they are interested in
talking about
Group activities may contribute to greater learning and
promote new friendships
The tutor in charge will provide a sheet for students to
sign each time they attend the session for the purposes
of keeping records, however, consistent attendance is
not mandatory, just highly encouraged
8. Sessions could last anywhere from 1-3 hours and take
place any days of the week that both the tutor and
students are available, largely based on when the
largest number of students can attend (Permanent
day/times will be formed accordingly and may vary
each semester)
Sessions may also function with the introduction of a
topic/activity of the tutor’s choice if it fits the needs
and interests of the students
Examples of Possible Conversation Topics
Everyday life questions How to write a cover
Studying in America letter
Shopping How to dress for an
Fashion interview
Cuisines How to behave at an
How to Order Fast Food interview
Desserts Preparing for a job
Travel in America interview
Travel outside America Preparing for a phone
How to book a hotel interview
Writing emails Working on campus
Writing professional Popular TV Shows
emails Music
How to find an Movies
internship/job Actor/Actresses
How to write a resume Navigating New York City
9. What to Do on Recycling
Spring/Winter Break Joining a club
Places to eat near Joining a place of
campus worship
Editing Talking to professors
papers/assignments How to practice using
Cosmetics English
Hair styling products How to buy wine
Pets How to give a
Childhood experiences compliment
Family How to make small talk
Books to read Working out at the gym
Museums Technology
How to behave at a party Taking a driver’s test
Planning a party How to work in groups
What to bring to a Communicating with
friend’s house peers
Giving directions Learning new vocabulary
Vocabulary to use at the Plans for the future
doctor’s office Making friends
How to find housing off AND MANY, MANY MORE!
campus
Hobbies
Gift giving
Sports
Holidays
Texting
Dating and relationships
College Life
“How was your week?”
discussion
Cooking
Food shopping
10. Using English Both Inside and Outside the
“Classroom”
Students are required to speak only in English while
they are in the tutoring session
If a student wants to explain a concept to another
student they should try to do so using concepts they
know in English
Students are encouraged to practice reading English in
their spare time through the use of novels,
newspapers, and class reading materials
Watching American TV shows give insight into every
day topics and situations that students studying in
America will want to be familiar with
Those students who speak a language other than
English as their native language should try to use
English for short periods of time during the week when
they normally wouldn’t, such as when dining with
friends, doing homework, or shopping
11. PRACTICE MAKES PERFECT! The more students are
willing to practice their English, the faster their skills
will improve.
Compensation
The following numbers are examples of possible hourly rates:
Number of students Rate per hour
1 (Current employment) $10.50
2-4 $15.75
5-10 $21.00
11+ $30.00
Rates could also be negotiated by each individual session
depending on how long it is and/or how many sessions are given
per week.
Weekly Goals:
1-3 sessions
1-3 hours in length
Reserve at least one session per week for
editing/grammar/homework help/resume building/cover
letter preparation
Feedback from Past/Current Students
“We have a Chinese word saying: you plant peach and plum all
over the world. It means your students are all over the world. I
think this word is right for you, haha”.
12. “You really do much help to me. I very much appreciate it.”
“I want to know some activities that American people usually
participate in during their leisure time, which will help me to know
more things about the life of Americans and culture.”
“I think it is helpful and now I am not afraid to speak English.”
“I am so happy to receive your email, because I really waited a
long time for English Language Center to arrange an English tutor
for me.”
“I got an interview invitation from American Symphony
Orchestra, thank you for your help.”
RE: a student requested you as a tutor (Subject of an email sent
to me from Mary Milana)
“How is it going on with your summer holiday? I miss you very
much!”
“Just want to tell you, the paper you helped me fix last week
(comparative advertising), I got 96, thank you very much. I
always got 91, 92, but it is the first time I got 96 and I am so
happy!”
“Hi Erica, Thanks for your help, I have sent it. Next time, I will
never wait for the last minute, always in a rush. Have a good
weekend and do your homework as soon as possible.” (They love
to give me advice too!)
“You do a great job and help me a lot! Thanks very much!”
“I hope Hofstra would provide more funds for the program. I
really appreciate for your help.”
13. “We really like to learn from you because you taught us so much!
If the program can recover, we hope you will be our tutor again.”
(When the program was in jeopardy last year)
“Happy New Year, thanks for the last semester!”
Sponsors
The English Language Program operates through the
Department of Comparative Literature and Languages here at
Hofstra. They currently sponsor one on one tutoring for
international students in English. It is my hope that they would
support my endeavor to extend this program to include a group
tutoring program so that tutoring services can reach a maximum
numbers of students. My goal is never to have a waitlist of
students wishing to receive tutoring due to a lack of tutors, and I
feel this program can successfully remedy that issue.
It may also be of some interest to consider that a large
majority of the students that request tutoring are in the Frank G.
Zarb School of Business pursuing an M.B.A. and/or M.S. degree,
and they come from various majors. Many of these students,
14. including the ten that I currently tutor, are from China, and some
of them are only in America for a short time. An option for
additional funding for this program may stem from the business
school, as the students receiving tutoring during their studies
here are likely to perform at a higher level, thus positively
reflecting the quality of these business students’ work and the
level of English that they could ultimately achieve.
Ideas for the Future & Conclusion
Thinking ahead, this program can have many options and
can be built upon to serve a variety of purposes.
Tutoring can serve as a companion to ELP classes
required of many incoming international students
Services can be extended to other foreign languages
for those needing extra help and who want a
conversation-style learning experience
Group sessions can function not only in spring and fall
semesters, but during winter and summer break as
tutors and students are available
Group sessions can include some native English
speakers for international students to interact with
15. International students can teach native English
speakers some of their native language as a culture
integration activity
I hope that the above proposal expresses my eagerness to
turn this group tutoring program into a reality, so that
international students can have a chance to learn all they want to
know about America while they study and live their lives here.
These students are very brave for choosing to study in a foreign
country in which the language for them is non-native. I hope to
make the transition to life in America both comfortable and fun.
Language is a fascinating concept to teach, and I continue to
learn from my students every day, just as they learn from me.
My students are my pupils, but they are also my friends, and I
believe the best way to for them to learn is by inspiring
confidence through conversation. The chance to make more
students feel at home would be both an amazing opportunity and
an unforgettable experience for tutor and students alike.