Part of a series on Teaching Undergraduate Students to be Effective Conversation Partners
Created by: Angela Gouger, M.Ed.
Target Audience: Undergraduate students volunteering as Conversation Partners
Jill Watson Essential Program Components for Meeting the Learning Needs of St...Jill Watson, Ph.D.
Keynote address to Dakota TESL Closer Connections Conference, Sioux Falls, SD, Nov. 10, 2015
Agenda: SLIFE population overview, affordances of orality and learning challenges of SLIFE in U.S. schools, six essential program components for meeting the learning needs of SLIFE
Jill Watson Essential Program Components for Meeting the Learning Needs of St...Jill Watson, Ph.D.
Keynote address to Dakota TESL Closer Connections Conference, Sioux Falls, SD, Nov. 10, 2015
Agenda: SLIFE population overview, affordances of orality and learning challenges of SLIFE in U.S. schools, six essential program components for meeting the learning needs of SLIFE
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
Overview of SLIFE demographics, characteristic learning challenges in U.S. schools, and implications for program design, including specific recommendations and pitfalls to avoid.
One of the most striking features of our world is its astonishing diversity. This diversity is reflected not only in the rich varieties of plants and animal species and ecosystems in nature, but also in the varieties of human cultures and languages. Both types of diversity are inter-connected. The presentation describes the nature of culture and language from a critical perspective how the role of the individual is essential in preserving one’s linguistic and cultural heritage and in developing one’s native literacies. Some pedagogical implications, strategies, resources, and principles for language teaching and learning are discussed/shared.
http://finishedexams.com/homework_text.php?cat=867
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
See & Say is a slideshow presentation that explains and explores how visuals can be effective stimuli for students to interpret and verbalize their responses.
Tips on teaching international students who come to study at university in the UK. Given at QMUL in 2015 as part of a taught postgraduate course in higher education.
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
Overview of SLIFE demographics, characteristic learning challenges in U.S. schools, and implications for program design, including specific recommendations and pitfalls to avoid.
One of the most striking features of our world is its astonishing diversity. This diversity is reflected not only in the rich varieties of plants and animal species and ecosystems in nature, but also in the varieties of human cultures and languages. Both types of diversity are inter-connected. The presentation describes the nature of culture and language from a critical perspective how the role of the individual is essential in preserving one’s linguistic and cultural heritage and in developing one’s native literacies. Some pedagogical implications, strategies, resources, and principles for language teaching and learning are discussed/shared.
http://finishedexams.com/homework_text.php?cat=867
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
See & Say is a slideshow presentation that explains and explores how visuals can be effective stimuli for students to interpret and verbalize their responses.
Tips on teaching international students who come to study at university in the UK. Given at QMUL in 2015 as part of a taught postgraduate course in higher education.
Integrating culture and social responsibility tesol 11Joe McVeigh
Joe McVeigh and Ann Wintergerst describe research and practical ideas for the integration of culture and social responsibility in the English language classroom. Download the accompanying handout at www.joemcveigh.org. Learn more about the accompanying book at http://amzn.to/hOO2bz
Social Media and Online Collaboration ToolsBusiness In.docxwhitneyleman54422
Social Media and Online
Collaboration Tools
Business Information Systems
Presented By:
Student Name
Introduction
What is a Social Media and Online Collaboration Tool?
Online Collaboration Tool #1
Online Collaboration Tool #2
Online Collaboration Tool #3
Table of Comparisons
Recommendation
What is a Social Media and Online
Collaboration Tool?
Social Media Collaboration Tool
Online Collaboration Tool
Compare Three Online Collaboration Tools
Background Research
Advantages and Disadvantages
Ease of Use
Reliability and Availability
Cost
Time and Resources to Implement
Online
Collaboration
Tool
Ease of
Use
Reliability
Availability
Cost
Time to
Implement
Resources
to
Implement
Online Collaboration Tool #1
Background Research
Vendor Name
Product Website Address
Key Features
(Bednarski, 2005)
Online Collaboration Tool #1
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #2
Background Research
Vendor Name
Product Website Address
Key Features
(Aguilera, n.d.)
Online Collaboration Tool #2
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #3
Background Research
Vendor Name
Product Website Address
Key Features
(Gutierrez, 2003)
Online Collaboration Tool #3
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Table of Comparisons
Tool #1 Tool #2 Tool #3
Ease of Use Hard Medium Easy
Reliability Low High Average
Availability Windows, Mac iOS, Android, Web All platforms
Cost $2000 $500 Free
Time to Implement 1 year 6 months 1 month
Resources to Implement 3 Personnel 2 Personnel 1 Personnel
Recommendation
Online Collaboration Tool #2
Rationale for Choice
Image of Recommended Tool
Tool #2
(Rainer & Cegielski, 2014)
Conclusion
Conclusion #1
Conclusion #2
Conclusion #3
(Ozkan, n. d.)
Bibliography
Aguilera, V. (n.d.). Working in the computer [digital image]. Retrieved from
http://www.freeimages.com/photo/working-in-the-computer-1243509
Bednarski, A. (2005). Mail button [digital image]. Retrieved from
http://www.freeimages.com/photo/mail-button-1533458
Gutierrez, M. L. (2003). Computers [digital image]. Retrieved from
http://www.freeimages.com/photo/computers-1227142
Ozkan, E. (n.d.). Businessman [digital image]. Retrieved from
http://www.freeimages.com/photo/businessman-1240109
Rainer, R. K., Prince, B., Cegielski, C., Chircu, A., & Marabelli, M. (2014).
.
9. First Hand Experience "I had a lot of trouble at first getting adapted to living in the USA. What frustrated me most was that I did not know how even the simplest things worked! For example, I had never used an American-style washing machine before and ended up ruining some of my best clothing. It took me a long time also to get used to the American bank system, since I had never used automated teller machines or personal checks….” — Diana, Bulgaria (U.S. Department of State)
17. Culture …. Kultur Cultura 文化 Культура الاستنبات संस्कृति kültür (Translations from: http://www.babylon.com/)
18.
19. The Culture Iceberg Concept (Peace Corps, n.d., p.10) paintings facial expressions religious beliefs religious rituals importance of time values literature child raising beliefs concept of leadership gestures holiday customs concept of fairness nature of friendship notions of modesty foods eating habits understanding of the natural world concept of self work ethic concept of beauty music styles of dress general world view concept of personal space rules of social etiquette
36. Questions? Contact information: Angela Gouger [email_address] If you have questions after today, please contact me, and I will do my best to help!
37.
38. References Cont. Fritz, M.V., Chin, D., & DeMarinis, V. (2008). Stressors, anxiety, acculturation and adjustment among international and North American students. International Journal of Intercultural Relations, 32 , 244-259. Godly, A.J., Carpenter, B.D., & Werner, C.A. (2007). “I’ll speak in proper slang”: Language ideologies in a daily editing activity. Reading Research Quarterly, 42 (1), 100-131. doi:10.1598/RRQ.42.1.4 Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34 , 165-182. Hellermann, J. & Vergun, A. (2007). Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics, 39, 157-79. Hermann, F.W. (2004). On wine, cheese, and the superlative role of time in the acquisition of English as a second language. Teaching English in the Two Year College, 31(3) , 240-247. Huang, J. (2006). The effects of academic skills on Chinese ESL students’ lecture comprehension. College Student Journal, 40 (2), 385-392. Hullett, C.R. & Witte, K. (2001). Predicting intercultural adaptation and isolation: Using the extended parallel process model to test anxiety/uncertainty management theory. International Journal of Intercultural Relations, 25 , 125-139. Institute of International Education. (2008). Open doors 2007/2008: Fast facts. Retrieved March 10, 2009, from http://opendoors.iienetwork.org/ Keshishian, F. (2000). Acculturation, communication, and the U.S. mass media: The experience of an Iranian immigrant. The Howard Journal of Communications, 11, 93-106. Lin, L. (2006). Cultural dimensions of authenticity in teaching. New Directions for Adult and Continuing Education, 111 , 63-72. doi: 10.1002/ace.228 Mason, K. (2006). Cooperative learning and second language acquisition in first-year composition: Opportunities for authentic communication among English language learners. Teaching English in the Two Year College, 34 (1), 52-58. Mortenson, S.T. (2006). Cultural differences and similarities in seeking social support as a response to academic failure: A comparison of American and Chinese college students. Communication Education, 55 (2), 127-146. doi: 10.1080/03634520600565811 Oberg, K. (1960). Culture shock: adjustment to new cultural environments. Practical Anthropology, 7 , 177-182. Peace Corps. (n.d.). Culture matters: The Peace Corps cross-cultural workbook. Retrieved January 8, 2009, from http://peacecorps.gov/wws/publications/culture/pdf/workbook.pdf 38