This training aims to prepare French teachers for teaching assignments in French Polynesia. Over two days, sessions will focus on introducing Tahitian culture and language, discussing differences from mainland French culture, and providing tips for successful integration. Guest speakers who taught in Tahiti will share their experiences. Activities include cultural comparisons, analyzing teaching expectations, and games to learn common Tahitian words. The goal is for teachers to gain intercultural skills and awareness to communicate effectively in their new environment.
Lopez Alvarez Ana Belen Portfolio Phonology IIAna Belen Lopez
This syllabus outlines a phonology course taken by a student named Ana Belen Lopez Alvarez at the Universidad Técnica de Ambato in Ecuador, which aims to develop students' phonological knowledge and teaching strategies through identifying concepts related to morphology, comparing word formation patterns, analyzing word origins, applying morphological structures, and predicting morphological issues in the target language. The course will take place over one semester with weekly classes and independent study hours to meet its objectives of applying linguistic and sociocultural aspects to language teaching and learning.
This document summarizes a lesson plan for a CLIL class focusing on wild animals and their habitats. The objectives are to reinforce the difference between vertebrates and invertebrates, describe animals' habitats and diets, learn about endangered animals, and practice language skills. The warm-up has students complete a worksheet on vertebrates vs. invertebrates. Then, students do a listening comprehension activity after the teacher reads about endangered animals. Finally, students work in groups to create informational leaflets on endangered animals of La Pampa, with each group researching one animal.
This document provides information about designing language syllabi for teaching children. It discusses what a syllabus is and its key characteristics, such as being comprehensive, having a clear sequence and structure, and including explicit objectives. It outlines different types of syllabi, such as structural, notional, and task-based syllabi. The roles and responsibilities of teachers in designing syllabi are also addressed. Examples of activities from various units in a Spanish language curriculum are presented.
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...Muhmmad Asif
This document is a thesis submitted by Muhammad Asif to the University of Lahore on the role of culture in English language teaching in Pakistani textbooks. It includes an acknowledgment, dedication, abstract, list of abbreviations, and table of contents. The abstract indicates that the thesis will evaluate how culture is treated in Pakistani English textbooks, investigate teachers' understanding and handling of culture in class, examine learners' perceptions of English learning, and design a culture training program for teachers. It will use qualitative analysis including an evaluative guide, two teacher questionnaires, a learner questionnaire, and an experiment. The results are expected to reveal how culture is overlooked or inadequately considered in textbooks, that some teachers do not include it in lessons,
Ruth Infante
Subject: Phonology II
Semester: Fourth Semester
Week 1
Topic: Introduction to morphology
Objectives:
- Define morphology and its importance in language learning.
- Identify basic concepts related to morphology.
Activities:
- Brainstorming about morphology concepts.
- Mind map about morphology definitions.
Resources:
- Projector
- Notebook
- Pens/pencils
Evaluation:
- Participation in brainstorming activity.
- Completion of mind map.
Week 2
Topic: Word formation patterns
Objectives:
- Recognize different patterns of word formation.
- Analyze
This document provides guidance for developing lesson plans using different techniques and methodologies. It includes guidelines for completing a lesson plan template, with sections for time, aims, procedures, interaction type, and comments. Assessment criteria are outlined covering use of format, aims, approach, activities, and coherence. Various resources and documents are referenced to support lesson planning, including techniques for error correction, steps for microteaching assignments, and ways to set up student interaction and seating arrangements.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Lopez Alvarez Ana Belen Portfolio Phonology IIAna Belen Lopez
This syllabus outlines a phonology course taken by a student named Ana Belen Lopez Alvarez at the Universidad Técnica de Ambato in Ecuador, which aims to develop students' phonological knowledge and teaching strategies through identifying concepts related to morphology, comparing word formation patterns, analyzing word origins, applying morphological structures, and predicting morphological issues in the target language. The course will take place over one semester with weekly classes and independent study hours to meet its objectives of applying linguistic and sociocultural aspects to language teaching and learning.
This document summarizes a lesson plan for a CLIL class focusing on wild animals and their habitats. The objectives are to reinforce the difference between vertebrates and invertebrates, describe animals' habitats and diets, learn about endangered animals, and practice language skills. The warm-up has students complete a worksheet on vertebrates vs. invertebrates. Then, students do a listening comprehension activity after the teacher reads about endangered animals. Finally, students work in groups to create informational leaflets on endangered animals of La Pampa, with each group researching one animal.
This document provides information about designing language syllabi for teaching children. It discusses what a syllabus is and its key characteristics, such as being comprehensive, having a clear sequence and structure, and including explicit objectives. It outlines different types of syllabi, such as structural, notional, and task-based syllabi. The roles and responsibilities of teachers in designing syllabi are also addressed. Examples of activities from various units in a Spanish language curriculum are presented.
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...Muhmmad Asif
This document is a thesis submitted by Muhammad Asif to the University of Lahore on the role of culture in English language teaching in Pakistani textbooks. It includes an acknowledgment, dedication, abstract, list of abbreviations, and table of contents. The abstract indicates that the thesis will evaluate how culture is treated in Pakistani English textbooks, investigate teachers' understanding and handling of culture in class, examine learners' perceptions of English learning, and design a culture training program for teachers. It will use qualitative analysis including an evaluative guide, two teacher questionnaires, a learner questionnaire, and an experiment. The results are expected to reveal how culture is overlooked or inadequately considered in textbooks, that some teachers do not include it in lessons,
Ruth Infante
Subject: Phonology II
Semester: Fourth Semester
Week 1
Topic: Introduction to morphology
Objectives:
- Define morphology and its importance in language learning.
- Identify basic concepts related to morphology.
Activities:
- Brainstorming about morphology concepts.
- Mind map about morphology definitions.
Resources:
- Projector
- Notebook
- Pens/pencils
Evaluation:
- Participation in brainstorming activity.
- Completion of mind map.
Week 2
Topic: Word formation patterns
Objectives:
- Recognize different patterns of word formation.
- Analyze
This document provides guidance for developing lesson plans using different techniques and methodologies. It includes guidelines for completing a lesson plan template, with sections for time, aims, procedures, interaction type, and comments. Assessment criteria are outlined covering use of format, aims, approach, activities, and coherence. Various resources and documents are referenced to support lesson planning, including techniques for error correction, steps for microteaching assignments, and ways to set up student interaction and seating arrangements.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
The document discusses linguistic imperialism and the role of English in Argentina. It notes that while Spanish is the dominant language in Argentina, English is present and taught in schools for various reasons. English is taught beginning in primary school as it provides opportunities for education, business, and tourism internationally. However, Argentina remains a monolingual society with Spanish used for all daily functions. The importance of English is acknowledged but not at the expense of the Spanish language and Argentine culture.
This document presents the curriculum for teaching English in middle schools in Algeria. It outlines the goals of teaching English, which include developing students' communication skills and promoting national and universal values. It describes how English learning contributes to students' overall development and supports other subjects. The curriculum is organized around three target competencies for students to develop: interacting orally, interpreting oral and written texts, and producing written texts. It provides exit profiles that describe what students should be able to do at the end of each key stage of middle school. Recommendations are made for implementing the curriculum, including using project-based learning and assessment. The document concludes with guidelines for different stakeholders to support teachers and students.
Here are some key teaching tips for using Postcards:
- Set up a structured and supportive classroom environment where students feel encouraged, motivated, and challenged. Maintain routines for different parts of the lesson.
- Personalize learning by learning students' names, interests, and providing tailored exercises. Maintain eye contact and show interest in individual students.
- Keep students actively involved by limiting front-of-class explanations and eliciting information from students through questions. Alternate whole-class and individual participation.
- Maintain a fun, challenging pace by setting time limits and moving lessons along at a good speed. This will motivate students.
- Give clear instructions and provide models. Clarify any misunderstandings immediately
This document contains a student's portfolio for the subject "Phonology II" at the Universidad Técnica de Ambato in Ecuador. The portfolio includes the course syllabus, which outlines 5 units covering basic concepts in morphology, patterns of word formation, lexical derivation, applying morphological structures, and examples of morphological problems in English classes. It also provides evidence of learning for each element, a final reflection, and rubric. The portfolio aims to demonstrate the student's knowledge and skills developed throughout the semester-long course in Phonology II.
This document contains a syllabus for a Phonology II course in the Language program at the Universidad Técnica de Ambato in Ecuador. The syllabus outlines the course objectives, content, schedule, assignments, and assessments. The course aims to develop students' phonological knowledge and strategies to apply to English language learning and teaching. Over the semester, students will identify phonology concepts, compare word formation patterns, analyze lexical derivation and word origins, apply morphological structures, and provide examples of potential morphological problems in English classes. The course will use collaborative learning methods and assessments will include presentations, portfolios, quizzes and a final test.
This document is a student's portfolio for a Phonology II course. It includes the student's personal learning goals, which are to learn new vocabulary and improve writing and reading skills. The portfolio also includes the course syllabus, which aims to develop students' phonological knowledge and strategies for learning and teaching English. Specifically, the course objectives are to identify concepts related to morphology, understand patterns of word formation, analyze lexical derivation and word origins, apply morphological structures, and predict morphological problems in English.
This teaching unit focuses on gamification and was designed for intermediate English language learners. It uses games and interactive activities to motivate students and provide opportunities for communication. The four sessions and tutorial aim to improve students' oral and written skills through vocabulary exercises, grammar practice, and group work centered around topics like the natural world, immigration, and cities. Student progress will be assessed through in-class games, participation, and rubrics evaluating general competencies, oral performance, and interest in learning. The goal is for students to develop proficiency and autonomy in English communication.
This document provides information about the English textbook being distributed by the Ministry of Education in Ecuador. It includes the names and roles of government officials related to education. It also explains that the textbook was adapted from a British publication and aims to teach English according to an internationally recognized framework. The Ministry hopes the new textbooks and approach will motivate both students and teachers to improve their English skills.
Unit 1 From syllabus design to curriculum designNoe Garcia
This document discusses the evolution of language teaching methods and curriculum approaches from the 1940s to the 1980s. It traces the emergence of new teaching methods like the Oral Approach and Situational Language Teaching in response to increasing global mobility after World War 2. In the 1960s, the Audiolingual Method and English for Specific Purposes gained prominence. The 1970s saw a shift from grammatical to communicative approaches with the emergence of Communicative Language Teaching. The document also examines the development of needs analysis, notional syllabi, and curriculum approaches involving statements of objectives, content, organization, and evaluation.
Beatrice Caston gave the opening speech. Carlos Rico Castillo's presentation was divided into three sections introducing dynamic systems theory, having participants reflect on being part of a dynamic classroom system, and sharing ideas to increase student interactions. Lori Langer de Ramirez's presentation discussed having student-run language classes to celebrate linguistic diversity in international schools. Victor Gonzalez's presentations focused on using digital resources and activities in the language classroom.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
English course for Waitrons (goals, objectives, and contents)Tony Bittner
This document outlines an English course designed for waitrons (waiters and waitresses) to improve their speaking skills. The 12-unit, 48-hour course is spread over 4 months with classes twice a week. Each unit focuses on a functional topic like greetings, directions, shopping, and includes goals, vocabulary, grammar, and assessment. Teaching approaches include competency-based and whole language to develop skills like stress tolerance and cooperation among learners.
This document contains a portfolio for a Phonology II course. It includes sections on the course mission and vision, curriculum vitae, syllabus, and five elements that make up the course content: identifying morphological concepts, comparing word formation patterns, analyzing lexical derivation, applying morphological structures, and predicting morphological problems in teaching English. The portfolio aims to develop students' phonological knowledge and strategies to apply in learning and teaching English.
This document outlines a syllabus for a Phonology II course. The course aims to develop students' phonological knowledge and strategies to apply when learning and teaching English. Over the semester, students will identify morphological concepts, compare word formation patterns, analyze word origins, apply morphological structures, and predict morphological problems in English. The course will assess students through diagnostic tests, workshops, questionnaires, mind maps, and essays.
This document provides a summary of the history and current state of English language teaching (ELT) in Japan and Indonesia. It discusses how ELT was initially introduced and the various curriculum and methodology changes that have occurred over time in both countries. Some key points include:
- ELT was introduced in Japan in the 1950s and shifted from grammar translation to communicative language teaching in 1999.
- Efforts to improve ELT in Japan include establishing team teaching with native English speakers, reducing class sizes, and creating special "Super English" high schools.
- In Indonesia, ELT began with Dutch but shifted to English in 1955. The curriculum has changed over time, moving towards a more competency-based and student
This document contains a student portfolio for the subject of Phonology II. It includes sections on the course mission and vision statements, the student's CV, syllabus, and evidence of learning organized around 5 course elements. The portfolio provides documentation of the student's work and progress in the Phonology II course during the 4th semester of the English Language program.
Approaches and Methods in TESOL - Traditional MethodsNando Aufar
This document discusses several traditional language teaching methods: Direct Method, Cognitive-Code Learning, Situational Language Teaching, Grammar Translation Method, and Audiolingual Method. Each method is defined and its key principles and techniques are outlined. The Direct Method teaches vocabulary and grammar directly through demonstration and questions/answers without translation. Cognitive-Code Learning emphasizes the conscious learning of language rules. Situational Language Teaching introduces language points orally within situations. Grammar Translation focuses on translating sentences and texts between the target and native languages. Audiolingual Method uses behaviorist drills to teach correct grammar usage through listening and speaking practice.
The document discusses Vanuatu's policy of removing school fees for primary education. It aims to help move towards a fee-free education system by providing schools with grants for students up to 6th grade. The policy also plans to fuse the junior secondary levels into primary school. Vanuatu has a dual education system depending on the language of instruction, with three main languages spoken. Factors like the UN's Millennium Development Goals have influenced the country's goals of improving student enrollment and retention. A SWOT analysis is presented along with recommendations around sustainability issues and relying on external funding given the time-bound nature of achieving goals by 2015.
Презентация цикла тренингов для руководителей малого и среднего бизнеса, которые самостоятельно набирают людей в свою команду, хотят сделать это грамотно, с целью создания дружного и эффективного коллектива.
The document discusses linguistic imperialism and the role of English in Argentina. It notes that while Spanish is the dominant language in Argentina, English is present and taught in schools for various reasons. English is taught beginning in primary school as it provides opportunities for education, business, and tourism internationally. However, Argentina remains a monolingual society with Spanish used for all daily functions. The importance of English is acknowledged but not at the expense of the Spanish language and Argentine culture.
This document presents the curriculum for teaching English in middle schools in Algeria. It outlines the goals of teaching English, which include developing students' communication skills and promoting national and universal values. It describes how English learning contributes to students' overall development and supports other subjects. The curriculum is organized around three target competencies for students to develop: interacting orally, interpreting oral and written texts, and producing written texts. It provides exit profiles that describe what students should be able to do at the end of each key stage of middle school. Recommendations are made for implementing the curriculum, including using project-based learning and assessment. The document concludes with guidelines for different stakeholders to support teachers and students.
Here are some key teaching tips for using Postcards:
- Set up a structured and supportive classroom environment where students feel encouraged, motivated, and challenged. Maintain routines for different parts of the lesson.
- Personalize learning by learning students' names, interests, and providing tailored exercises. Maintain eye contact and show interest in individual students.
- Keep students actively involved by limiting front-of-class explanations and eliciting information from students through questions. Alternate whole-class and individual participation.
- Maintain a fun, challenging pace by setting time limits and moving lessons along at a good speed. This will motivate students.
- Give clear instructions and provide models. Clarify any misunderstandings immediately
This document contains a student's portfolio for the subject "Phonology II" at the Universidad Técnica de Ambato in Ecuador. The portfolio includes the course syllabus, which outlines 5 units covering basic concepts in morphology, patterns of word formation, lexical derivation, applying morphological structures, and examples of morphological problems in English classes. It also provides evidence of learning for each element, a final reflection, and rubric. The portfolio aims to demonstrate the student's knowledge and skills developed throughout the semester-long course in Phonology II.
This document contains a syllabus for a Phonology II course in the Language program at the Universidad Técnica de Ambato in Ecuador. The syllabus outlines the course objectives, content, schedule, assignments, and assessments. The course aims to develop students' phonological knowledge and strategies to apply to English language learning and teaching. Over the semester, students will identify phonology concepts, compare word formation patterns, analyze lexical derivation and word origins, apply morphological structures, and provide examples of potential morphological problems in English classes. The course will use collaborative learning methods and assessments will include presentations, portfolios, quizzes and a final test.
This document is a student's portfolio for a Phonology II course. It includes the student's personal learning goals, which are to learn new vocabulary and improve writing and reading skills. The portfolio also includes the course syllabus, which aims to develop students' phonological knowledge and strategies for learning and teaching English. Specifically, the course objectives are to identify concepts related to morphology, understand patterns of word formation, analyze lexical derivation and word origins, apply morphological structures, and predict morphological problems in English.
This teaching unit focuses on gamification and was designed for intermediate English language learners. It uses games and interactive activities to motivate students and provide opportunities for communication. The four sessions and tutorial aim to improve students' oral and written skills through vocabulary exercises, grammar practice, and group work centered around topics like the natural world, immigration, and cities. Student progress will be assessed through in-class games, participation, and rubrics evaluating general competencies, oral performance, and interest in learning. The goal is for students to develop proficiency and autonomy in English communication.
This document provides information about the English textbook being distributed by the Ministry of Education in Ecuador. It includes the names and roles of government officials related to education. It also explains that the textbook was adapted from a British publication and aims to teach English according to an internationally recognized framework. The Ministry hopes the new textbooks and approach will motivate both students and teachers to improve their English skills.
Unit 1 From syllabus design to curriculum designNoe Garcia
This document discusses the evolution of language teaching methods and curriculum approaches from the 1940s to the 1980s. It traces the emergence of new teaching methods like the Oral Approach and Situational Language Teaching in response to increasing global mobility after World War 2. In the 1960s, the Audiolingual Method and English for Specific Purposes gained prominence. The 1970s saw a shift from grammatical to communicative approaches with the emergence of Communicative Language Teaching. The document also examines the development of needs analysis, notional syllabi, and curriculum approaches involving statements of objectives, content, organization, and evaluation.
Beatrice Caston gave the opening speech. Carlos Rico Castillo's presentation was divided into three sections introducing dynamic systems theory, having participants reflect on being part of a dynamic classroom system, and sharing ideas to increase student interactions. Lori Langer de Ramirez's presentation discussed having student-run language classes to celebrate linguistic diversity in international schools. Victor Gonzalez's presentations focused on using digital resources and activities in the language classroom.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
English course for Waitrons (goals, objectives, and contents)Tony Bittner
This document outlines an English course designed for waitrons (waiters and waitresses) to improve their speaking skills. The 12-unit, 48-hour course is spread over 4 months with classes twice a week. Each unit focuses on a functional topic like greetings, directions, shopping, and includes goals, vocabulary, grammar, and assessment. Teaching approaches include competency-based and whole language to develop skills like stress tolerance and cooperation among learners.
This document contains a portfolio for a Phonology II course. It includes sections on the course mission and vision, curriculum vitae, syllabus, and five elements that make up the course content: identifying morphological concepts, comparing word formation patterns, analyzing lexical derivation, applying morphological structures, and predicting morphological problems in teaching English. The portfolio aims to develop students' phonological knowledge and strategies to apply in learning and teaching English.
This document outlines a syllabus for a Phonology II course. The course aims to develop students' phonological knowledge and strategies to apply when learning and teaching English. Over the semester, students will identify morphological concepts, compare word formation patterns, analyze word origins, apply morphological structures, and predict morphological problems in English. The course will assess students through diagnostic tests, workshops, questionnaires, mind maps, and essays.
This document provides a summary of the history and current state of English language teaching (ELT) in Japan and Indonesia. It discusses how ELT was initially introduced and the various curriculum and methodology changes that have occurred over time in both countries. Some key points include:
- ELT was introduced in Japan in the 1950s and shifted from grammar translation to communicative language teaching in 1999.
- Efforts to improve ELT in Japan include establishing team teaching with native English speakers, reducing class sizes, and creating special "Super English" high schools.
- In Indonesia, ELT began with Dutch but shifted to English in 1955. The curriculum has changed over time, moving towards a more competency-based and student
This document contains a student portfolio for the subject of Phonology II. It includes sections on the course mission and vision statements, the student's CV, syllabus, and evidence of learning organized around 5 course elements. The portfolio provides documentation of the student's work and progress in the Phonology II course during the 4th semester of the English Language program.
Approaches and Methods in TESOL - Traditional MethodsNando Aufar
This document discusses several traditional language teaching methods: Direct Method, Cognitive-Code Learning, Situational Language Teaching, Grammar Translation Method, and Audiolingual Method. Each method is defined and its key principles and techniques are outlined. The Direct Method teaches vocabulary and grammar directly through demonstration and questions/answers without translation. Cognitive-Code Learning emphasizes the conscious learning of language rules. Situational Language Teaching introduces language points orally within situations. Grammar Translation focuses on translating sentences and texts between the target and native languages. Audiolingual Method uses behaviorist drills to teach correct grammar usage through listening and speaking practice.
The document discusses Vanuatu's policy of removing school fees for primary education. It aims to help move towards a fee-free education system by providing schools with grants for students up to 6th grade. The policy also plans to fuse the junior secondary levels into primary school. Vanuatu has a dual education system depending on the language of instruction, with three main languages spoken. Factors like the UN's Millennium Development Goals have influenced the country's goals of improving student enrollment and retention. A SWOT analysis is presented along with recommendations around sustainability issues and relying on external funding given the time-bound nature of achieving goals by 2015.
Презентация цикла тренингов для руководителей малого и среднего бизнеса, которые самостоятельно набирают людей в свою команду, хотят сделать это грамотно, с целью создания дружного и эффективного коллектива.
As our team had been working to build a Recruitment plan during the whole semester, we put together a presentation to explain the changes we were proposing.
Представление первой программы из Цикла Стрессменеджмент - Управление стрессом. Тренинг актуален\ для перегруженных трудоголиков (в основном это руководители!), которые хотят внести в свою жизнь больше порядка и гармонии.
Sam Najmi has over 25 years of experience in mechanical engineering, including patented designs. He has worked in various roles such as project management, product engineering, commissioning, and sales across industries like data centers, transportation, and refrigeration. Najmi's skills include designing, testing, and commissioning complex mechanical systems for mission critical facilities. He currently works as a Senior Mechanical Commissioning Engineer, leading acceptance testing and reporting.
Sam Najmi has over 25 years of experience in mechanical engineering, including patented designs. He has worked in various roles such as project management, product engineering, commissioning, and sales across industries like data centers, transportation, and refrigeration. His skills include designing, testing, and commissioning complex mechanical systems for mission critical facilities. Currently he works as a Senior Mechanical Commissioning Engineer, leading acceptance testing and reporting for large companies like Facebook, T-Mobile, and Wells Fargo.
Sam Najmi has over 25 years of experience in mechanical engineering, specializing in commissioning mechanical systems for mission critical facilities. He has led commissioning projects for companies such as Facebook, T-Mobile, and Wells Fargo Bank. Najmi is proficient in designing, testing, and selecting HVAC equipment and has experience commissioning chillers, air handlers, cooling towers, and other mechanical equipment. He holds patents for refrigerated display case and communication adapter designs. Najmi has worked in various engineering roles including design, project management, and quality control.
This document discusses the concept of culture from several perspectives. It first examines different definitions of culture and theories about how culture is formed, noting that culture may develop from both nature and nurture. The document then argues that culture exists as a means of survival, as people need to fit in and understand others. An activity is described where participants are assigned cultural identities and must interact to complete an object, representing how cultures can overcome differences. Questions are posed at the end to prompt discussion about observations of cultural interactions and how the activity relates to the real world.
Ground transport has evolved significantly over time. It began with simple modes like walking and has advanced to include motor vehicles like cars and trucks. The development of new transportation technologies continues to be an important area of research and innovation to meet the changing needs of society.
This document outlines an intercultural competence training for French teachers who will be teaching in Tahiti. The training spans two days and aims to foster self-awareness, recognize differences within the Francophone world, and develop skills for cultural understanding. Day 1 includes introductions, an overview of Tahitian culture, and discussions on cultural expectations. Day 2 includes Q&A with local teachers, tips for cultural assimilation, and a group excursion to learn about Tahitian culture firsthand. The training utilizes interactive activities like icebreakers, cultural modeling, and cultural misunderstanding examples to prepare teachers for their new intercultural teaching environment in Tahiti.
Chronic Obstructive Pulmonary Disease (COPD) is characterized by airflow obstruction that is generally progressive and may be partially reversible. It includes emphysema and chronic bronchitis. The primary cause is cigarette smoking which damages the lungs over many years through destruction of lung tissue and increased inflammation. Symptoms include dyspnea, cough, and limited physical activity. Treatment focuses on smoking cessation and medications to relieve symptoms along with respiratory therapy and oxygen as needed.
Asthma is a chronic inflammatory airway disease characterized by bronchial hyperresponsiveness and reversible airflow limitation. The document traces the history of asthma from its first description in ancient Greek texts to modern recognition of its inflammatory pathophysiology. It then provides details on the definition, epidemiology, classification, pathogenesis, clinical features, investigations and management of asthma.
This document describes a survey conducted to assess people's level of environmentalism. The survey included 11 questions about individuals' daily habits related to energy and resource use. A sample of 10-20 people responded to the questions, which were scored based on predefined criteria. The weighted average score of all responses was 7.07 out of 10, indicating that the sample demonstrated generally good environmental practices but still had room for improvement in some areas. The survey aimed to provide insight into private attitudes and initiatives regarding environmental protection.
The document discusses raising cultural awareness in the EFL classroom. It defines cultural awareness and intercultural awareness. The presentation objectives are to provide theoretical knowledge about multicultural education, develop ideas for integrating migrant students, and highlight teaching practices that encompass innovation. Some challenges for teachers in culturally diverse classrooms include language barriers, different backgrounds, and lack of resources. The role of teachers is to demonstrate respect, collaboration, tolerance and understanding of different cultures. Suggested methods include engaging students, helping set classroom rules, using simplified language, authentic materials, and addressing conflicts wisely.
This document discusses language and language arts. It defines language as a system of symbols used by a group to communicate. Language arts refers to the study of grammar, composition, spelling, and sometimes public speaking. The document emphasizes that language is important for communication, relationships, and expanding knowledge of other cultures. It argues that 21st century education needs to teach languages and keep up with current times to allow students to compete globally. Technology like podcasts, YouTube, blogs and Twitter can be used to learn languages in innovative ways. The document proposes a "Study Abroad" project where students research a language and present on the corresponding culture, using technology.
This document discusses language and language arts. It defines language as a system of symbols used by a group to communicate. Language arts refers to the study of grammar, composition, spelling, and sometimes public speaking. The document emphasizes that language is important for communication, relationships, expanding knowledge, and developing the mind. It argues that 21st century education must teach language and language arts that evolve with current times. Students need skills like vocabulary and being multilingual to compete globally. The document proposes a "Study Abroad" project where students research a language and culture, create a presentation and food, and communicate in the language on social media.
This document discusses language and language arts. It defines language as a system of symbols used by a group to communicate. Language arts refers to the study of grammar, composition, spelling, and sometimes public speaking. The document emphasizes that language is important for communication, relationships, expanding knowledge, and developing the mind. It argues that 21st century education must teach language and language arts that evolve with current times. Students need skills like vocabulary and being multilingual to compete globally. The document proposes a "Study Abroad" project where students research a language and culture in-depth, create a presentation and food from that culture, and communicate in the language on social media.
Hatice Asvaroglu: Intercultural communicative competence: are language teache...eaquals
The document summarizes a study on the intercultural communicative competence of English as a foreign language teachers. It finds that most teachers had only a basic level of intercultural competence according to the European Profiling Grid benchmarks. While teachers understood the role of culture in language teaching, none identified developing intercultural competence as a goal of English instruction. Most activities focused on cultural awareness rather than analyzing stereotypes or cultural differences. The study concludes teacher training should better prepare instructors to develop learners' intercultural communicative abilities.
Mme krawiecki's focus on gr 4 2013 sce Yolateacher
Grade 4, 5 and 6 students will receive between 40-60 minutes of homework per night in French and English. Homework will be assessed based on completion and may be noted on report cards. It is meant to practice skills and consolidate knowledge, not be part of the overall evaluation. The new French curriculum will be based on the Common European Framework. Teachers will be implementing collaborative inquiry strategies in mathematics, where teachers build knowledge around student learning and instruction. Both French and English teachers will be teaching through inquiry using questions to engage students in relevant issues.
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ICC Training Paper
1. Developing Intercultural Trainings In Organizations
Mainland French Teachers Heading to French Polynesia
Lynn Rampe
Angelique Stevens
Hong Chang
Abstract
In facilitating an organizational training for French Teachers who will be teaching in French
Polynesia, Tahiti, we aim to provide and extend a set of various competencies that address
2. potential performance gaps while giving participants the ability to apply what has been learned
into their individual work environment.
Pre-training procedures
To assess who are our audience and their specific needs, before the organizational training is
conducted we will send out a pre-training questionnaire.
We will ask each participant to also bring a mock lesson plan that they commonly use within
their present classrooms.
Our questionnaire is as follows:
Name: Region of origin (transfer):
1. How long have you been teaching French? At what level?
1. Have you ever had to deal with a difficult teaching situation? How did you overcome it?
1. Have you ever been transferred to an overseas territory before?
1. Feel free to tell us what you know about Tahiti.
1. What would you like to know about Tahiti by the end of this seminar?
1. How do you interact with members of other cultures, at home and abroad?
Format of the training
The intercultural competency training will be held over the period of 2 days. We have broken up
the schedule to reflect the needs of the particular audience. Strategically placing coffee breaks
and incorporating a longer lunch break (longer than traditional American lunches), we have tried
to match the needs of the French audience in order to make them the most receptive to the
training.
3. Our in-class presentation is to last for 45 minutes. We also took into account leaving five
minutes of our time to receive feedback from the audience.
Goals and Learning Objectives
We aim to facilitate the growth of the following intercultural competencies:
· Cultural Self-Awareness
· Personal and Cultural Values Recognition
· External Awareness
· Culture-Specific Knowledge
· Creative Thinking
· Intercultural Interpersonal Skills
· Conflict Resolution
· Adaptability
We aim to fully accomplish the following learning objectives:
L.O 1: To be able to recognize commonalities and differences within ones own culture
L.O 2: To be able to recognize how language shapes a portion of cultural identity
L.O 3: To be able to recognize commonalities and differences due to cultural context within the
Francophone world. (Language similarities does not signify cultural similarities)
L.O 4: To be able to develop skills and attitudes that foster understanding and be able to develop
multiples perspectives
Schedule
Saturday
9:30-10:30 (P 1) Introductions
· Introduce presenters.
· Expectations of the training: what they should know by the end (how to communicate
efficiently with people from the indigenous situation).
· Ice-breakers (“Never Have I Ever”)
10:30-10:45- Coffee
10:45-12 (P 2) Overview of Tahitian Culture
· Geography and History of Tahiti pre-French exploration.
· Differing worldviews in that hemisphere
4. · Tahiti as center of the Pacific triangle (cultural link: Maohis- French Polynesia, Maolis-
Hawa’i, Maoris- NZ & Rapa Nuis- Easter Island)
12-1:30 Lunch
1:30-4 (P 3) Cultural expectations
· Differing notions of ethnicity and power: role of the French in the Polynesian population
(dominant population).
· Place of the teacher in the classroom- different perspective towards authority and
importance of school in the pupil’s life.
· Discussion of personal experience with Tahiti.
4-4:15 Goûter/Coffee
4:15-5 (P 4) Wrap-up
· Exploring the need to overcome ethnocentric mindset to fit into globalized world.
· Homework: think about what you might want to ask someone who has been through what
you are about to go through.
Sunday
9:30-10:30 (P 5) Q&A with 2 guest-speakers
· Personal narratives of 2 guest speakers
· Opportunity to ask questions of guest speakers experience in the new cultural context
10:30-10:45- Coffee
10:45-12 (P 6) Language assumptions and tips for successful integration
· Learn a little bit about the slang that is used in Tahiti (mix of French and Tahitian words) to
prepare teachers to communicate efficiently.
· End the session with a group wrap up that talks about different ways of knowing and
acquiring information, informally vs. formally.
· Last 15 minutes will be dedicated to final reflections/take aways
· More discussion can be held during lunch if desired.
12-2PM Farewell Lunch Reception
Island Buffet
2PM-5 Group Excursion (optional)
Visit of Te Fa'aiti Park.
5. Schedule Breakdown by Periods
In this next section you will see a breakdown of our schedule. Breaking the schedule into
6 distinct periods, we have provided an in-depth outline illustrating the two-day training
program. We have provided a description of each proposed activity and have tied it to a
corresponding learning objective.
Period 1
Introductions
· Go over expectations of the training
· Ice breaker - Never have I Ever (L.O1):
Have a circle of chairs, one less than the number of participants. The one extra in the middle
states something they haven't done. Everyone else who HAS done the activity gets up and runs
6. and tries to find a new chair. They are not allowed to take the chair directly on either side of
them. The one who is without a chair is the new middle person. And repeat. If anyone is stuck in
the center more than two times the presenter will stand in and pull “never have I ever” from
questionnaires.
LO1: A kinesthetic approach to immediate group engagement and participation. Game designed
to illustrate commonalities and differences between the participants within a perceived similar
culture (France)
Period 2
Overview of Tahitian Culture
· Geography game:
Using the three white boards in the front, draw three countries, one on each board. Have the
group stand by which board they believe has the country that represents the size of French
Polynesia. After they are divided up, inform them that the correct answer is if you were to span
from the first board to the third. Use it as a time to talk about the importance of viewing French
Polynesia as part of the whole island chain, not as an isolated island.
· Open the space up for people to share what they already know about Tahiti.
· Present an overview of Tahitian culture, history, language, geography and current day
Tahiti.
Period 3
Cultural Expectations
· Have teachers analyze their teaching methods and how they conduct themselves in a school
setting, and place themselves on a scale of where they think they may lie: Task vs. Relationships,
valuing Memorization vs. Creative projects
· Provide paper and pencils and have participants list 5 expectations they have for their
students in France, example: punctuality, attendance, homework, buying books
· Have participants prioritize their expectations based from most to least important
· Have participants identify within their lesson plan they brought where they can see a
dependence on these expectations (Identify how if there was a lack of attendance, homework
being done how their lesson plan wouldn't work)
· Identify how some of the cultural realities they learned about in the last period may
undermine some of these expectations/priorities - i.e. Teenage pregnancy, lack of resources to
buy books, communal nature of learning
By recognizing that their role as a teacher in the Tahitian culture may be perceived differently
than in France, participants can start to think about ways they may code-shift (change language
used, classroom set up, group vs. individual emphasis) within their classrooms to improve the
effectiveness of their methods.
7. L.O 3: Teaching (task vs. relation), priorities about students/ self-realization about teaching
methods.
L.O 4: Teachers will develop multiple perspectives on their own value systems and will analyze
how their values are embedded within their teaching methods. They will learn how to develop
creative solutions to situations that may arise in and outside of the classroom in order to foster
effective learning.
Period 4
Wrap Up
· Summarize all the information and ask about what are the takeaways for the teachers.
“Homework”: Ask them to think about what they want to ask someone who has been through
what they are about to go through.
What is your takeaway from the activity today?
What kind of activities do you recommend us to add in this training?
What do you think we can do to improve this training?
LO 4: Reflection of the day and their own feelings will provide participants the space to
recognize alternative cultural norms and develop a frame of reference for interpreting
intercultural situations. By recognizing the potential for ethnocentrisms within educational goals,
processes, course materials and classroom conduct, participants will learn to display cultural
humility and recognize other epistemologies.
Period 5
Guest speaker
· Two teachers who have already taught there are invited to debrief their experiences and
answer questions. They will provide PPT about their experience and what should be noticed
before departure. All the questions would be provided in the morning for them to get prepared.
LO 3: Participants are provided first hand accounts from guest speakers on the nuanced cultural
differences they experienced in general and within the academic setting. They will hear accounts
of how lack of cultural awareness can cause tension and possible adverse effects.
Period 6
Language assumptions and tips for successful integration
As far as getting settled down, the teachers will have a couple of tasks to deal with. During this
training, we will help the teachers with some of the aspects of their life in French Polynesia-
opening a bank account, getting a phone line and internet access.
8. - Bank account: The teachers should open a bank account at la Banque de Polynésie since
it is a partner of la Société Générale (a bank present in France). Choosing this bank will
facilitate money transfer, should they need to transfer from/to France.
- Phone line: Vini (http://www.vini.pf/) is the only provider available as far as cellphones
go. They can choose to have a contract or a payphone. Some of services offered in
mainland France, such as unlimited texting and/or data, are not available in French
Polynesia. A popular subscription would be 2000 PCF (Pacific Francs, equivalent to 20
USD or 16 euros) for the month, knowing that each text costs 100 PCF.
- Internet access: the teachers can get Internet through Vini too. There is very limited 4G
access on the island, but it has recently been activated (2013).
For a successful integration, we thought that teachers should know about some of the social
events that take place in Tahiti.
- The Heiva: The Heiva is a two-week long Polynesian dancing & singing competition. It
revolves around story-telling- teams (in choirs of 30+ candidates) sing and dance about
the mythology of their culture. A brief summary of the story is provided at the beginning
of the number in Maohi, French and English. It is held in the main arena in Papeete, on
the Toa’ta plaza.
- The Hawaiki Nui Va’a race: the Hawaiki Nui Va’a is the equivalent of Le Tour de France
in French Polynesia. It is executed on dugout canoes around French Polynesia, beginning
in Tahiti and ending in Bora Bora. As Va’a is deeply rooted within the Polynesian
culture, we will invite the participants to learn more about it.
- The Billabong Pro Tahiti competition : The Billabong Pro Tahiti competition is a world-
recognized surfing event. It takes place in Teahupoo (in Tahiti, about two hours from
Papeete). Waves at the competition average a 5-meter height (about 16 ft). Surfers fly
over from all over the world to participate in this competition.
Definition game: Tahitian common words
Three participants will come to the front of the room. One person is given the real definition of
the Tahitian (colloquial) word and the other two people have to make up the meaning. Each of
the 3 participants will have to use the word in a sentence to convince others that it is the correct
definition. The rest of the group is the audience, who has to vote on what the real meaning might
be. At the end of the game, we will discuss as a group what made people vote for certain
definitions over the other, what swayed them. We will talk about reference points and different
ways of knowing.
LO 2: Activity designed so participants recognize differences within the francophone world,
“francophone world”- does not equal 100% language similarities. They will see how culture not
only affects language but how language helps define culture.
9. List of Tahitian Words
Typically Tahitian: Va’a (pirogue), Fiu (tired, can’t be bothered), Fenua (dirt, ground,
homeland), Fare (typical Tahitian house), Vini (literally bird, used as phone in slang bcs phone
company emblem),
People: Popaa (someone from France), Tane (man), Vahine (woman), Taote (doctor).
Sentences
Va’a: je fais du va’a toutes les semaines avec mon équipe
(I do va’a every week with my team)
Fiu: Je reviens tout juste de cours et je suis trop fiu
(I just came back from class and I am so fiu)
Fenua: Il faut préserver le fenua de la pollution
(We have to preserve the fenua from pollution)
Fare: Ce voisinage a beaucoup de fare typique de Tahiti
(This neighborhood is full of typical fares)
Popa’a: Il y a beaucoup de Popa’as qui viennent ici.
(There are a lot of Popa’as who come here)
Tane: Mate le tane là-bas
(Check out that tane over there)
Vahine: Regarde-la la vahine là-bas
(Look at the Vahine over there)
Taote: Il faut que j’aille voir le Taote cette semaine.
(I need to go see my Taote this week)
Vini: File-moi ton Vini !
(Give me your vini)
These are the definitions we used for our activity:
Va’a = Dugout canoe
va’a = meeting
va’a = basketball
Fiu = Tired
fiu = excited
fiu = scared
Fenua = Homeland
fenua = dolphins
fenua = world
10. Fare = Tahitian House
fare = gardens
fare = families
Popaa = Someone from France
popaa = surfers
popaa = students
Tane = Man
tane = police officer
tane = girl
Vahine = Woman
vahine = statue
vahine = palmtree
Taote = doctor
taote = grandparents
taote = teacher
Vini = Bird
vini = opinion
Vini = Phone
Lunch
The island buffet will help the trainees relate to the facilitators but also connect with the other
trainees. The latter can also approach the guest speakers to ask any questions that they might
have, but also just to talk about their lives and the transition they are making. We are hoping that
this will give our trainees a support network.
Group Excursion
We have scheduled a visit of Te Fa'aiti Park. It is located in Papenoo, which is 35 minutes away
from the university in Punaauia (near Papeete). The group will have 4 hours to explore the park,
which will leave plenty of time to experience everything. The park reflects the Polynesia view on
the afterlife, as it is considered as one of the places that a warrior’s soul would pass through (and
undergo challenges).
11. Content about culture
To discuss the depth of culture, our group will introduce the principle of the culture tree:
We decided to adhere to this model, since we found it to be quite relevant to culture. Indeed,
Roots allude to what is the deepest about the person’s identity, but also what cannot be seen
through the naked eye (e.g core values, standards, vision, mission, …). The trunk makes up the
most important conscious features of a person when he or she interacts with others (leadership,
clinical integration, …). Finally, the branches evoke beliefs the person may develop over time
12. (loyalty, philanthropy, accountability, ...). The image of culture as a tree is especially useful,
since the tree classifies the rank of the influencers upon a person, but also their source (in this
case, water).
To be more specific about the content on culture in this case, Angie will draw from her personal
experience to compare both cultures, as a French person who lived in French Polynesia. She will
also draw from Hofstede’s work on cultural dimensions as a tool to compare the metropolitan
French culture against the culture of French Polynesia.
One of those tools is Power Distance. This cultural dimension shows the importance of
having a hierarchy and how people fit in it. Cultures with a higher power distance put an
emphasis on titles and interactions will differ depending on the position of the receiver. This
difference in interaction can be shown through linguistic tools, such as different pronouns. In
France, a teacher should always be address using “vous” (formal second person pronoun), such a
distinction does not exist in Tahiti, since people do not have this word in their native language.
To show respect, students will call the teacher “Madame” or “Monsieur”, but not use the “vous”
pronoun when address him or her. As a teacher, one should not be offended, as this does not
show a lack of respect. This cultural dimension should be understood by teachers, who represent
figures of authority in their home culture of France. In that aspect, France and Tahiti are quite
different.
Another cultural dimension that is should be explored before French teachers start their
mission in Tahiti is Individualism versus collectivism. From personal experience, Tahiti seems to
belong to a collectivistic society, when France is more individualistic. In Tahiti, several
13. generations live in the same house and the family is involved as a whole in all of the decisions.
For instance, when a baby is born, the task of naming it goes to its maternal great-grandmother,
who should be inspired. She will pick a name from someone who has done great things in their
family tree, as part of her responsibility being to know her family’s history well.
Group Reflection:
Going through the process of designing this workshop each member of our group gained
valuable experience. While we learned a lot about the intricacies of culture and cultural
communication from the exercises in class, being a multicultural group, we learned just as much
though the process of working in a multicultural group dynamic. We each learned a lot about
diverse learning styles and personal preferences, and were able to reflect on the challenges of
multicultural group dynamics in the future.
Angie’s lovely and accurate explanations of French and Tahati cultural backgrounds are
fantastic. And her preparation of all the words for the second activity are so meaningful and
funny! She tried to instill some of the cultural aspects through reaching the language. She had the
experience of living in Tahiti, which was helpful to her for that end.
Lynn is good at planning and facilitating all the activities. Her instructions and
explanations are very meaningful and detailed. I love these two activities she chosen for our
team. Lynn as very good at starting what needed to be done and delegating. She knew the
American school system and what was expected for the deliverables (i.e. what they should
include) which helped the group navigate this assignment. She also made sure that the important
aspects of the paper were incorporated in the presentation.
14. Coming from a cultural background that varied so much from the rest of the group,
Chang was integral to the group dynamic. Not only was she able to analyze parts of the project
through a different lens, but she also allowed us to step outside of ourselves and give us
perspective on our own role in group dynamics. The important lessons and (ah-ha! moments)
learned through designing our intercultural training derived just as much from the learning of
intercultural techniques from class as from the intercultural experiential learning we had in our
communication and miscommunications working together as a group.
Together through this experience we each have started to identify parts of our own
personality. We have started to see the space of contention, between how we see ourselves and
how we are perceived by others. We also have started to see how those perceptions differ based
upon the cultural lens we are viewed through.
Lynn, being very enthusiastic and coming from a very critical theory thinking base has
started to realize that her enthusiasm causes her to be perceived as very confident, and that
overconfidence may make it harder for others to feel comfortable including their voice.
Angie felt unsure about what the expectations for the presentation would be when it came
to the presentation. It was harder for her to tell what should be included and what should not, as
the presentation was to be a meaningful sample of the work done by the group. That is why she
hesitated to advance ideas. However, she has learnt that bonding outside of the group might help
make for smoother group meetings. Indeed, team members would familiarize themselves with
each other’s communication styles. She will try to apply that concept in her future collaborations.
Being Chang’s first time being in higher education in the United States, she has had to
deal with not only adapting to daily life in a new culture but adapt to new cultural norms within
the academic sphere. She has learned that her respectful deference to other peoples ideas can
15. come across as being disengaged or not putting in work. She has seen that in the United States,
contributing something, whether it be a half formed idea that someone else can work off of or an
entire concept, is valued highly when working in groups. Due to the nature of Americans, she
has also learned that it may take more self- initiative to participate, because the gaps in
conversation may not present themselves. Chang may try to be more open and active and get
involved with others a little bit more in future group projects. Where in the private group
atmosphere it was challenging for Chang, she was very good at leading the discussion as she
could summarize what people had said and then tie it into the learning outcomes of the training,
but also of the presentation. This cooperation will definitely lead us to a new level of mutual
understanding.
To sum up , we are very happy to have the chance to work together and know each other.
The resources in class allowed us to reflect deeper on the interactions that took place in our daily
life.We all felt a positive shift in our interactions with each other since having this experience.